Publications

Journal Articles--Book Chapters--Invited Works--Edited Books and Journal Issues

* denotes data-based scholarship

Peer-Reviewed Journal Articles

*Polly, D. (in press). Supporting mathematics instruction with an expert coaching model. Mathematics Teacher Education and Development.

*Polly, D., Margerison, A., & Piel, J.A. (in press). Kindergarten teachers’ orientations to teacher-centered and student-centered pedagogies and their influence on their students’ understanding of addition. Journal of Research in Childhood Education.

*McGee, J., Wang, C., & Polly, D. (in press). Guiding teachers in the use of a Standards-Based mathematics curriculum: Teacher perceptions and subsequent instructional practices after an intensive professional development program. School Science and Mathematics Journal.

Polly, D., Mraz, M., & Algozzine, R. (in press). Implications for developing and researching elementary school mathematics coaches. School Science and Mathematics Journal.

*Polly, D., & Orrill, C. H. (in press). Developing technological pedagogical and content knowledge (TPACK) through professional development focused on technology-rich mathematical tasks. The Meridian: A Kindergarten through High School Information and Communications Technology Journal.

*Polly, D., Frazier, J. W., Hopper, C., Chapman, M. W., & Wells, R. (in press). Examining the influence of a support seminar on pre-service teachers’ preparedness for student teaching. School-University Partnerships.

*White, R. B., Polly, D., & Audette, R. H. (2012). A case analysis of an elementary school’s implementation of Response to Intervention. Journal of Research in Childhood Education, 26(1), 73-90. doi:10.1080/02568543.2011.632067

*Polly, D. (2011). Teachers’ learning while constructing technology-based instructional resources. British Journal of Educational Technology, 42(6), 950-961.   doi: 10.1111/j.1467-8535.2010.01161.x

*Polly, D. (2011). Examining teachers’ enactment of TPACK in their mathematics teaching. International Journal for Technology in Mathematics Education, 18(2), 83-96.

*Polly, D. (2011). Examining teachers’ enactment of technological pedagogical and content knowledge (TPACK) in their mathematics teaching after technology integration professional development. Journal of Computers in Mathematics and Science Teaching, 30(1), 37-59.

Polly, D. (2011). Technology to develop algebraic reasoning. Teaching Children Mathematics, 17(8), 473-478.

*Polly, D. & Hannafin, M. J. (2011). Examining how learner-centered professional development influences teachers’ espoused and enacted practices. Journal of Educational Research, 104, 120-130.

Polly, D. & Hannafin, M.J. (2010). Reexamining technology’s role in learner-centered professional development. Educational Technology Research and Development, 58(5), 557-571.

*Polly, D., Mims, C., Shepherd, C.E., & Inan, F. (2010). Evidence of impact: An analysis of the influence of PT3 Projects designed to transform methods courses and field experiences. Teaching and Teacher Education, 26, 863-870.

Hannafin, M.J., Shepherd, C.E., & Polly, D. (2009). Video assessment of classroom teaching practices: Lessons learned, problems, and issues. Educational Technology, 50 (1) ,32-37.

*Polly, D. & Ausband L. (2009). Developing higher order thinking skills through WebQuests. Journal of Computing in Teacher Education, 26(1), 5-10.

Polly, D. & Brantley-Dias, L. (2009).  TPACK: Where do we go now? Tech Trends: Linking Research and Practice to Improve Learning, 53(5), 46-47.

Polly, D., & Ruble, L. (2009). Learning to share equally. Teaching Children Mathematics, 15(9), 558-565.

*Glazer, E.M., Hannafin, M.J., Polly, D., & Rich, P. (2009). Factors and interactions influencing technology integration during situated professional development in an elementary school. Computers in Schools, 26(1), 21-39.

*Polly, D. (2008). Modeling the influence of calculator use and teacher effects on first grade students’ mathematics achievement. Journal of Technology in Mathematics and Science Teaching, 27(3), 245-263.

Polly, D. (2007). Blogs: Turning technology-driven social fads into an educational tool. Virginia Society for Technology in Education Journal, 21(4).

*Polly, D. (2006). Participants’ focus in a learner-centered technology-rich mathematics professional development program. The Mathematics Educator, 16(1), 14-21.

*Bleich, L., Ledford, S.D., Orrill, C.H., & Polly, D., (2006). An anlaysis of the use of graphical representation in participants’ solutions. The Mathematics Educator, 16(1), 22-34.

* Mims, C., Polly, D., Shepherd, C., Inan, F. (2006). Examining PT3 projects designed to improve preservice education. Tech Trends: Linking Research and Practice to Improve Learning, 50(3), 17-24.

Erbas, A., Ledford, S., Orrill, C., Polly, D. (2005). Promoting problem solving across geometry and algebra by using technology. The Mathematics Teacher, 98 (9), 599-603.

Erbas, A., Ledford, S., Orrill, C.H., & Polly, D., (2004). Engaging students through technology. Mathematics Teaching in the Middle School, 9, 300-305.

Peer-Reviewed Book Chapters

Polly, D. (in press). Designing and Teaching an Online Elementary Mathematics Methods Course: Promises, Barriers, and Implications. In R. Hartshorne, T. L. Heafner, & T. Petty (Eds.), Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation. Hershey, PA: IGI Global.

Orrill, C. H. & Polly, D. (2012). Technology integration in mathematics: A model for integrating technology through content development. In D. Polly, C. Mims, & K. Persichitte (Eds.), Developing technology-rich teacher education programs: Key Issues (pp. 337-356). Hershey, PA: IGI Global. DOI: 10.4018/978-1-4666-0014-0.ch022.

Good, A. & Polly, D. (2012). Attempting to bridge theory to practice: Preparing for ‘moving day’ with teleobservation in social studies methods. In D. Polly, C. Mims, & K. Persichitte (Eds.), Developing technology-rich teacher education programs: Key Issues (pp. 438-448). Hershey, PA: IGI Global. DOI: 10.4018/978-1-4666-0014-0.ch028.

Taylor, D.B., Hartshorne, R., Eneman, S., Wilkins, P., & Polly, D. (2012). Lessons learned from the Implementation of a Technology-focused Professional Learning Community. In D. Polly, C. Mims, & K. Persichitte (Eds.), Developing technology-rich teacher education programs: Key Issues (pp. 535-550). Hershey, PA: IGI Global. DOI: 10.4018/978-1-4666-0014-0.ch034.

Polly, D., Mims, C., & McCombs, B. (2011). Designing technology-rich professional development. In I. L. Chen & D. McPheeters (Ed.), Educational technology integration in urban schools, (pp. 236-243). Hershey, PA: IGI Global. DOI: 10.4018/978-1-61350-492-5.ch033

Popejoy, K., & Polly, D. (2011). Leveraging technology to develop pre-service teachers’ TPACK in mathematics and science methods courses. In I. L. Chen & D. McPheeters (Ed.), Educational technology integration in urban schools, (pp. 170-182). Hershey, PA: IGI Global. DOI: 10.4018/978-1-61350-492-5.ch027.

*Polly, D. (2010). Preparing teachers to integrate technology effectively: The case of higher-order thinking skills (HOTS). Chapter to appear in S. D’Augustono (Ed.) Adaptation, Resistance and Access to Instructional Technologies: Assessing Future Trends in Education, (pp. 395-409). Hershey, PA: IGI Global.

*Polly, D., Mims, C., Inan, F., & Shepherd, C. (2010). Evaluating the impact of PT3 projects focused on methods courses and field experiences. Chapter in W. Hienecke (Ed.), Evaluation of Preparing Tomorrow’s Teachers to Teach with Technology Grants. (pp. 87-109). Charlotte, NC:  Information Age Publishing.

Polly, D. (2009). Employing technology to create authentic learning environments. In H. Song (Ed.), Distance Learning Technology, Current Instruction, and the Future of Education: Applications of Today, Practices of Tomorrow, (pp. 83-94). Hershey, PA: IGI Global.

Polly, D., & Mims, C. (2009). Designing professional development to support teachers’ TPACK and integration of Web 2.0 technologies. In T.T. Kidd & I. Chen (Eds.). Wired for Learning: Web 2.0 Guide for Educators, 301-316.

Polly, D., & Moore, J.A. (2008). The great divide: Preparing pre-service teachers to integrate technology effectively. In M. Orey, V.J. McClendon, R.M. Branch (Eds.), 2008 Educational Media and Technology Yearbook, 17-31.

*Polly, D. & Shepherd, C.E. (2007). Preservice teachers' perceptions of appropriate technologies. In T. Kidd & H. Song (Eds.), Handbook of Research on Instructional Systems and Technology. (p. 198-215).

Invited Articles and Book Chapters

Polly, D., & Orrill, C.H. (in press). Rational Numbers and Proportions: Analyzing the Critical Areas of the Common Core State Standards for Mathematics in Grades 5-6. Invited article in Teaching Children Mathematics.

Polly, D. & Little, M. (in press). Leveraging professional learning communities and collaborative team meetings to address student achievement in mathematics. Invited article in PDS Partners.

Dacey, L. & Polly, D. (2012). The Common Core State Standards for Mathematics: The big picture. Invited article in Teaching Children Mathematics, 18(6), 378-383.

Polly, D. (2011). Developing Students’ Higher-Order Thinking Skills (HOTS) through Technology-Rich Tasks: The Influence of Technological Pedagogical and Content Knowledge (TPACK). Invited article in Educational Technology, 51(4), 20-26.

*Polly, D., Grant, M. M., & Gikas, J. (2011). Supporting technology integration in higher education through professional development. In D. W. Surry, J. Stefurak, & R. M. Gray, Jr. (Eds.), Infrastructure and issues for Technology in Higher Education (p. 58-71). Hershey, PA: Informational Science Reference. DOI: 10.4018/978-1-60960-147-8.ch005

Mims, C., Polly, D., & Grant, M.. (2009). Technology integration in K-12. Invited chapter in M. K. Barbour & M. Orey (Eds.), The Foundations of Instructional Technology. Retrieved from The Foundations of Educational Technology:  http://projects.coe.uga.edu/itFoundations/

Polly, D. (2008). The AECT internship experience: An example of authentic learning. Tech Trends 52(5), 14.

Books or Journals Edited

Polly, D., Mims, C., & Persichitte, K. (in press). Creating Technology-Rich Teacher Education Programs.  Hershey, PA: IGI Global.

Polly, D., & Brantley-Dias, L. (2009). Special issue on Technological Pedagogical and Content Knowledge (TPACK). Tech Trends: Linking Research and Practice to Improve Learning, 53(5).

Grant Writing

External Funding Received

Royster, D., Polly, D., & Pugalee, D. (2009, January). Developing Standards-Based Mathematics Teachers. Proposal submitted to the North Carolina Department of Public Instruction Mathematics and Science Partnership Program. ($2,122,870, funded). Principal Investigator.

Royster, D., Polly, D., Pugalee, D. (2008, November). Building Teacher Leadership for Quality Mathematics Instruction. Proposal submitted to the North Carolina Department of Public Instruction NC Quest Program. ($299,981, funded). Co-Principal Investigator.

Taylor, D. B., & Polly, D. (2008). America Counts: Developing a math tutoring program. Nations Bank Foundation, Charlotte, NC ($750, funded).

Orrill, C.H., Polly, D., & McMillan, T. (2003). Georgia Department of Education Teacher Quality Initiative. ($67,585.00, Funded).

Internal Funding Received

Chapman, M., Frazier, J., Hopper, C., Polly, D., & Britt, H. (2009, December). Supporting a Yearlong Student Teaching Seminar. Grant submitted to the UNC Charlotte Scholarship of Teaching and Learning Initiative ($6,300, Funded.). Co-principal Investigator.

Polly, D. (2006, October). Developing Elementary Mathematics Teachers. Grant submitted to UNC Charlotte Curriculum Improvement and Development Initiative ($5,500, Funded). Principal Investigator.

Polly, D. (2006, September). Exploring Mathematical Tasks. Grant submitted to the UNC Charlotte Faculty Research Grant ($5,750, Funded). Principal Investigator.

Consultation on School-based Grants

McCombs, B. & Kannapolis City Schools (2007, July). Kannapolis City Schools IMPACT Technology Grant. Grant submitted to the North Carolina IMPACT Technology Initiative ($1,600,000, funded).

Technical Reports

Hannafin, M.J., Hannafin, K., Kim, M., Masland, L., Polly, D., Shepherd, C., & West, R. (2005). Summary of Online Pilot Survey. Report submitted to the Georgia Department of Education in partial fulfillment of the evaluation of the GA-DOE Title II-D project. Contribution: 90%.

Hannafin, M.J., Hannafin, K., Kim, M., Masland, L., Polly, D., Shepherd, C., & West, R. (2005). Aligning performance standards, mathematics content, and learning tasks in 3 rd , 4 th and 5 th grade mathematics. Report submitted to the Georgia Department of Education in partial fulfillment of the evaluation of the GA-DOE Title II-D project. Contribution: 40%.

Hannafin, M.J., Hannafin, K., Kim, M., Masland, L., Polly, D., Shepherd, C., & West, R. (2005). Year 2 Quarterly Report. Report submitted to the Georgia Department of Education in partial fulfillment of the evaluation of the GA-DOE Title II-D project. Contribution: 40%.

Hannafin, M.J., Hickey, D., Kim, M., Polly, D., & Song, L. (2004). End of Year 1 Report. Report submitted to the Georgia Department of Education in partial fulfillment of the evaluation of the GA-DOE Title II-D project. Contribution: 20%.

Conference Proceedings

National and International Conferences (Refereed)
*denotes data-based scholarship

*Polly, D. (2009). Examining the influence of professional development on elementary mathematics teachers’ enacted, espoused and intended practices. In Proceedings of the Psychology of Mathematics Education-North America International Conference. Atlanta, GA [CD-ROM].

*Polly, D. & Barbour, M. (2009). Developing Teachers’ Technological, Pedagogical, and Content Knowledge in Mathematics. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2009 (pp. 4128-4131). Chesapeake, VA [CD-ROM].

*Polly, D., Lock, C. & Bissel, B. (2007). Mathematical understanding: Analyzing student thought processes while completing fraction tasks. In D. K. Pugalee, A. Rogerson & A. Schinck (Eds.). Proceedings of the Ninth International Conference of the Mathematics Education into the 21st Century Project: Mathematics Education in a Global Community. Charlotte, NC: University of North Carolina at Charlotte, 535-538.

*Polly, D. (2007). Examining the influence of learner-centered professional development on elementary mathematics' teachers enacted and espoused practices. In D. K. Pugalee, A. Rogerson & A. Schinck (Eds.). Proceedings of the Ninth International Conference of the Mathematics Education into the 21st Century Project: Mathematics Education in a Global Community. Charlotte, NC: University of North Carolina at Charlotte, 539-543.

*Polly, D., & Griffin, T. (2004). The internet's impact on teacher education: Implications for online professional development courses for teachers. Paper in the Proceedings of the 2004 Ed-Media World Conference on Educational Multimedia, Hypermedia and Telecommunications: Lugano, Switzerland [CD-ROM].

* Polly, D., Orrill, C.H. Ledford, S.D., & Erbas, A.K. (2004). Technology-enhanced math investigations: Facilitating the design and implementation of TEMIs into the classroom. Paper in the Proceedings of the 2004 Ed-Media World Conference on Educational Multimedia, Hypermedia and Telecommunications: Lugano, Switzerland [CD-ROM].

*Keller, M., & Polly, D. (2004). Enhancing the teacher-student connection: Innovations in professional development to improve student achievement. Paper in the Proceedings of the 2004 Ed-Media World Conference on Educational Multimedia, Hypermedia and Telecommunications: Lugano, Switzerland [CD-ROM].

*Polly, D., Orrill, C.H., Erbas, A.K., & Ledford, S.D. (2004). Training teachers to integrate technology-rich mathematics investigations." Paper in the Proceedings of the 2004 Society for Information Technology and Teacher Education’s Annual Conference: Atlanta, GA [CD-ROM].

*Shepherd, C., Polly, D., Rich, P., & Thomas, G. (2004). Integrating e-portfolios into teacher education programs." Paper in the Proceedings of the 2004 Society for Information Technology and Teacher Education’s Annual Conference: Atlanta, GA [CD-ROM].

*Orrill, C.H., Erbas, A.K., Ledford, S.D., & Polly, D. (2004). Integrating technology-enhanced mathematical investigations. Paper in the Proceedings of the 2004 Society for Information Technology and Teacher Education’s Annual Conference: Atlanta, GA [CD-ROM].

*Polly, D. (2003). Anchoring student learning in technology-rich authentic environments. Paper in the Proceedings of the 2003 Ed-Media World Conference on Educational Multimedia, Hypermedia and Telecommunications: Honolulu, Hawaii [CD-ROM].

*Polly, D. (June, 2003). Infusing cognitive principles in the development of instructional activities. Paper in the Proceedings of the 2003 Ed-Media World Conference on Educational Multimedia, Hypermedia and Telecommunications: Honolulu, Hawaii [CD-ROM].

*Polly, D., & Hannafin, R.D. (June, 2003). Employing dynamic software to solve open-ended investigations. Paper in the Proceedings of the 2003 Ed-Media World Conference on Educational Multimedia, Hypermedia and Telecommunications: Honolulu, Hawaii [CD-ROM].

Book Reviews

Polly, D. (2010). Mathematics and science for a change: Designing, implementing and sustaining high-quality professional development. Teaching Children Mathematics, 16(9), 565.

Polly, D. (2009). JRME monograph number 14. Journal for research in mathematics education: A study of teaching multiple lenses, multiple views. Teaching Children Mathematics, 15(7), 445-446.