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James E. Tarr

James E. Tarr

Professor and Associate Division Director

303 Townsend Hall
(573) 882-4034
E-mail: TarrJ@missouri.edu

Research Areas

  • Evaluation of Curricular Effectiveness
  • Fidelity of Implementation of Curricular Materials
  • Development of Statistical and Probabilistic Reasoning

Academic Background

Ph.D. from Illinois State University-Normal, 1997, in Mathematics Education

M.A. from the University of Nebraska-Lincoln, 1993, in Educational Psychology and Measurement

Teaching Licensure from the University of Iowa-Iowa City, 1987, in Mathematics

B.S. from the University of Iowa-Iowa City, 1986, in Mathematical Sciences

Work Experience

Professor of Mathematics Education. Department of Learning, Teaching & Curriculum. University of Missouri, Columbia, Missouri, August, 2013-Present.
Associate Division Director. Department of Learning, Teaching & Curriculum. University of Missouri, Columbia, Missouri, April, 2013-Present.
Associate Professor of Mathematics Education. Department of Learning, Teaching & Curriculum. University of Missouri, Columbia, Missouri, August, 2006-July 2013.
Visiting Scholar. Department of Quantitative Methods in Education. University of Minnesota, Minneapolis, Minnesota, January-May 2009.
Assistant Professor of Mathematics Education. Department of Learning, Teaching & Curriculum. University of Missouri, Columbia, Missouri, August, 2000-July, 2006.
Assistant Professor of Mathematics Education. Department of Mathematical Sciences. Middle Tennessee State University, Murfreesboro, Tennessee, August, 1996-July, 2000.
Graduate Teaching Assistant. Department of Mathematics. Illinois State University, Normal, Illinois, August, 1995-August, 1996.
Graduate Research Assistant. Department of Mathematics. Illinois State University, Normal, Illinois, August, 1993-August, 1995.
Middle School Mathematics Teacher. Murray Magnet Middle School, Saint Paul, Minnesota, August, 1991-June, 1993.
Senior High School Mathematics Teacher. Lincoln Southeast High School, Lincoln, Nebraska, August, 1987-May, 1991.

Published Works

Refereed Journal Articles (19)

Shih, J. C., Ing, M., & Tarr, J. E. (in press). How many classroom observations are sufficient? Empirical findings in the context of a longitudinal study. Paper accepted for publication in Middle Grades Research Journal.

Chávez, Ó., Tarr, J. E., Grouws, D. A., & Soria, V. (in press). Content organization, curriculum enactment, and student learning in the third-year high school mathematics curriculum: Results from the COSMIC project. Paper accepted for publication in International Journal of Mathematics and Science Educational Research.

Tarr, J. E., Grouws, D. A., Chávez, O., & Soria, V. (2013). The effect of content organization and curriculum implementation on students’ mathematics learning in second-year high school courses. Journal for Research in Mathematics Education, 44(4), 683-729.

Grouws, D. A., Tarr, J. E., Chávez, O., Sears, R., Soria, V., & Taylan, R. D. (2013). Curriculum and implementation effects on high-school students’ mathematics learning from curricula representing subject-specific and integrated content organizations. Journal for Research in Mathematics Education, 44(2), 416-463.

Heck, D. J., Tarr, J. E., Hollebrands, K. F., Walker, E. N., Berry, R. Q., Baltzley, P. C., Rasmussen, C. L., & King, K. D. (2012). Reporting research for practitioners: Proposed guidelines. Journal for Research in Mathematics Education, 43(2), 126-143.

Rasmussen, C. L., Heck, D. J., Tarr, J. E., Knuth, E., White, D. Y., Lambdin, D. V., Baltzley, P. C., Quander, J. R., & Barnes, D. (2011). Trends and issues in high school mathematics: Research insights and needs. Journal for Research in Mathematics Education, 42(3), 204-219.

Lee, H. S., Angotti, R. L., & Tarr, J. E. (2010). Making connections between observed data and expected outcomes: Students’ informal hypothesis testing with probability simulation tools. Statistics Education Research Journal, 9(1), 69-96.  

Tarr, J. E., Reys, R., Reys, B., Chávez, Ó., Shih, J., & Osterlind, S. (2008). The impact of middle school mathematics curricula and the classroom learning environment on student achievement. Journal for Research in Mathematics Education, 39(3), 247-280.

Jones, D. L., & Tarr, J. E. (2007). An examination of the levels of cognitive demand required by probability tasks in middle grades mathematics textbooks. Accepted for publication in Statistics Education Research Journal, 6(2), 4-27.

Tarr, J. E., Reys, B. J., Billstein, R., & Barker, D. B. (2006). Selecting high-quality mathematics textbooks. Mathematics Teaching in the Middle School, 12(1), 50-54.

Chval, K., Reys, R. E., Reys, B. J., Tarr, J. E., & Chávez, Ó. (2006). Pressures to improve student performance: A context that both urges and impedes school-based research. Journal for Research in Mathematics Education, 37(3), 158-166.

Tarr, J. E., Chávez, Ó. Reys, R. E., & Reys, B. J. (2006). From the written to the enacted curricula: the intermediary role of middle school mathematics teachers in shaping students’ opportunity to learn. School Science and Mathematics, 106(4), 191-201.

Stohl, H., & Tarr, J. E. [Authors listed alphabetically] (2002). Developing notions of inference using probability simulation tools. Journal of Mathematical Behavior, 21, 1-19.

Aspinwall, L., & Tarr, J. E. [Authors listed alphabetically] (2002). The number of trials does matter! Mathematics Teaching in the Middle School, 8(2), 106-109.

Tarr, J. E. (2002). The confounding effects of "50-50 chance" in making conditional probability judgments. Focus on Learning Problems in Mathematics, 24, 35-53.

Tarr, J. E. (2002). Principles and Standards: Providing opportunities to learn probability concepts. Teaching Children Mathematics, 8(8), 482-487.

Aspinwall, L., & Tarr, J. E. [Authors listed alphabetically] (2001). Middle school students' understanding of the role sample size plays in experimental probability. Journal of Mathematical Behavior, 20, 1-17.

Tarr, J. E., Mittag, K. C., Uekawa, K., & Lennex, L. (2000). A comparison of calculator use in eighth-grade mathematics classrooms in the United States, Japan, and Portugal: Results from the Third International Mathematics and Science Study. School Science and Mathematics, 100, 139-150.

Tarr, J. E., & Jones, G. A. (1997). A framework for assessing middle school students' thinking in conditional probability and independence. Mathematics Education Research Journal, 9, 39-59.

Books (1)

Bright, G. W., Friersion, D., Tarr, J. E., Thomas, C. (2003). Navigating through Probability in Grades 6-8 (Principles and Standards for School Mathematics addenda series, Probability in Grades 6-8). Reston, VA: National Council of Teachers of Mathematics.

Refereed Book Chapters (12)

Tarr, J. E., McNaught, M. D., & Grouws, D. A. (2013). The development of multiple measures of curriculum implementation in secondary mathematics classrooms: Insights from a three-year curriculum evaluation study. In I. Weiss, D. Heck, K. Chval, and S. Zeibarth (Eds.), Approaches to Studying the Enacted Curriculum (pp. 89-115). Greenwich, CT: Information Age Publishing, Inc.

Dingman, S. W., & Tarr, J. E. (2010). Analysis of K-8 probability standards. In J. P. Smith III (Ed.), Variability is the Rule: A Companion Analysis of K-8 State Mathematics Standards (pp. 161-191). Greenwich, CT: Information Age Publishing, Inc.

Smith, J. P., Larnell, G., & Tarr, J. E. (2010). Introduction: The analysis of state standards in two mathematical domains. In J. P. Smith III (Ed.), Variability is the Rule: A Companion Analysis of K-8 State Mathematics Standards (pp. 1-11). Greenwich, CT: Information Age Publishing, Inc.

Smith, J. P., Lappan, G., & Tarr, J. E. (2010). Major lessons from the second round of standards analyses. In J. P. Smith III (Ed.), Variability is the Rule: A Companion Analysis of K-8 State Mathematics Standards (pp. 193-204). Greenwich, CT: Information Age Publishing, Inc.

Jones, D. L., & Tarr, J. E. (2010). Recommendations for statistics and probability in school mathematics over the past century. In R. E. Reys & B. J. Reys (Eds.), The K-12 Mathematics Curriculum: Issues, Trends, and Future Directions (National Council of Mathematics Seventy-second Yearbook [2010]) (pp. 65-76).

Chval, K., Chávez, Ó., Reys, B., & Tarr, J. E. (2008). Considerations and limitations related to conceptualizing and measuring textbook integrity. In J. T. Remillard, G. M. Lloyd, & B. A. Herbel-Eisenmann (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 70-84). New York, NY: Routledge Taylor & Francis Group.

Tarr, J. E., & Shaughnessy, J. M. (2007). Data analysis, statistics, and probability. In F. Lester & P. Kloosterman (Eds.), Results from the 2003 National Assessment of Educational Progress. Reston, VA: National Council of Teachers of Mathematics.

Tarr, J. E., Stohl, H., & Rider, R. (2006). When data and chance collide: Drawing inferences from empirical data. In G. Burrill (Ed.), National Council of Teachers' of Mathematics' 2006 Yearbook: Reasoning with Data and Chance (pp. 139-150). Reston, VA: National Council of Teachers of Mathematics.

Tarr, J. E., & Lannin, J. (2005). How do teachers build notions of conditional probability and independence? In G. A. Jones & A. Bishop (Eds.), Exploring probability in school: Challenges for teaching and learning (pp. 215-240). Dordrecht, The Netherlands: Kluwer Academic Press.

Tarr, J. E., & Papick, I. (2004). Collaborative efforts to improve the mathematical preparation of middle grades mathematics teachers: Connecting middle school mathematics with college mathematics. The Work of Mathematics Teacher Educators: Exchanging Ideas for Effective Practice (pp. 19-34). San Diego, CA: Association of Mathematics Teacher Educators.

Taylor, P. M., Tarr, J. E. (2003). Meeting state standards via integrated mathematics curricula. In S. A. McGraw (Ed.), Integrated mathematics: Choices and challenges (pp. 229-238) Reston, VA: National Council of Teachers of Mathematics.

Jones, G. A., Thornton, C. A., Langrall, C., & Tarr, J. E. (1999). Understanding students' probabilistic reasoning. In L. Stiff, & F. Curcio (Eds.), National Council of Teachers' of Mathematics' 1999 Yearbook: Developing Mathematical Reasoning in Grades K-12 (pp. 146- 155). Reston, VA: National Council of Teachers of Mathematics.

Refereed Proceedings or Symposium Publications (25)

Tarr, J. E., Harwell, M., Grouws, D. A., Chávez, Ó., & Soria, V. (2013). Longitudinal effects of curriculum organization and implementation on high school students’ mathematics learning. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California. April 2013.

Grouws, D. A., Tarr, J. E., Chavez. O, Sears, R., Soria, V., & Taylan, R. D. (2012). Content organization,  curriculum implementation, and student mathematics learning. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. April 2012.

Shih, J., Tarr, J. E., & Grouws, D. A. (2012). Addressing measurement issues in two large-scale mathematics classroom observation protocols. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. April 2012.

Grouws, D. A., & Tarr, J. E. (2012). Modeling student mathematics learning under two curriculum organizations: Algebra 1 and Integrated Course 1. Proceedings of the 2012 Hawaii International Conference on Education. Honolulu, HI.

Tarr, J. E., & Soria, V. (2011). Tomorrow’s teachers with dual degrees in mathematics and mathematics education. Proceedings of the 2011 Midwest Noyce Regional Conference. Indianapolis, IN: Indiana University-Purdue University Indianapolis Press.

Sears, R., Taylan, R. D., & Tarr, J. E. (2010). Association between secondary mathematics teachers’ beliefs, background characteristics, and dimensions of curriculum implementation. In Brosnan, P., Erchick, D. B., & Flevares, L. (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 965). Columbus, OH: The Ohio State University.

Tarr, J. E., Ross, D. J., McNaught, M. D., Chávez, O., Grouws, D. A., Reys, R. E., & Sears, R. (2010). Identification of student- and teacher-level variables in modeling variation of mathematics achievement data. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO, May 2010. Available for download from Educational Resources Information Center (ERIC): Paper ED510315.

McNaught, M. D., Tarr, J. E., & Sears, R. (2010). Conceptualizing and measuring “fidelity of implementation of secondary mathematics textbooks: Results of a three-year study. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO, May 2010.

Shih, J., Chavez, O., & Tarr, J. E. (2010). How many classroom observations are sufficient? Empirical findings in the context of a longitudinal study. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO, May 2010.

Grouws, D. A., Tarr, J. E., Sears, R., & Ross, D. J. (2010). Mathematics teachers’ use of instructional time and relationships to textbook content organization and class period format. In Proceedings of the 2010 Hawaii International Conference on Education. Honolulu, Hawaii.

Chávez, O., Grouws, D., Tarr, J., Ross, D., & McNaught, M. (2009, April) Mathematics Curriculum Implementation and Linear Functions in Secondary Mathematics: Results from the Comparing Options in Secondary Mathematics Project. Paper presented at the Annual Meeting of the American Education Research Association, San Diego.

Grouws, D. A., Tarr, J. E., & McNaught, M. (2009). Relationships between student opportunity to learn and teacher textbook use: Insights from the NSF COSMIC project. In Proceedings of the 2009 Hawaii International Conference on Education. Honolulu, Hawaii.

Grouws, D. A., Tarr, J. E., & McNaught, M. (2008). Curriculum implementation of mathematics textbooks  of different types in secondary school classrooms. In Proceedings of the 2008 International Education Research Conference [Australian Association for Research in Education]. Brisbane, Australia.

McNaught, M. M., Grouws, D., & Tarr, J. E. (2008). Assessing curriculum implementation: Insights from the Comparing Options in Secondary Mathematics Project. Paper presented at the Annual Meeting of the American Educational Research Association. New York City, NY. March, 2008.

Shih, J., Tarr, J. E., & Chávez, Ó. (2007). Examining the influence of NSF curricula and Standards- based learning environment on content specific mathematics achievement. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, April, 2007.

Tarr, J. E., Chavez, Ó., Appova, A., Regis, T. P. (2005). Discordant implementation of mathematics curricula by middle school teachers. In S. Wilson, Lloyd, G., & Wilkins, J. (Eds.), Proceedings of the Twenty-Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. ERIC Clearinghouse for Science, Mathematics, and Environmental Education: Roanoke, Virginia.

Lee, H. S., Tarr, J. E., Powell, A. B. (2005). The complexity of learning to reason probabilistically. In S. Wilson, Lloyd, G., & Wilkins, J. (Eds.), Proceedings of the Twenty-Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. ERIC Clearinghouse for Science, Mathematics, and Environmental Education: Roanoke, Virginia.

Tarr, J. E., & Stohl, H. (2004). The complexity of learning to reason probabilistically. In D. McDougal & J. Ross (Eds.), Proceedings of the Twenty-Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 57-58). Toronto, Ontario, Canada: Preney Print and Litho Inc.

Stohl, H., & Tarr, J. E. (2003). The complexity of learning to reason probabilistically. In N. A Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the Twenty-Seventh Conference of the International Group for the Psychology of Mathematics Education. (pp. 178-179). Honolulu, HI: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Stohl, H., & Tarr, J. E. (2002). Using multi-representational computer tools to make sense of inference. In D. S. Mewborn et al. (Eds.), Proceedings of the Twenty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1317-1330). Athens, GA: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Pusey, E., Townsend, B. E., Stohl, H., & Tarr, J. E. (2002). Analyzing written expressions of students' probabilistic reasoning: Development and use of scoring rubrics. In D. S. Mewborn et al. (Eds.), Proceedings of the Twenty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1345-1346). Athens, GA: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Aspinwall, L., & Tarr, J. E. (1999). Middle school students' awareness of the relationship between experimental and theoretical probability: Making the connection between data and chance. In F. Hitt, M. Santos (Eds.), Proceedings of the Twenty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 499-505). Cuernavaca, Morelos, Mexico: Center for Research and Advanced Studies.

Tarr, J. E. (1998). Students' misuse of the phrase "50-50 chance" during probability instruction. In S. Berenson, K. Dawkins, M. Blanton, W. Coulombe, J. Kolb, K. Norwood, L. Stiff (Eds.), Proceedings of the Twentieth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 401-406). Raleigh, NC: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Jones, G. A., Thornton, C. A., Langrall, C. W., Tarr, J. E., & Johnson, T. M. (1997). Assessing and using students' probabilistic thinking to inform instruction. Paper presented at the Annual Meeting of the NCTM-SIG Research Presession, Minneapolis, MN, April, 1997). Columbus, OH: National Center for ERIC Document Reproduction Service No. ED 346 082).

Presentations

Selected Invited Presentations

Cirillo, M., Drake, C., Hauser, S., Little, C., Kenyon, M., & Tarr, J. E. [Presenters listed alphabetically] (2012). Writing for NCTM practitioner journals: Linking Research and Practice Award. Invited session at the Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics, Philadelphia, PA, April, 2012.

Tarr, J. E. (2010). Contrasting higher- and lower-fidelity enactments of a secondary mathematics lesson: The case of Core-Plus. Conference on Research on the Enacted Mathematics Curriculum. Tampa, FL. November, 2010.

Tarr, J. E., & Fan, L. H. (2008). Curriculum reform: Movements, processes and policies (Discussion Group). Eleventh International Congress on Mathematics Education (ICME-11). Monterrey, Mexico. July, 2008.

Tarr, J. E. (2007). Learn and reflect kick-off session: One thing is certain – its time for kick-off! National Council of Teachers of Mathematics Regional Conference. Kansas City, MO. October, 2007.

Tarr, J. E. (2006). What are the critical variables and issues in the interface of policy and curriculum? Discussion Group session for the Center for the Study of Mathematics Curriculum Research Conference: Understanding and Studying the Impact of Policy. Phoenix, AZ. February, 2006.

Selected Refereed International Presentations (14)

Grouws, D. A., & Tarr, J. E. (2012). Modeling student mathematics learning under two curriculum organizations: Algebra 1 and Integrated Course 1. 2012 Hawaii International Conference on Education. Honolulu, HI. January, 2012.

Sears, R., Taylan, R. D., & Tarr, J. E. (2010). Association between secondary mathematics teachers’ beliefs, background characteristics, and dimensions of curriculum implementation. Thirty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH. October, 2010.

Grouws, D. A., Tarr, J. E., Sears, R., & Ross, D. J. (2010). Mathematics teachers’ use of instructional time and relationships to textbook content organization and class period format. 2010 Hawaii International Conference on Education. Honolulu, HI. January, 2010.

Grouws, D. A., Tarr, J. E., & McNaught, M. (2009). Relationships between student opportunity to learn and teacher textbook use: Insights from the NSF COSMIC project. 2009 Hawaii International Conference on Education. Honolulu, HI. January, 2009.

Grouws, D. A., Tarr, J. E., & McNaught, M. (2008). Curriculum implementation of mathematics textbooks of different types in secondary school classrooms. 2008 International Education Research Conference. Brisbane, Australia. November, 2008.

Grouws, D., Tarr, J. E., & McNaught, M. M. (2008). High school mathematics textbook curriculum implementation: Insights from the COSMIC Project. 2008 Hawaii International Conference on Education. Honolulu, HI. January, 2008.

Lee, H. S., & Tarr, J. E., & Powell, A. B. (2005). The complexity of learning to reason probabilistically. Twenty-Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Roanoke, VA. October, 2005.

Tarr, J. E., Chavez, Ó., Appova, A., & Regis, T. P. (2005). Discordant implementation of mathematics curricula by middle school teachers. Twenty-Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Roanoke, VA. October, 2005.

Tarr, J. E., & Stohl, H. (2004). The complexity of learning to reason probabilistically. Twenty- Sixth Annual Meeting of the North American Chaptere of the International Group for the Psychology of Mathematics Education. Toronto, Ontario, Canada. October, 2004.

Stohl, H., & Tarr, J. E. (2003). The complexity of learning to reason probabilistically. Twenty- Seventh Annual Meeting of the International Group for the Psychology of Mathematics Education. Honolulu, HI. July, 2003.

Stohl, H., & Tarr, J. E. (2002). Using multi-representational computer tools to make sense of inference. Twenty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Athens, GA. October, 2002.

Tarr, J. E., & Aspinwall, L. (1999). Middle school students' awareness of the relationship between experimental and theoretical probability: Making the connection between data and chance. The Twenty-first Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Cuernavaca, Morelos, Mexico. October, 1999.

Tarr, J. E., Mittag, K. C., Uekawa, K., Lennex, L. (1999). International science and mathematics studies within the TIMSS framework (Roundtable Discussion Group). Annual Meeting of the American Educational Research Association. Montreal, Canada. April, 1999.

Tarr, J. E. (1998). Students' misuse of the phrase '50-50 chance' during probability instruction. The Twentieth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Raleigh, NC. November, 1998.

Selected Refereed National Presentations (43)

Tarr, J. E., Harwell, M., Grouws, D. A., Chávez, Ó., & Soria, V. (2013). Longitudinal effects of curriculum organization and implementation on high school students’ mathematics learning. Paper accepted by Special Interest Group Research in Mathematics Education of the American Educaitonal Research Association, San Francisco, California. April 2013.

Cai, J., Moyer, J., Wang, N., King, K., Tarr, J. E., & Grouws, D. A. (2012). What matters about student learning: Curriculum implementation from three perspectives. Research symposium at the Research Presesssion of the Annual Meeting of the National Council of Teachers of Mathematics, Philadelphia, PA, April, 2012.

Grouws, D. A., Tarr, J. E., Chavez. O, Sears, R., Soria, V., & Taylan, R. D. (2012). Content organization,  curriculum implementation, and student mathematics learning. Research
Sympoisum at the Annual Meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. April 2012.

Shih, J., Tarr, J. E., & Grouws, D. A. (2012). Addressing measurement issues in two large-scale mathematics classroom observation protocols. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. April 2012.

Tarr, J. E., Reys, B. J., Chicone, C., & Soria, V. (2011). Tomorrow’s teachers with dual degrees in mathematics and mathematics education. 2011 Robert Noyce Teacher Scholarship Program Conference. Washington, DC. July, 2011.

Tarr, J. E. (2011). Discussant of Interactive Paper Session at the Research Presesssion of the Annual Meeting of the National Council of Teachers of Mathematics, Indianapolis, IN, April 2011.

Taylan, R. D., & Tarr, J. E. (2011). On curricular effectiveness: Professional development activities, emphasis, and impact. Poster Session at the Research Presesssion of the Annual Meeting of the National Council of Teachers of Mathematics, Indianapolis, IN, April 2011.

Tarr, J. E., Chávez, Ó., McNaught, M. D., Grouws, D. A., Confrey, J., Reys, R. E., Papick, I. J., Ross, D., Sears, D. (2010). Researching curricular effectiveness: Insights from a three-year longitudinal study of the impact of secondary school mathematics curricula. Research Symposium at Annual Meeting of the American Educational Research Association. Denver, CO. May, 2010.

Shih, J., Chavez, O., & Tarr, J. E. (2010). How many classroom observations are sufficient? Empirical findings in the context of a longitudinal study. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO, May 2010.

Senk. S., Thompson, D., Johnson, G., Tatto, M. T., Tarr, J. E., & Floden, R. (2010). Documenting and measuring opportunity to learn mathematics. Discussant at the Research Symposium at the Annual Meeting of the American Educational Research Association, Denver, CO, May 2010.

Grouws, D. A., Chavez, O., Tarr, J. E., Reys, R. E., McNaught, M. D., Ross, D., Sears, R., Papick, I., & Taylan, R. D. (2010). Design recommendations for improving research on curriculum effectiveness. Research symposium at Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics. San Diego, CA. April, 2010.

Tarr, J. E., Grouws, D. A., Chávez, Ó., McNaught, M. D., Huey, M., & Ross, D. (2009). Characterizing high school mathematics teachers' curriculum implementation. Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics. Washington, DC. April, 2009.

Choppin, J., King, K. D., Stein, M. K., Cobb, P., & Tarr, J. E. (2009). Studying large-scale reform efforts (2009). Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics. Washington, DC. April, 2009.

Chávez, Ó., Grouws, D. A., Tarr, J. E., Reys, R. E., & Ross, D. (2009). Mathematics curriculum implementation and linear functions in secondary mathematics: Results from the Comparing Options in Secondary Mathematics Project. Annual Meeting of the American Educational Research Association. San Diego, CA. April, 2009.

Tarr, J. E., Grouws, D. A., McNaught, M. M., & Sutter, A. (2008). Measuring fidelity of implementation of secondary mathematics textbooks. Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics. Salt Lake City, UT. April, 2008.

Newton, J. A., Horvath, A., Lappan, G., Tarr, J. E., & Dietiker, L. (2008). The final chapter of the CSMC state standards analyses: Statistics. Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics. Salt Lake City, UT. April, 2008.

Newton, J. A., Dietiker, L., Dingman, S. W., Horvath, A., Lappan, G., Smith, J. P., & Tarr, J. E. (2008). The completion of the CSMC K-8 state standards analyses: Probability and statistics. Annual Meeting of the National Council of Supervisors of Mathematics. Salt Lake City, UT. April, 2008.

McNaught, M. M., Grouws, D., & Tarr, J. E. (2008). Assessing curriculum implementation: Insights from the Comparing Options in Secondary Mathematics Project. Annual Meeting of the American Educational Research Association. New York City, NY. March, 2008.

Shih, J., Tarr, J. E., & Chávez, Ó. (2007). Examining the influence of NSF curricula and Standards- based learning environment on content specific mathematics achievement. Annual Meeting of the American Educational Research Association, Chicago, IL, April, 2007.

Cai, J., Grouws, D. A., Kehle, P., Kilpatrick, J., Lambdin, D. V., Moyer, J. C., & Tarr, J. E. (2007). Designing longitudinal studies of curricula: Insights from three NSF-funded projects. Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics. Atlanta, GA. March, 2007.

Newton, J. A., Dingman, S., Kasten, S., Larnell, G., Wang, S., Lappan, G. & Tarr, J. E. (2007). Geometry, measurement, and probability: A look across K-8 state standards. Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics. Atlanta, GA. March, 2007.

Tarr, J. E., Reys, B. J., Chávez, Ó., Regis, T., & Appova, A. (2006). The relationship between students’ achievement and mathematics curricula. National Council of Teachers of Mathematics Annual Conference. Saint Louis, MO. April, 2006.

Tarr, J. E., Reys, R. E., Chávez, Ó., & Shih, J. (2006). A longitudinal study of mathematics curriculum and student achievement. Research Presession of the National Council of Teachers of Mathematics Annual Conference. Saint Louis, MO. April, 2006.

Tarr, J. E., Chávez, Ó., Regis, T., & Appova, A. (2006). Fidelity of implementation: Linking student achievement and mathematics curriculum. National Council of Supervisors of Mathematics Annual Conference. Saint Louis, MO. April, 2006.

Shih, J., Chávez, O., Tarr, J. E., Reys, R. E., & Reys, B. J. (2006). Design, data, and analysis issues in evaluating mathematics curricula. Annual Meeting of the American Educational Research Association. San Francisco, CA. April, 2006.

Shih, J., Tarr, J. E., & Chávez, Ó, Reys, R. E., & Reys, B. J. (2006). Using Hierarchical Linear Modeling to analyze mathematics achievement data: An illustrative example. The Thirty-third Annual Meeting of the Research Council on Mathematics Learning. Las Vegas, NV. February, 2006.

Williams, W. V., Henn, J. E., Larson, C., Larson, C., Tarr, J. E., Arbaugh, F., Hembree, D., Speer, W. R., Tunc-Pekkan, Z. (2005). Student Affiliate-->Professionals-->Leadership-->Dedicated Math Teachers. National Council of Teachers of Mathematics Annual Conference. Anaheim, CA. April, 2005.

Tarr, J. E., Reys, R. E., Chávez, Ó., & Chen, J. C. (2005). The impact of middle school mathematics curricula on students’ learning. National Council of Teachers of Mathematics Annual Conference. Anaheim, CA. April, 2005.

Tarr, J. E., Reys, R. E., Reys, B. J., Chávez, Ó., Townsend, B., & Chen, J. C. (2005). Middle School Mathematics Study of textbooks, teachers and students. Research Presession of the National Council of Teachers of Mathematics Annual Conference. Anaheim, CA. April, 2005.

Reys, R., Tarr, J. E., & Chávez, Ó. (2005). The impact of curricular materials on student achievement and the classroom learning environment. National Council of Supervisors of Mathematics Annual Conference. Anaheim, CA. April, 2005.

Tarr, J. E., Davis, J., & Wilcox, S., Lubienski, S., Malloy, C. (2005). Curriculum materials and student learning. Breakout sessions for the Center for the Study of Mathematics Curriculum National Research Conference. Phoenix, AZ. February, 2005.

English, L., Maher, C., Shaughnessy, M., Stohl, H., & Tarr, J. E. (2004). Research on students’ learning of probability: Implications and connections. Research Presession of the National Council of Teachers of Mathematics Annual Conference. Philadelphia, PA. April, 2004.

Chávez, Ó, Reys, R., Reys, B., & Tarr, J. E. (2004). Middle School Mathematics Study of textbooks, teachers and students. Research Session of the National Council of Teachers of Mathematics yearly Conference. Philadelphia, PA. April, 2004.

Reys, R., Tarr, J. E., & Chávez, Ó. (2004). Do textbooks matter? Findings from a study of NSF and non-NSF mathematics curriculum materials. National Council of Supervisors of Mathematics Annual Conference. Philadelphia, PA. April, 2004.

Tarr, J. E. (2003). Connecting middle school and college mathematics: Lessons learned. National Council of Teachers of Mathematics Annual Conference. San Antonio, TX. April, 2003.

Tarr, J. E., & Reys, B. (2003). Standards-based middle school mathematics textbooks: A status report. National Council of Supervisors of Mathematics Annual Conference. San Antonio, TX. April, 2003.

Tarr, J. E. (2003). Improving the mathematical preparation of middle grades teachers: Connecting middle school and college mathematics. National Council of Supervisors of Mathematics Annual Conference. San Antonio, TX. April, 2003.

Tarr, J. E., Papick, I., & Beem, J. (2003). Connecting middle school and college mathematics: A cross-college collaboration to improve the mathematical preparation of middle grades teachers. Seventh Annual Conference of the Association of Mathematics Teacher Educators. Atlanta, GA. January, 2003.

Tarr, J. E. & Stohl, H. D. (2002). Engaging students in probabilistic reasoning using simulations and dynamic representations. National Council of Teachers of Mathematics Annual Conference. Las Vegas, NV. April, 2002.

Tarr, J. E. & Thomas, C. (2002). Navigating through probability and statistics in Grades 6-8. National Council of Teachers of Mathematics Annual Conference. Las Vegas, NV. April, 2002.

Reys, B., Papick, I., Beem, J., & Tarr, J. E. (2001). Involving faculty and their research in initial teacher preparation at the graduate level, including alternative routes to teacher certification. Invitational Forum on Exemplary Practices and Challenges in Teacher Preparation sponsored by the Association of American Universities. Cambridge, MA. September-October, 2001.

Tarr, J. E. (2001). Confounding effects of '50-50 chance' in making conditional probability judgments. The Twenty-eighth Annual Conference of the Research Council on Mathematics Learning. Las Vegas, NV. March, 2001.

Tarr, J. E. (1997). Middle school students can solve conditional probability problems! National Council of Teachers of Mathematics Annual Conference. Minneapolis, MN. April, 1997.

Jones, G. A., Thornton, C. A., Langrall, C. W., Tarr, J. E., & Johnson, T. M. (1997). Using knowledge of students' probabilistic thinking to inform instruction. National Council of Teachers of Mathematics Annual Research Symposium. Minneapolis, MN. April, 1997.

Selected Refereed Regional and State Presentations

Tarr, J. E. (2011). Should I be faithful to my textbook? National Council of Teachers of Mathematics Regional Conference. St. Louis, MO. October, 2011.

Tarr, J. E. (2009). The fidelity of implementation of integrated and subject-specific textbooks. National Council of Teachers of Mathematics Regional Conference. Minneapolis, MN. November, 2009.

Awards and Honors

Nominated for Instructor-of-the-Year, College of Education Student Council – Education Week:  2 times

College of Education's High Flyer Award for Teaching Excellence: 23 times

Nominated Co-Chair of American Educational Research Assocation’s Special Interest Group for Research in Mathematics Education (SIG/RME), Spring 2012; Spring 2013.

Candidate for Chancellor’s Emerging Leaders Program. September 2012.

Nominated Associate Editor, Statistics Education Research Journal (Declined). Spring 2011.

Honorary Coach, Men’s Basketball Honorary Coach Program. Served as Honorary Coach at Missouri Tigers’ men’s basketball game versus the University of Central Arkansas. December, 2010.

Nominated by the Department of Learning, Teaching & Curriculum for the Chancellor’s Award for Outstanding Research and Creative Activity Award. Spring 2008.

Nominated by the Department of Learning, Teaching & Curriculum for the Provost Outstanding Junior Faculty Research and Creative Activity Award. Spring 2004

Research Grants

Externally-Funded Grants

National Science Foundation. Tomorrow’s Teachers with Dual Degrees in Mathematics and Mathematics Education (TDM)2 (Noyce Teacher Scholarships). Awarded: $1,170,464. University of Missouri. Columbia, MO. August, 2010-July 2015. Principal Investigator: James Tarr. Co-Principal Investigators: Carmen Chicone, Barbara Reys. 

Department of Secondary and Elementary Education. Physics First – Summer Academies for Improving Curriculum and Instruction in 9th grade Physics (Mathematics-Science Partnership). University of Missouri. Columbia, MO. June, 2006-September, 2008. Awarded: $3,303,982. Principal Investigator: Meera Chandrasekhar. Co-Principal Investigators: Mark Volkmann, James Tarr, Dorina Kozstin.

National Science Foundation. Assessing the Impact of High School Mathematics Curricula on Student Achievement. University of Missouri. Columbia, MO. September, 2005 - August, 2011. Awarded: $2,461,000. Principal Investigator: Doug Grouws. Co-Principal Investigators: Robert Reys, James Tarr, Óscar Chávez, Ira Papick.

National Science Foundation. The Show-Me Project: Middle School Mathematics Curriculum Center. University of Missouri. Columbia, MO. September, 2002 - August, 2005*. Awarded: $5,100,000. Principal Investigator: Barbara Reys. Co-Principal Investigators: James Tarr, Robert Reys, Ira Papick, Fran Arbaugh. * - Co-PI until August, 2004

United States Department of Education. Assessing the Impact of Standards-based Middle School Mathematics Curricula on Student Achievement and the Classroom Learning Environment. University of Missouri. Columbia, MO. December, 2001 - November, 2005. Awarded $1,371,882. Principal Investigator: Robert Reys. Co-Principal Investigators: Barbara Reys and James Tarr.

National Science Foundation. Development of Courses and Recruitment Models for Attaining and Preparing Middle Grades Mathematics Teachers. University of Missouri. Columbia, MO. December, 2001 - November, 2004*. Awarded $1,154,969. Principal Investigator: Ira Papick. Co-Principal Investigators: Robert Reys, Barbara Reys, James Tarr, John Beem, Dorina Mittrea, Asma Harcharras. * - Co-PI through August, 2003

Service

PROFESSIONAL SERVICE

National

Chair, Research Committee of the National Council of Teachers of Mathematics. April 2012-April 2013.

Member, Research Committee of the National Council of Teachers of Mathematics. Advise the NCTM Board of Directors, disseminate mathematics education ideas to teachers that have been investigated by researchers, collaborate with other groups to identify research topics to inform decision making, co-sponsor the Research Presession, recommend awards for research-into-practice manuscripts for NCTM journals. April 2010-April 2013.

Manuscript Reviewer:

  • Journal for Research in Mathematics Education
  • Mathematical Thinking and Learning
  • Educational Researcher
  • Statistics Education Research Journal
  • International Electronic Journal of Mathematics Education
  • Investigations in Mathematics Learning

Proposal Reviewer:

  • NCTM Research Presession
  • American Educational Research Association
  • Psychology of Mathematics Education – North America
State

Member, Missouri K-12 Mathematics Learning Goals Writing Group organized by the Missouri Department of Elementary and Secondary Education (DESE) and Governor Blunts Mathematics, Engineering, Technology and Science (METS) Coalition. Fall 2007-2009.

UNIVERSITY SERVICE
System

Envoy, University of Missouri. Flew on University-sponsored excursion to Steelcase, Inc., Grand Rapids, Michigan, to view recent developments in teaching and learning technologies and equipment. January, 2010

Campus

Faculty Council for University Policy: Served as College of Education representative, 2006-2012.

Executive Committee of the Faculty Council for University Policy: Served as Chair of Faculty Affairs subcommittee. 2009-2010.

College/Division

DESE Accreditation Committee for the University of Missouri Middle School Mathematics Education Program.

Department/Program Area

Member, Graduate Policy Committee. Department of Learning, Teaching, & Curriculum, Spring 2013-Present.
Chair, Mathematics Education Search Committee. August 2012-January 2013.

Cookies and Career Day. College of Education Welcome Week. September 2012.

Evaluator, Action Research Projects. Missouri Partnership for Educational Reneweal’s Teaching Fellowship Program. July 2012.

Member, School-Based Research Committee. January 2012-Present.

Participant, Missouri International Education Summit, January 2012.

Co-Chair, Mathematics Education Search Committee (2 positions). June 2011-January 2012. Participant, Missouri Partnership for Educational Renewal Summit, Fall 2011.

Faculty Sponsor/Host of Visiting Scholar (Vietnam). Fall 2010.

Member, Search Committee for Richard Miller Endowed Chair of Mathematics Education. Department of Learning, Teaching & Curriculum, University of Missouri. Fall 2010.

Member, Special Admissions Committee. Department of Learning, Teaching & Curriculum, Fall 2010-Present.
Coordinator for Ph.D. Comprehensive Exams. 2007-Present.

Facilitator for Mathematics Education Ph.D. Program Inquiries. 2008-Present.

Mentor for Untenured, Tenure-Track Faculty Member. 2008-Present.

Member, Middle School Education Committee. Department of Learning, Teaching & Curriculum, University of Missouri. 2002-Present.

Liaison to Coordinator of Student Assessment, College of Education, 2004-Present. Co-Organizer, Mathematics-Science Education Retreat. January, 2008.

Author, First Annual Mathematics Education Newsletter. April, 2007.

Curriculum Development. Designing new content/methods course (TDP 4310/4314 Learning and Teaching Geometry and Measurement in Elementary Schools) for elementary mathematics education, University of Missouri. 2004-2006.

Departmental Representative, Teacher Development Program (TDP) Committee. University of Missouri. 2003-2006.

Chair, Awards Committee. Department of Learning, Teaching & Curriculum, University of Missouri. 2004-2006.

Member, Search Committee for Science Education (Biochemistry). Department of Learning, Teaching & Curriculum, University of Missouri. 2004-2005.

Faculty Co-Sponsor, University of Missouri Mathematics Teacher Organization (an Affiliate of the National Council of Teachers of Mathematics). University of Missouri. 2000-2005, 2011-2012.

Member, Search Committee for Mathematics Education (Elementary Education). Department of Learning, Teaching & Curriculum, University of Missouri. 2002-2003.

Member, Faculty Evaluation Ad Hoc Committee. Department of Middle & Secondary Education, University of Missouri. 2002.

Member, Policies Committee. Department of Middle & Secondary Education, University of Missouri. 2001-2002.

Member, Search Committee for Mathematics Education (Elementary Education). Department. of Curriculum & Instruction, University of Missouri. 2000-2001.

Curriculum Development. Designed new course (T472 Assessment in Mathematics Education) for the core of the Doctoral Program in Mathematics Education, University of Missouri. Winter 2001.

Member, Student Awards Committee. Department of Curriculum & Instruction, University of Missouri. 2000-2001.

Curriculum Development. Designed new courses for the Masters of Science in Teaching program, Department of Mathematical Sciences, Middle Tennessee State University. March, 1997-June, 2000.

Member, Mathematics Council. Department of Mathematical Sciences, Middle Tennessee State University. 1999-2000.

Member, Undergraduate Program Policy Committee. Department of Mathematical Sciences, Middle Tennessee State University. 1998-2000.

Member, Teaching and Learning Committee. Department of Mathematical Sciences, Middle Tennessee State University. 1997-2000.

Chair, Mathematics Education Curriculum Group. Department of Mathematical Sciences, Middle Tennessee State University. 1996-2000.