Jen Munson

Assistant Professor

Northwestern University

United States

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About

Jen Munson is an Assistant Professor at Northwestern University in the United States. Her research areas encompass teacher learning through practices such as side-by-side coaching, exploration of teacher pedagogical empathy, and the dynamics of mathematics teacher education. Munson's recent articles investigate instructional practices, collaborative problem-solving in mathematics, and the experiences of coaches navigating classroom access.

Articles (15)

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2025

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2020

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2020

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2020

Collaborators (2)

Mari Altshuler

Teaching Assistant Professor

University of Illinois at Urbana-Champaign

UNITED STATES

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Emma Gargroetzi

Postdoctoral Fellow and Assistant Professor of Instruction

University of Texas at Austin

UNITED STATES

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Jen Munson

Research Interests

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Articles (15)

Growing practice in place: evidence of teacher learning from side-by-side coaching

Side-by-side coaching: Decomposing a practice-embedded teacher learning opportunity

Exploring what teachers notice about students' interactional dynamics during collaborative mathematics problem-solving and their connections to instructional practice

The landscape of US elementary mathematics teacher education: course requirements for mathematics content and methods

Pedagogical sensemaking during side-by-side coaching: Examining the in-the-moment discursive reasoning of a teacher and coach

What pedagogy feels like: Teachers’ development of pedagogical empathy in rehearsal debriefs

Enacted identity: Broadening conceptions of teacher learning

AN EXPLORATION OF COACHES’ COORDINATION OF MICROPOLITICAL STRATEGIES TO GAIN ACCESS TO TEACHERS’ CLASSROOMS

GETTING A FOOT IN THE DOOR: Examining Content-Focused Coaches’ Strategies for Gaining Access to Classrooms

Exploring the foci and depth of coach-teacher interactions during modeled lessons

Negotiating identity and agency amidst pedagogical change: The case of student push back

What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs

Developing adaptive expertise in the wake of rehearsals: An emergent model of the debrief discussions of non-rehearsing teachers

Exploring the role of off-task activity on students' collaborative dynamics

“So what are we working on?”: how student authority relations shift during collaborative mathematics activity

Collaborators (2)

Mari Altshuler

Emma Gargroetzi

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