Publications

• Pilgrim, M. E., Quaisley, K., Yu, F., Beisiegel, M., Oliva, P. D., Moschetti, M., Segal, R., & ELITE PD Research Group (2025). Guiding principles for equity-oriented professional development for mathematics graduate teaching assistants. Notices of the American Mathematical Society 72(2), 164-171.
• Funk, R., Quaisley, K., & Smith, W. M. (2025). Mathematics teacher leaders’ responses to equity in turbulent times. Teaching for Excellence and Equity in Mathematics, 16(1), 17-29. https://doi.org/10.63966/teem.v16i1.1785
• Smith, W. M., Funk, R., Quaisley, K., & McMillon, E. (2025). Building a culture that empowers and motivates mathematics teacher leaders as change agents. School Science and Mathematics, 1-13. https://doi.org/10.1111/ssm.18329
• Quaisley, K. & Males, L. M. (2024). Lessons learned from studying the teacher intended curriculum: The value of capturing and analyzing attention. In D. Thompson, M. A. Huntley, & C. Suurtamm (Eds.), Lessons Learned from Research on Mathematics Curriculum. (pp. 367-384). Information Age Publishing.
• Hagman, J. E., Voigt, M., Bennett, A., Nicole, F., Bolick, M. A., Pai, L., Kress, N., Quaisley, K., Tremaine, R., Funk, R., Hill, P. W., & Smith, W., M. (2024). Experiencing tensions of nepantla with inner-departmental change groups. Frontiers in Education 9, 1-14. https://doi.org/10.3389/feduc.2024.1454303
Quaisley, K., Funk, R., Pai, L., Ahrens, S., Smith, W. M., \& Thomas, A. (2024). Impacting elementary grades STEM teacher leadership identities. School Science and Mathematics, 1-13. https://doi.org/10.1111/ssm.18313
Quaisley, K., Funk, R., Smith, W. M., Criswell, B., & Hutchinson, A. (2023). From becoming to being: How STEM teachers develop leadership identities. International Journal of Leadership in Education. 1-28. https://doi.org/10.1080/13603124. 2023.2292161
Quaisley, K., Funk, R., Smith, W. M., & Criswell, B. (2023). The Rock Cycle as a Metaphor for Developing STEM Teacher Leaders. AAAS ARISE Blog. https://aaas-arise.org/2023/09/06/the-rock-cycle-as-a-metaphor-for-developingstem-teacher-leaders/
Anderson, R., Weiland, T., Males, L. M., & Quaisley, K. (2022). How four white MTEs attempted to acknowledge, act, and hold ourselves accountable for incorporating antiracism into graduate courses for teachers. Teaching for Excellence and Equity in Mathematics 13(1), 60-70.
Quaisley, K. & Wakefield, N. (2022). From active learning trigonometry to lecture-oriented calculus: Student interactions. Nebraska Educator Journal 6(2), 72-99. https://doi.org/10.32873/unl.dc.ne034