Jeremy Zelkowski

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Associate Professor

The University of Alabama

United States

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About

Jeremy Zelkowski is an Associate Professor at the University of Alabama, USA. His research focuses on mathematics teacher preparation, including aspects of teaching quality, TPACK, and professional development systems for educators. He has published numerous articles addressing critical issues in the field of mathematics education, such as teacher licensure and the experiences of secondary mathematics teachers.

Recent Grants

Grant: Close

Expanding a Statewide Pathway for CS Teacher Certification: A Curriculum Model for Secondary Education Teacher Candidates

Open Date: 2021-10-01

Close Date: 2024-09-30

Grant: Close

Alabama Mathematics Master Teaching Fellowship: Preparing Leaders for Underserved Schools

Open Date: 2019-04-15

Close Date: 2025-03-31

Grant: Close

Building a Pathway for CS Principles Teachers: A Two-course Sequence for Secondary Education Mathematics Pre-service Teachers

Open Date: 2017-10-01

Close Date: 2019-09-30

Grant: Close

The University of Alabama Noyce Scholars Program

Open Date: 2013-10-01

Close Date: 2019-09-30

Articles (10)

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2025

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2025

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2024

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2024

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2024

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2023

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2023

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2023

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UNITED STATES

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Alesia Moldavan

Georgia Southern University

UNITED STATES

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Jeremy Zelkowski

Research Interests

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About

Recent Grants

Articles (10)

Developing Secondary Mathematics Teacher Leaders: A Multi-Year Curriculum for Inservice Teacher Excellence

Measuring Mathematics Teaching Quality: The State of the Field and a Call for the Future

To Praxis Test or Not? Mathematics Content Knowledge Tests for Teacher Licensure and Programmatic Considerations on Moving the Preparation Field Forward

Examining the impact on TPACK and knowledge subcomponents in dually certifying secondary mathematics teacher candidates with a Computer Science add-on endorsement

The Critical Roles of a Mathematics Specialist in Establishing Effective, Coordinated Professional Development Systems

The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations

A Systematic Literature Review on Factors of Stress, Burnout and Job Satisfaction of Secondary Grades Teachers at Time of Professional Crisis

Validating a TPACK instrument for 7–12 mathematics in-service middle and high school teachers in the United States

Comparing middle grade students’ oral and written arguments

An Examination of the Relationships of Mathematics Self-Efficacy and Teaching Practices among Elementary, Secondary, and Special Education Educators

Collaborators (6)

Tye Campbell

Jeff Gray

Stefanie Livers

Jim Gleason

Felicia A. Smith

Alesia Moldavan

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