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College of Education


Faculty and Staff

Thomas E. Hodges, Ph.D.

Title: Associate Dean for Academic Affairs
Associate Professor
Department: Office of the Dean
College of Education
E-mail: hodgeste@mailbox.sc.edu
Phone: 803-576-6288
Office:

Wardlaw 220

Thomas Hodges

Education

Doctor of Philosophy, Mathematics Education, Master of Science, Mathematics Education, University of Tennessee
Bachelor of Science, Mathematics, Belmont University

Research

Thomas Hodges' research centers on how teachers view their roles as teachers of mathematics in relation to local and global expectations of mathematics instruction. He also conducts research on the development of beliefs, attitudes, and dispositions towards mathematics teaching and learning among pre-service elementary teachers, which can then inform the design and assessment of mathematical experiences for pre-service teachers.

Background

In August 2012, Thomas Hodges joined the Instruction and Teacher Education faculty at the University of South Carolina. He currently serves as the Associate Dean for Academic Affairs. Previously, Hodges served as coordinator of Elementary Education programs, as well as Chair of the Department of Instruction and Teacher Education. From 2009–2012, Hodges was a faculty member at Western Carolina University where he taught undergraduate and graduate courses in mathematics education to elementary and middle grades majors, as well as coordinating the graduate programs in elementary and middle grades education. Previous to working in higher education, Hodges previously taught mathematics in Nashville, TN.

Selected publications

Hodges, T.E. & Hodge, L. L. (2017). Unpacking personal identities for teaching mathematics within the context of prospective teacher education. Journal of Mathematics Teacher Education, 20(2), 101 – 118.

Hodges, T.E. & Johnson, M. (2017). Representations as tools for mathematical understanding. In D. Spangler & J. Wanko (Eds.) Enhancing Classroom Practice with Research behind Principles to Actions (pp. 15 – 24). Reston, VA: National Council of Teachers of Mathematics.

Hodges, T.E., Mills, H.A., Blackwell, B., Scott, J. & Somerall, S. (2017). Learning to theorize from practice: The power of embedded field experiences. In D. Polly & C. Martin (Eds.) Handbook of Research on Teacher Education and Professional Development. Hershey, PA: IGI Global.

Hodges, T. E., Johnson, M., & Roy, G. J. (2017). Bridging informal and formal reasoning about measures of center. Teaching Children Mathematics, 23(6), pp. 368 – 375.

Roy, G.J., Bush, S.B., Hodges, T.E., & Safi, F. (in press). Supporting whole-class mathematics discussion: Expectations matter. Mathematics Teaching in the Middle School.

Roy, G. J., Hodges, T. E., & Graul, L. (2016). How many jellybeans are in the jar? Connecting geometric measurement to measures of central tendency. Mathematics Teaching in the Middle School, 21(7), 424 – 430.

Jong, C. & Hodges, T.E. (2015). Assessing attitudes toward mathematics across teacher education contexts. Journal of Mathematics Teacher Education, 18(5), 407 – 425.

Jong, C. Hodges, T.E., Royal, K.D., & Welder, R.M. (2015). Instruments to measure elementary teachers’ conceptions: An application of the Rasch Rating Scale Model. Educational Research Quarterly, 39(1), 21 – 47.

Cady, J.A. & Hodges, T. E. (2015). A comparison of textbook representation of fractions. School Science and Mathematics, 115(3), 105 – 116.

Hodges, T.E. & Jong, C. (2015).  Site-based mathematics methods coursework: The development of attitudes and theory-practice connections. In T.G. Bartell, K.N. Bieda, R.T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 900 – 903). East Lansing, MI: Michigan State University.

Hodges, T.E. & Mills, H. (2014). Embedded field experiences as professional apprenticeships. In K. Karp (Ed.) Annual Perspectives in Mathematics Education (pp. 249 – 260). Reston, VA: National Council of Teachers of Mathematics.

Hodges, T. E. & Jong, C. (2014). School-based communities of practice as mechanisms for Standards-based mathematics curriculum implementation. Journal of Education, 194(2), 25 – 34.

Jong, C. & Hodges, T.E. (2013). The influence of elementary preservice teachers’ mathematical experiences on their attitudes towards teaching and learning mathematics. International Electronic Journal of Mathematics Education, 8(2-3), 100 - 122.

Hodges, T. E. & Cady, J. (2013). Blended format professional development and the emergence of communities of practice. Mathematics Education Research Journal, 25(2), 299 – 319.

Hodges, T.E. & Jong, C., & Royal, K.D. (2013).  The development of attitudes about mathematics during preservice teacher education. In A. C. Superfine, M. Martinez, G. Larnell, T. Stoelinga, & D. Martin (Eds.), Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 785 – 788). Chicago, IL: University of Illinois at Chicago.

Jong, C. & Hodges, T.E. (2013).  Examining preservice teachers’ conceptions about teaching mathematics for social justice. In A. C. Superfine, M. Martinez, G. Larnell, T. Stoelinga, & D. Martin (Eds.), Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 789 – 792). Chicago, IL: University of Illinois at Chicago.

Hodges, T.E. & Cady, J. (2012). Negotiating contexts to construct an identity as a mathematics teacher. The Journal of Educational Research, 105, 112 - 122.

Hodges, T.E., Rose, T. D., & Hicks, A. D. (2012). Interviews as RtI tools. Teaching Children Mathematics, 19(1), 30 - 36.

Hodges, T.E. & Jong, C. (2012).  Exploring changes in preservice teachers’ conceptions within the context of mathematics experiences. In L. R. Van Zoest, J.-J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 709 – 712). Kalamazoo, MI: Western Michigan University.

Hodges, T. E. & Conner, E. (2011). Crafting roles: Reflections from a teacher and a student in a technology rich mathematics classroom. Mathematics Teacher, 104(6), 432 – 438.

Jong, C.M. & Hodges, T.E. (2011). (Re)shaping elementary preservice teachers' attitudes toward mathematics. In T. Lamberg & L. Wiest (Eds.), Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1304 – 1312). Reno, NV: University of Nevada, Reno.

Welder, R.M., Hodges, T.E., & Jong, C.M. (2011). Measuring changes in teachers’ beliefs, attitudes, and dispositions related to experiences in mathematics. In T. Lamberg & L. Wiest (Eds.), Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2118 – 2125). Reno, NV: University of Nevada, Reno.

Cady, J., Hodges, T. E., & Taylor, P. M. (2010). Reaching mathematics teachers through technology. The Tennessee Association of Middle Schools Journal, 42(1), 12 – 21.

Cady, J. & Hodges, T. E., & Brown, C. (2010). Supporting English language learners. Teaching Children Mathematics, 16(8), 476 - 483.

Hodges, T. E., Landry, G. A., & Cady, J. (2009).  Transform conventional textbooks. Teaching Children Mathematics, 16(1), 42 - 48.

Hodges, T. E., Cady, J., & Collins, R. L. (2008). Fraction representation: The not-so-common denominator among middle school textbooks. Mathematics Teaching in the Middle School, 14(2), 78 – 84.

Cady, J., Hopkins, T., & Hodges, T. E. (2008). Lesson study as professional development for mathematics teacher educators. In F. Arbaugh & P. M. Taylor (Eds.), Inquiry into Mathematics Teacher Education, the AMTE Monograph Series (Vol. 5). San Diego, CA: Association of Mathematics Teacher Educators.

Hodges, T. E. (2007).  Redefining a model.  Mathematics Teacher, 101(3), 205 - 208.

 

Selected presentations

Hodges, T.E., Paschal, C., & Head, L.M. (2016, April). Classroom-based professional development: Creating a culture of collaborative inquiry. Presented at the Professional Development Schools National Conference: Orlando, FL.

Evans-Andris, M., Hodges, T.E., Kyle, D., Laman, T., Nutter, S., Rong, Y., & Robinson, S. (2016, February). Clinical models in teacher education: Purpose, practice, and progress. Presented at the American Association of Colleges for Teacher Education: Las Vegas, NV.

Hodges, T.E. & Negreiros, M. (2016, January). Problem solving interviews as mechanisms for instructional change. Presented at the Association of Mathematics Teacher Educators Annual Meeting: Irvine, CA.

Taylor, P. M. & Hodges, T. E. (2015, February). Trends in mathematics teacher education as reflected in the AMTE programs, 1997 – 2014. Presented at the Association of Mathematics Teacher Educators Annual Meeting: Orlando, FL.

Hodges, T.E. & Roy, G.J. (2014, February). Theorizing from practice: Designing field-based mathematics methods courses. Presented at the Association of Mathematics Teacher Educators Annual Meeting: Irvine, CA.

Jong. C. & Hodges, T.E. (2014, February). Preservice teachers’ conceptions in context: Teaching mathematics for social justice. Presented at the Association of Mathematics Teacher Educators Annual Meeting: Irvine, CA.

Jong, C., & Hodges, T.E. (2013, April). Examining changes in preservice teachers’ productive disposition for teaching mathematics within teacher education experiences. Presented at the Annual Meeting of the American Educational Research Association: San Francisco, CA.

Hodges, T.E. (2013, January). Development of preservice teacher identities in relation to university and school contexts. Presented at the Association of Mathematics Teacher Educators Annual Meeting: Orlando, FL.

Jong, C., Hodges, T.E., & Welder, R.M. (2012, April). Conceptions of mathematics in related contexts: Measuring elementary teachers’ development over time. Paper presented at the Annual Meeting of the American Educational Research Association: Vancouver, BC.

Hodges, T.E., Jong, C.M., & Welder, R. M. (2012, February). Relationships between preservice elementary teachers' conceptions of mathematics, field experiences, and methods coursework. Presented at the Association of Mathematics Teacher Educators Annual Meeting: Fort Worth, TX.

Jong, C.M. & Hodges, T.E. (2012, February). Measuring preservice teachers’ dispositions toward teaching mathematics for social justice. Presented at the Association of Mathematics Teacher Educators Annual Meeting: Fort Worth, TX.

Welder R. M., Jong, C.M., & Hodges, T.E. (2012). Measuring teachers' attitudes, beliefs, and dispositions over time. Presented at the Research Presession of the 90th Annual Meeting of the National Council of Teachers of Mathematics: Philadelphia, PA.

Welder, R.M., Hodges, T.E., & Jong, C.M. (2011, October). Measuring changes in teachers’ beliefs, attitudes, and dispositions related to experiences in mathematics. Presented at the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: Reno, NV.

Hodges, T.E., Rose, T., & Landry, G. A. (2010, October). Using online modules to support beginning teachers of mathematics. Presented at National Council of Teachers of Mathematics Regional Conference and Exposition: New Orleans, LA.

Landry, G. A. & Hodges, T. E. (2010, October). Using technology to craft engaging mathematics lessons. Presented at National Council of Teachers of Mathematics Regional Conference and Exposition: New Orleans, LA.

Hodges, T. E. & Landry G. A. (2010, April). Contextual competencies in a successful case of mathematics reform. Presented at the Research Presession of the 88th Annual Meeting of the National Council of Teachers of Mathematics: San Diego, CA.

Hodges, T. E. (2010, January). Supporting local contexts in an online professional development world. Presented at the Association of Mathematics Teacher Educators Annual Meeting: Irvine, CA.

Hodges, T.E., Cady, J., & Landry, G. (2008, October). Fraction representation in the middle grades: Putting your textbook to work. Presented at National Council of Teachers of Mathematics Regional Conference and Exposition: Cleveland, OH.

Cady, J., Hodges, T.E., & Landry, G. (2008, October). Using synchronous technology to reach mathematics teachers. Presented at National Council of Teachers of Mathematics Regional Conference and Exposition: Cleveland, OH.

Landry, G., Cady, J., & Hodges, T.E. (2008, October). Formative assessment: Using students’ self-assessment to facilitate mathematics learning intrinsically. Presented at National Council of Teachers of Mathematics Regional Conference and Exposition: Cleveland, OH.

Hodges, T.E. & Cady, J. (2008, January). Publish or perish. Presented at the Association of Mathematics Teacher Educators Annual Meeting: Tulsa, OK.

Cady, J., Hodges, T. E., & Strunk, K. (2008, January). Reaching teachers through synchronous online courses. Presented at the Association of Mathematics Teacher Educators Annual Meeting: Tulsa, OK.

Cady, J., Rearden, K., & Hodges, T. E. (2008, March). Creating learning communities through online professional development to enhance teachers’ pedagogical content knowledge. Presented at the American Educational Research Association Annual Meeting: New York, NY.

Cady, J. & Hodges, T. E. (2008, April). Teachers’ evolving beliefs: From certainty to uncertainty. Presented at the Research Presession of the 86th Annual Meeting of the National Council of Teachers of Mathematics: Salt Lake City, UT.

Cady, J., Taylor, P.M., & Hodges, T. E. (2007, March). Using online courses to link research to practice in mathematics classrooms. Presented at the Research Presession of the 85th Annual Meeting of the National Council of Teachers of Mathematics: Atlanta, GA.

Collins, R., Hodges, T.E., & Cady, J. (2007, March). A comparison of fraction representations among three widely-used textbooks. Presented at the 85th Annual Meeting of the National Council of Teachers of Mathema