Lawrence Clark Home People Lawrence Clark Associate ProfessorPh.D.Emory University(2004) Department: Department of Teaching and Learning, Policy and Leadership Division: STMECurriculum Vitae: Curriculum VitaeEmail Address: firstname.lastname@example.orgPhone Number: (301) 405-1398Location: 2311 Benjamin Building Research Interests Examining relationships between teachers' beliefs, knowledge, and dispositions and their instructional practices; measuring teachers' implicit perceptions of classroom interactions; mapping adolescents' mathematics identity development Bio Lawrence M. Clark is an Associate Professor of Mathematics Education at the University of Maryland Center for Mathematics Education. He obtained his bachelor’s degree in mathematics from Hampton University, and M.Ed. and Ph.D. degrees from Emory University. Prior to joining the Maryland faculty, Dr. Clark was a postdoctoral research fellow at the Center for Proficiency in Teaching Mathematics at the University of Michigan. While at the University of Michigan, Dr. Clark was a member of the research team for BIFOCAL, a professional development project designed to enhance middle grades teachers’ capacity to select and facilitate cognitively demanding mathematics tasks. Prior to his appointment at the University of Michigan, Dr. Clark served as the National Director of Mathematics for Project GRAD USA, a national school reform initiative in several urban school districts. Dr. Clark has served in multiple leadership roles at the departmental and college level, and participates in national organizations focused on the advancement of mathematics education. Dr. Clark has experience as a mathematics teacher educator in the U.S., Ethiopia, Ecuador, and Kenya. From 1992 – 2000, Dr. Clark taught middle school mathematics in Atlanta, GA. Dr. Clark’s research interests focus on examining and exploring relationships between teachers’ knowledge, beliefs, and dispositions and their instructional practices. An additional research focus is mapping and supporting adolescents' mathematics identity formation. An emerging focus on his work includes developing measures of teachers' implicit perceptions of classroom interactions. Fellowships Please see CV. Honors & Awards Please see CV. Publications Please see CV. Grants & Projects Please see CV. Courses Please see CV.