Profile

Education

B.S. - University of Virginia, 1999 - Architecture, Distinguished Major in Modern Studies
M.Ed. - Mercer University, 2002 - Middle Grades Education
Ph.D. - Georgia State University, 2019

Biography

Dr. Susan Ophelia Cannon is an assistant professor of elementary and middle grades education.  She taught science and mathematics in Atlanta metro schools for a total of 13 years prior to joining the faculty of Tift College of Education. In her research, she makes connections across the boundaries of mathematics and statistics education, qualitative inquiry, and teacher education to consider ethical questions.

Teaching

Graduate and undergraduate mathematics methods and endorsement courses for elementary and middle grades in-service and preservice teachers.

Scholarship

In her research, Dr. Cannon makes connections across and pushes the boundaries of mathematics and statistics education, qualitative inquiry, and teacher education to consider ethical questions. She has conducted research on the influence of edTPA on the university supervisor, teacher candidate, and mentor teacher relationships. In addition, she conducts research and publishes about qualitative methods with a focus on transcription, data, and poststructural, posthumanist, and critical materialist theories. In her dissertation research, she conducted a diffractive analysis of two middles grades teachers’ implementation of a social justice mathematics curriculum. She is currently engaged in research that considers how the framework developed by the middle grades teachers in her dissertation study influences preservice teachers’ ideas about statistics.

Publications

Journal Articles (Refereed)

Cannon, S. O. (in press). Field guide to academic becoming. [Special Issue, K. McGuire, D. Carlson, M. Koro-Ljungberg, & G. Canella (Eds.)], Qualitative Inquiry.

Cannon, S. O. (in press). Making kin with comprehensive exams: Producing scholar in intra-action [Special Issue, R. C. Christ, C.R. Kuby, and Ulmer, J.B (Eds.)], Qualitative Inquiry.

Many, J., Bhatnagar, R., Tanguay, C., Ogletree, T., Kim, J., Favors, S., Kurz, K., Wilson, J., Thomas, C., Howrey, S., An, S., & Cannon, S. O. (in press). State-wide implementation of edTPA in preparation for high-stakes testing: A mixed-methods study of the concerns of edTPA coordinators. Education Policy Analysis Archives.

Donovan, M. K., & Cannon, S. O. (2018). The university supervisor, edTPA, and the making of the new teacher. Education Policy Analysis Archives, 26(28), 1–26.

Cannon, S. O. (2018). Teasing transcription: Iterations in the liminal space between voice and text. Qualitative Inquiry, 24(8), 571–582.

Myers, K. D., Bridges-Rhoads, S. C., & Cannon, S. O. (2017). Reflection in constellation: Post theories, subjectivity, and teacher preparation. Journal of Early Childhood Teacher Education, 38(4), 322–337.

Myers, K. D., Cannon, S. O., & Bridges-Rhoads, S. C. (2017). Math is in the title: (Un)learning the subject in educational research. International Review of Qualitative Research, 10(3), 309–326.

Cannon, S. O., & Sanders, M. (2017). Uncertainty and complexity in mathematical modeling. Mathematics Teacher in the Middle School, 22(7), 420–428.
                                                                                                                                                                                                                                                                                       
Chapters in Books (Refereed)

Hepler, S., Cannon, S. O., Hartnett, C., & Holbrook, T. (2019). Undoing and doing-with: Practices of diffractive reading and writing in higher education. In C. A. Taylor & A. Bayley (Eds.), Posthumanism and higher education: Reimagining pedagogy, practice and research (pp. 141–151). Cham, Switzerland: Palgrave.

Holbrook, T., & Cannon, S. O. (2018). Threads and fingerprints: Partial and entangled readings and writings of place. In C. Kuby, K. Spector, & J. J. Thiel (Eds.), Posthumanism and literacy education: Knowing/becoming/doing literacies (pp. 22–36). New York, NY: Routledge.

Cross, S. B., Tanguay, C., Cannon, S. O., Williams, M. J., & Hale, J. J. (2017). It’s time for a “reboot”: Shifting preservice teacher education from business capital to professional capital. In R. Flessner & Dr. R. Lecklider (Eds.), Case studies of clinical preparation in teacher education: An examination of three teacher preparation partnerships (pp. 29–54). New York, NY: Rowman & Littlefield.

Book Reviews and Responses (Editorial Review)

Cannon, S. O., & Myers, K. D. (2016). Radical reconfiguring(s) for equity in urban mathematics classrooms: Lines of flight in Mathematics and the body: Material entanglements in the classroom. Journal of Urban Mathematics Education, 9(2), 185–194.

Henning, N., Dover, A. G., Dotson, E. K., Agarwal-Rangath, R., Clayton, C. D., Donovan, M. K., Cannon, S. O., Cross, S. B., Dunn, A. (2018). Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE. Education Policy Analysis Archives, 26(31), 1–13.

Published Proceedings (Refereed)

Cannon, S. O. (2018). Theory, ethics and equity in intra-action in mathematics education: Looking forward, looking back. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University.

Myers, K., & Cannon, S. O. (2018). Looking inward: (Re)negotiating and (re)navigating mathematics teacher beliefs as teacher educators, students and scholars. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University.

Cannon, S. O. (2017). Theory in mathematics education: Intra-action and (re)configuration. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1444). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Cannon, S. O., & Cross, S. B. (2016). Questions of truth: Ethical and moral wanderings in middle grades mathematics classrooms and research. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1181–1188). Tucson, AZ: The University of Arizona.

Cannon, S. O., Myers, K. D., & Cross, S. B. (2016). Mathematics as (double) gatekeeper, student as bordercrosser: A case study. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 929). Tucson, AZ: The University of Arizona.
       
Cross, S. B., & Cannon, S. O. (2015). “You don’t ask Paul Simon to do a duet with Nickelback”: Examining mathematics teacher collaboration. 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. 1102–1105). East Lansing, MI: Michigan State University. 

Service

Dr. Cannon is an active member of the North American Chapter of the International Group for the Psychology of Mathematics Education, the National Council of Teachers of Mathematics, the Association of Mathematics Teacher Educators, and the International Congress for Qualitative Inquiry. She serves on the mentoring committee for the Qualitive Research SIG for American Educational Research Association. In addition, she is the editor of the Field Connections section of the Journal of Urban Mathematics Education. She has conducted peer reviews for the following journals: Mathematics Teaching in the Middle School, PME-NA Proceedings, Gender and Education, and Journal of Teacher Education.