About Us
Founded in 2020, The Reclamation Education Project recognizes the need for a critical evaluation of what truly facilitates meaningful learning and supports quality teaching practices. As former classroom teachers and current mathematics teacher educators, we appreciate the dedication that goes into improving one’s practice and recognize the need for robust systems of support to sustain such improvements.
We recognize that the educational landscape is ever changing and that the professional development models of yesteryear are insufficient for the challenges faced by today’s K-12 STEM educators. We are committed to utilizing our talents and expertise to provide transformational learning experiences designed to improve the learning that takes place in K-12 STEM classrooms and work closely with our clients to design and facilitate high-quality professional learning experiences in STEM learning for K – 12 educational organizations, educators and students.
Reclamation Education Project
Founders and Co-Owners
Dr. Maisie Gholson
Maisie has been a teacher, teacher leader, and currently an educational researcher at a R1 university. Her research focuses on learning theory with particular focus on the mediating effects of race and gender in mathematics contexts. She also teaches within the mathematics teacher educator for a secondary mathematics program.
As a designer, Maisie focuses on learning experiences and platform architecture that allow for interactive, dynamic and practice-based professional learning.
Maisie is the mother of an autistic child and deeply values issues of disability and learning difference in all of her work.
Dr. Missy Cosby
Missy was an experienced and dedicated educator with more than 20 years of experience in the classroom as a math teacher and instructional coach. She is currently an educational researcher at a R1 university. Her research focuses on sociocultural and sociohistorical factors impacting mathematics and STEM identities for historically minoritized students. She also teaches within the mathematics teacher educator for a secondary mathematics program.
As a designer, Missy focuses on professional learning trajectories, building of content knowledge, and the development of everyday professional practices with an emphasis on the role of teacher reflection.
Missy is a mother of two young adult women and their experiences with tracking and ability grouping in mathematics have shaped how she considers the interconnected roles of both broader school and individual teacher practices in mathematics learning.
