Professor of Practice, Dir of Field Experiences, Associate Department Chair
- Ph.D., Education Leadership, New York University
- M.A., Teachers of English Grades 7-12, New York University
- B.S., English Education, New York University
Amanda began her career as a high school English teacher in New York City, where she also mentored student teachers and led teacher professional development. Amanda earned her PhD in Education Leadership from New York University. Her dissertation focused on how preservice teachers learn about teaching practice during their student teaching experience, specifically about the practice of using data for instructional decision making. Her additional research interests and expertise include diversity in teacher education, formative assessment tools for pre- and in-service teachers, online learning, and English curriculum and instruction. During her doctoral studies, Amanda coordinated field experiences for students at New York University, supervised student teachers, and taught undergraduate and graduate courses. Most recently, Amanda has worked in research for a large not-for-profit education company, where she conducted and contributed to a variety of studies related to educator preparation and in-service teacher professional development.
Scholarly Work
Howell, H., Roth, A., Mikeska, J., Lyon, C., & Winchester, E. (2020). Guiding principles for providing formative feedback to pre-service teachers: A report on initial findings. Forthcoming paper accepted to the American Educational Research Association Annual Conference.
Wylie, E.C., Lyon, C., & Roth, A. (2020). Supporting teachers in engaging with peer-supported professional learning about formative assessment. Forthcoming paper accepted to the American Educational Research Association Annual Conference.
Deane, P., Wilson, J., Zhang, M., Li, C., van Rijn, P., Guo, H., Roth, A., Winchester, E., van Milligan, A., & Richter, T. (in press). The sensitivity of a scenario-based assessment of written argumentation to school differences in curriculum and instruction. Submitted to: International Journal of Artificial Intelligence in Education.
Goe, L., & Roth. A. (2019). Diversifying the teacher workforce: Evidence from surveys, phone interviews, and sit visits with Educator Preparation Programs. ETS Research Report RR-19-38.
Roth, A. S. (2019). Pre-service teacher learning about the practice of using data for instructional decision making. New York University, ProQuest Dissertations Publishing, 2019. 13887254.
Goe, L., & Roth, A. (2019). Strategies for supporting Educator Preparation Programs’ efforts to attract, admit, support, and graduate teacher candidates from underrepresented groups. ETS Research Memorandum RM-19-03.
Roth, A., & Goe, L. (2018). Breaking through barriers: Admitting, supporting, and graduating teacher candidates who reflect America’s diversity. American Educational Research Association Annual Conference.
Deane, P., Roth, A., Litz, A., Goswami, V., Steck, F., Lewis, M., & Richter, T. (2017). Behavioral differences between retyping, drafting, and editing: A writing process analysis. Research Memorandum No. RM-18-06. Princeton, NJ: Educational Testing Service.
Wylie, E.C., Lyon, C., & Roth, A. (2017). Using the formative assessment rubrics, reflection, and observation tools to support professional reflection on practice: Facilitator Guide. Commissioned by the Formative Assessment for Students and Teachers State Collaborative on Assessment and Student Standards of the Council of Chief State School Officers.
Pignatosi, F., Romandetto, P., Legnetti, K., Roth, A., & Hannan, T. (2015). Who's on first? Guiding teacher education students in their initial field experiences. American Educational Research Association Annual Conference Paper.
Conferences and Presentations
Roth, A., & Goe, L. (2018). “Breaking through barriers: Admitting, supporting, and graduating teacher candidates who reflect America’s diversity.” AERA Conference, New York, NY.
Roth, A., & Winchester, E. (2017). “Presentation to the teachers of Colonial School District.” Newark, Delaware.
Roth, A., Weiner, S., & Owens-Oliver, C. (2017). “Diversifying the teacher workforce: Best practices for attracting, supporting, retaining and successfully graduating diverse candidates.” Presentation to the AACTE Regional Conference, Fort Worth, Texas.
Goe, L., & Roth, A. (2017). “Diversifying the teacher workforce: Challenge 1 work in progress.” ETS R&D Turnbull Hall Brown Bag Series.
Goe, L., Roth, A., Gunnings-Moton, S., & Smith, A. (2017). “Diversifying the teacher workforce: Retaining and successfully graduating diverse candidates.” NASDTEC Ted Andrews Winter Symposium Presentation.
Roth, A. (2016). “Investigating the usefulness of a training-of-trainers model in implementing a district-wide professional development assessment series.”
Roth, A., & Mavronikolas, E. (2015). “Investigating the usefulness of a training-of-trainers model in implementing a district-wide professional development and assessment series.” Northeastern Educational Research Association (NERA) Conference Roundtable Presentation.
Fowles, M., Roth, A., Jueds, K., & Song, Y. (2015). “Using learning progressions to formatively assess students’ ability to analyze arguments.” Smarter Balanced Consortium Spotlight Forum.
Roth, A. (2015). “CBAL presentation to the teacher of Sedway Middle School.” Las Vegas, NV.
Deane, P, Roth, A. & Fowles, M. (2015). “CBAL presentation to the teachers of Monroe Township Middle School.”
Roth, A. (2014). “Curriculum mapping and the common core state standards.” New York City Office of Adult and Continuing Education Teachers Conference Day.