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Faculty Publications

McKillop Library supports and promotes the scholarship and research of faculty through its faculty lecture series and through this virtual and ongoing display of recent faculty publications. The display of faculty publications is updated biannually.

Elaine Silva Mangiante, Ph.D.

Elaine Silva Mangiante, Ph.D.

Associate Professor | Education

Elaine Silva Mangiante, PhD, is an Associate Professor of Elementary Science, Mathematics and Engineering Design Education at Salve Regina University. Formerly, she served as a professional development specialist with The Education Alliance at Brown University for educational reform in high-poverty districts as well as a science specialist and mathematics curriculum coordinator for a K-8 school where she mentored early career teachers. Currently, as a university teacher educator, her research interests include examining how teachers who work in high-poverty school districts plan for reform-based science education and create a collaborative climate for elementary students’ scientific discourse and engineering problem-solving. Her scholarly publications, presentations, and consulting work focus on effective teaching practices for science and engineering design education in urban schools, elementary science pedagogy for critical thinking, elementary students’ negotiation of engineering design ideas, purposeful on-going mentoring, and teacher development from novice to expert.

Featured Spring 2024

Supporting Math Learning of Students with Behavioral and Academic Challenges

Case Study of a Pre-Service Teacher

Elaine Silva Mangiante

Abstract:   This case study presents findings of approaches that one pre-service teacher (PST) used during practicum teaching when providing instruction for a mathematics unit with three fourth-grade students who had behavioral and/or academic challenges. The purpose of this study was to examine the planning, reflections, and decision-making of this unique PST who was able successfully to engage students as they learned about and “proved their thinking” about properties of geometric shapes. The study examined how her approaches aligned with (a) high-leverage practices for students with exceptionalities and (b) classroom conditions that promote an environment for positive student behaviors. The results suggested that this PST was able to focus on the social context of teaching—understanding her students and building a discursive community of learners—to aid students in learning the math concepts. Teacher educators can use this case to help PSTs understand the application of high-leverage practices in the classroom.  

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International Journal of Special Education, 38(2): 66-79, October 2023

Open Access:   DOI 10.52291/ijse.2023.38.23