About the Department of Teacher Education
Faculty & Staff Profiles
Alicia Alonzo
Ph.D., California Institute of Technology
alonzo@msu.edu
Alicia Alonzo is an assistant professor of teacher education. Her research focuses on tools and knowledge for science teachers’ formative assessment practices. She is interested in learning progressions – descriptions of increasingly sophisticated ways of thinking about a topic – and associated assessment tasks as tools for formative assessment. She is currently involved in video-based studies of and efforts to support teachers’ pedagogical content knowledge.
Ph.D., California Institute of Technology
alonzo@msu.edu
Alicia Alonzo is an assistant professor of teacher education. Her research focuses on tools and knowledge for science teachers’ formative assessment practices. She is interested in learning progressions – descriptions of increasingly sophisticated ways of thinking about a topic – and associated assessment tasks as tools for formative assessment. She is currently involved in video-based studies of and efforts to support teachers’ pedagogical content knowledge.
Dorothea Anagnostopoulos
Ph.D. University of Chicago
danagnos@msu.edu
Dorothea Anagnostopoulos is an associate professor of teacher education. Her work crosses several domains including classroom discourse, educational policy, the social organization of teaching and learning, urban education, and teacher education. Her recent research uses a cultural sociological perspective to examine how teachers and students make sense of educational accountability policies and how such policies shape the distribution of resources, opportunities and social identities in urban high schools.
Ph.D. University of Chicago
danagnos@msu.edu
Dorothea Anagnostopoulos is an associate professor of teacher education. Her work crosses several domains including classroom discourse, educational policy, the social organization of teaching and learning, urban education, and teacher education. Her recent research uses a cultural sociological perspective to examine how teachers and students make sense of educational accountability policies and how such policies shape the distribution of resources, opportunities and social identities in urban high schools.
Charles Anderson
Ph.D., University of Texas-Austin
andya@msu.edu
http://ed-web2.educ.msu.edu/researchprofiles/facultyvita/Anderson_Andy_CV.pdf
Charles (Andy) Anderson is a professor of teacher education whose research centers on the classroom teaching and learning of science. He studies how students' prior knowledge, language, and social relationships affect their engagement in science learning and the development of scientific literacy. His current work focuses on learning progressions leading to the development of environmental science literacy.
Ph.D., University of Texas-Austin
andya@msu.edu
http://ed-web2.educ.msu.edu/researchprofiles/facultyvita/Anderson_Andy_CV.pdf
Charles (Andy) Anderson is a professor of teacher education whose research centers on the classroom teaching and learning of science. He studies how students' prior knowledge, language, and social relationships affect their engagement in science learning and the development of scientific literacy. His current work focuses on learning progressions leading to the development of environmental science literacy.
Laura Apol
Ph.D., University of Iowa
apol@msu.edu
Laura Apol is an associate professor of teacher education. Her research interests include literary theory and children's and adolescent literature, issues of diversity in children's and adolescent literature, critical reading and response to literature, and historical children's literature. Recent projects include using writing to facilitate healing among high school- aged orphans in post-genocide Rwanda, and publishing stories of Rwandan Tutsi genocide for children of Rwanda and of the world. She has co-edited a collection of poetry for children and, as a published writer and poet, she conducts creative writing workshops and classes for teachers and students on all levels.
Ph.D., University of Iowa
apol@msu.edu
Laura Apol is an associate professor of teacher education. Her research interests include literary theory and children's and adolescent literature, issues of diversity in children's and adolescent literature, critical reading and response to literature, and historical children's literature. Recent projects include using writing to facilitate healing among high school- aged orphans in post-genocide Rwanda, and publishing stories of Rwandan Tutsi genocide for children of Rwanda and of the world. She has co-edited a collection of poetry for children and, as a published writer and poet, she conducts creative writing workshops and classes for teachers and students on all levels.
Jeff Bale
Ph.D., Arizona State University
jbale@msu.edu
http://bale.wiki.educ.msu.edu/
Second language education is regularly surrounded by conflict and consternation. In broad terms, Jeff Bale's research and teaching attempts to understand why. Current research projects include a reading of the history of second language education in the United States in relation to the ebb and flow of U.S. imperial projects. In addition, he studies educational policy reforms in Hamburg, Germany and their impact on the educational experiences of German language learners. Both projects build on his expertise in language policy analysis, language teacher education, critical theory and humanities- oriented education research. Dr. Bale serves as subject-area leader for the secondary world languages teacher preparation program. He frequently teaches methods courses for that program, as well as an online MA course on language variation and its impact on the K-12 classroom.
Ph.D., Arizona State University
jbale@msu.edu
http://bale.wiki.educ.msu.edu/
Second language education is regularly surrounded by conflict and consternation. In broad terms, Jeff Bale's research and teaching attempts to understand why. Current research projects include a reading of the history of second language education in the United States in relation to the ebb and flow of U.S. imperial projects. In addition, he studies educational policy reforms in Hamburg, Germany and their impact on the educational experiences of German language learners. Both projects build on his expertise in language policy analysis, language teacher education, critical theory and humanities- oriented education research. Dr. Bale serves as subject-area leader for the secondary world languages teacher preparation program. He frequently teaches methods courses for that program, as well as an online MA course on language variation and its impact on the K-12 classroom.
Tonya Bartell
Ph.D., University of Wisconsin-Madison
tbartell@msu.edu
Tonya Gau Bartell is an assistant professor of mathematics education interested in exploring teaching practices that promote mathematics learning for all students. Her research focuses on issues of culture, race, and power in mathematics teaching and learning, with particular attention to teachers’ development of mathematics pedagogy for social justice and pedagogy integrating a focus on mathematics, children’s mathematical thinking, and children’s community and cultural knowledge.
Ph.D., University of Wisconsin-Madison
tbartell@msu.edu
Tonya Gau Bartell is an assistant professor of mathematics education interested in exploring teaching practices that promote mathematics learning for all students. Her research focuses on issues of culture, race, and power in mathematics teaching and learning, with particular attention to teachers’ development of mathematics pedagogy for social justice and pedagogy integrating a focus on mathematics, children’s mathematical thinking, and children’s community and cultural knowledge.
Kristen Bieda
Ph.D., University of Wisconsin-Madison
kbieda@msu.edu
https://www.msu.edu/~kbieda/
Kristen Bieda is an assistant professor of mathematics education. Her research focuses on classroom practices related to reasoning and proof in middle grades and secondary mathematics, with the goal of informing teacher education, curriculum, and professional development programs. Other interests include the use of lesson study in teacher preparation and the development of pre-service teachers’ mathematical knowledge for teaching through the use of curriculum as well as video-based representations of teaching.
Ph.D., University of Wisconsin-Madison
kbieda@msu.edu
https://www.msu.edu/~kbieda/
Kristen Bieda is an assistant professor of mathematics education. Her research focuses on classroom practices related to reasoning and proof in middle grades and secondary mathematics, with the goal of informing teacher education, curriculum, and professional development programs. Other interests include the use of lesson study in teacher preparation and the development of pre-service teachers’ mathematical knowledge for teaching through the use of curriculum as well as video-based representations of teaching.
Angela Calabrese Barton
Ph.D., Michigan State University
acb@msu.edu
http://barton.wiki.educ.msu.edu/
Angela Calabrese Barton is a professor in teacher education. Her research focuses on issues of equity and social justice in science education, with a particular emphasis on the urban context. Drawing from qualitative and critical/feminist methodologies, she conducts ethnographic and case study research in urban community- and school- based settings that targets the science teaching- learning experiences of three major stakeholder groups: upper elementary and middle school youth, teachers learning to teach science for social justice, and parents engaging in their children’s science education. She also engages in curriculum research and development that links nutrition and science literacies in the upper elementary and middle school classroom. She is currently co- editor for the Journal of Research in Science Teaching.
Ph.D., Michigan State University
acb@msu.edu
http://barton.wiki.educ.msu.edu/
Angela Calabrese Barton is a professor in teacher education. Her research focuses on issues of equity and social justice in science education, with a particular emphasis on the urban context. Drawing from qualitative and critical/feminist methodologies, she conducts ethnographic and case study research in urban community- and school- based settings that targets the science teaching- learning experiences of three major stakeholder groups: upper elementary and middle school youth, teachers learning to teach science for social justice, and parents engaging in their children’s science education. She also engages in curriculum research and development that links nutrition and science literacies in the upper elementary and middle school classroom. She is currently co- editor for the Journal of Research in Science Teaching.
Douglas Campbell
Ph.D., Stanford University
campbell@msu.edu
Douglas Campbell is an associate professor of teacher education. His expertise and interests are in the uses of educational anthropology, ethnographic and qualitative research methods, and sociolinguistics in studies of classroom interaction, inter-cultural communication and miscommunication, teacher/researcher collaborations, and family involvement in education. He has conducted research on classroom language use of questions in Philippine elementary classrooms, intercultural communication difficulties experienced by Asian and Filipino immigrants in the United States, whether and how teachers change their teaching methods and approach to professional development as a result of collaboration with university faculty, and efforts to increase parent and family involvement in their children’s education. He is drawing on his extensive experience on a wide range of dissertation committees, and on his work with teachers in conducting action research, in his current work with the College of Education’s Office of Student Writing Assistance, which he established in August 2009.
Ph.D., Stanford University
campbell@msu.edu
Douglas Campbell is an associate professor of teacher education. His expertise and interests are in the uses of educational anthropology, ethnographic and qualitative research methods, and sociolinguistics in studies of classroom interaction, inter-cultural communication and miscommunication, teacher/researcher collaborations, and family involvement in education. He has conducted research on classroom language use of questions in Philippine elementary classrooms, intercultural communication difficulties experienced by Asian and Filipino immigrants in the United States, whether and how teachers change their teaching methods and approach to professional development as a result of collaboration with university faculty, and efforts to increase parent and family involvement in their children’s education. He is drawing on his extensive experience on a wide range of dissertation committees, and on his work with teachers in conducting action research, in his current work with the College of Education’s Office of Student Writing Assistance, which he established in August 2009.
Dorinda Carter Andrews
Ed.D., Harvard University
dcarter@msu.edu
http://dcarter.wiki.educ.msu.edu/
Dorinda Carter Andrews is an associate professor of teacher education. Her research focuses on race and equity in education, with a particular emphasis on black student achievement in urban and suburban schools. Drawing on qualitative methodologies and race-based theories, she studies how the racial and achievement identities and ideologies of black students shape their adaptive and maladaptive behaviors for schooling. She also conducts research on closing achievement gaps in schools and urban teacher preparation. Carter is also a core faculty member of the African American and African Studies Program at MSU.
Ed.D., Harvard University
dcarter@msu.edu
http://dcarter.wiki.educ.msu.edu/
Dorinda Carter Andrews is an associate professor of teacher education. Her research focuses on race and equity in education, with a particular emphasis on black student achievement in urban and suburban schools. Drawing on qualitative methodologies and race-based theories, she studies how the racial and achievement identities and ideologies of black students shape their adaptive and maladaptive behaviors for schooling. She also conducts research on closing achievement gaps in schools and urban teacher preparation. Carter is also a core faculty member of the African American and African Studies Program at MSU.
Samantha Caughlan
Ph.D., University of Wisconsin-Madison
caughlan@msu.edu
Samantha Caughlan is an assistant professor of English education. She conducts research on English teachers’ cultural models as providing insight into their conceptions of their discipline, teaching, and students. Long interested in curricular reform, her recent projects look into the effects of policy on state and local curriculum. In addition, she is currently investigating the use of critical language awareness on perservice teachers’ development of interactive classroom discourse methods.
Ph.D., University of Wisconsin-Madison
caughlan@msu.edu
Samantha Caughlan is an assistant professor of English education. She conducts research on English teachers’ cultural models as providing insight into their conceptions of their discipline, teaching, and students. Long interested in curricular reform, her recent projects look into the effects of policy on state and local curriculum. In addition, she is currently investigating the use of critical language awareness on perservice teachers’ development of interactive classroom discourse methods.
Janine Certo
Ph.D., Virginia Commonwealth University
certo@msu.edu
http://www.msu.edu/~certo
Janine Certo is an associate professor of language and literacy in the Department of Teacher Education. Her interests include writing instruction, genre theory and pedagogy, poetic language theory and instruction, and arts-based literacy education. Drawing on multiple methods, including poetic inquiry, her research spans a number of areas including literacy and language, creative writing, humanities and aesthetic philosophy, and teacher education. Most recently, she is investigating teachers' knowledge, craft and dispositions with regard to reading, writing and teaching poetry and preadolescents' poetry genre knowledge and development.
Ph.D., Virginia Commonwealth University
certo@msu.edu
http://www.msu.edu/~certo
Janine Certo is an associate professor of language and literacy in the Department of Teacher Education. Her interests include writing instruction, genre theory and pedagogy, poetic language theory and instruction, and arts-based literacy education. Drawing on multiple methods, including poetic inquiry, her research spans a number of areas including literacy and language, creative writing, humanities and aesthetic philosophy, and teacher education. Most recently, she is investigating teachers' knowledge, craft and dispositions with regard to reading, writing and teaching poetry and preadolescents' poetry genre knowledge and development.
Sandra Crespo
Ph.D., University of British Columbia
crespo@msu.edu
Sandra Crespo is an associate professor of teacher education interested in exploring learning environments and teaching practices that promote mathematical inquiry. Her research has focused primarily on preservice elementary teachers and their development as learners of mathematics and mathematics teaching. She also explores teacher groups as contexts for teacher learning and for improving the field experiences of teacher education students. Her work crosses multiple boundaries as she conducts research in the U.S., Canada, and the Dominican Republic. In the latter, she has been part of a curriculum reform team studying the effects of the mathematics texts the team developed for the country’s elementary and middle school grades.
Ph.D., University of British Columbia
crespo@msu.edu
Sandra Crespo is an associate professor of teacher education interested in exploring learning environments and teaching practices that promote mathematical inquiry. Her research has focused primarily on preservice elementary teachers and their development as learners of mathematics and mathematics teaching. She also explores teacher groups as contexts for teacher learning and for improving the field experiences of teacher education students. Her work crosses multiple boundaries as she conducts research in the U.S., Canada, and the Dominican Republic. In the latter, she has been part of a curriculum reform team studying the effects of the mathematics texts the team developed for the country’s elementary and middle school grades.
Higinio Dominguez
Ph.D., University of Texas at Austin
higinio@msu.edu
A faculty member in mathematics education, Higinio Dominguez is interested in studying the reciprocal process of teachers noticing student actions and students noticing teacher actions in classrooms that include bilingual, English learners and recent immigrant students. He is currently conducting classroom-based investigations that focus on how the process of noticing influences Latino/a bilingual students' discursive presence in mathematics. His research has been published in various journals, including Educational Studies in Mathematics, Journal for Research in Mathematics Education, and Bilingual Research Journal.
Ph.D., University of Texas at Austin
higinio@msu.edu
A faculty member in mathematics education, Higinio Dominguez is interested in studying the reciprocal process of teachers noticing student actions and students noticing teacher actions in classrooms that include bilingual, English learners and recent immigrant students. He is currently conducting classroom-based investigations that focus on how the process of noticing influences Latino/a bilingual students' discursive presence in mathematics. His research has been published in various journals, including Educational Studies in Mathematics, Journal for Research in Mathematics Education, and Bilingual Research Journal.
Corey Drake
Ph.D., Northwestern University
cdrake@msu.edu
Corey Drake serves as director of teacher education. Her work focuses on the preparation of elementary teachers to teach mathematics in diverse contexts. Her current research includes studies of pre-service elementary teachers’ learning from and about the use of mathematics curriculum materials. She also conducts a multi-university investigation of the ways in which elementary mathematics methods courses can be redesigned to support pre-service teachers in learning to integrate children’s mathematical thinking with children’s home and community-based mathematical understandings.
Ph.D., Northwestern University
cdrake@msu.edu
Corey Drake serves as director of teacher education. Her work focuses on the preparation of elementary teachers to teach mathematics in diverse contexts. Her current research includes studies of pre-service elementary teachers’ learning from and about the use of mathematics curriculum materials. She also conducts a multi-university investigation of the ways in which elementary mathematics methods courses can be redesigned to support pre-service teachers in learning to integrate children’s mathematical thinking with children’s home and community-based mathematical understandings.
Patricia Edwards
Ph.D., University of Wisconsin-Madison
edwards6@msu.edu
http://edwards.wiki.educ.msu.edu/
Patricia Edwards is a professor of teacher education, the first African American of the Literacy Research Association (formerly the National Reading Conference), and the 2010-2011 President of the International Reading Association. She has developed two nationally acclaimed family literacy programs: Parents as Partners in Reading and Talking Your Way to Literacy. Her research focuses on issues related to families and children: engaging hard to reach families, developing a scope and sequence of parent involvement, compiling different types of demographic family profiles, parent involvement and teacher thinking, parent involvement in the reading/writing process, parent support of children's oral preparation for literacy, portfolio instructional conversations with parents during regularly scheduled parent-teacher conferences, and parents' stories of literacy and teachers' reactions to these stories. Her current research focuses on a broader question - how does the world read? During her graduate student days at the University of Wisconsin-Madison, she became curious about this question. Therefore, when she became the newly elected Vice-President of the International Reading Association (IRA) in May 2008, she immediately thought that she would return to this question of interest. In addition, I was motivated to ask this question because the International Reading Association has councils and affiliates in more than 100 countries and one of our popular slogans is "We teach the world to read."
Ph.D., University of Wisconsin-Madison
edwards6@msu.edu
http://edwards.wiki.educ.msu.edu/
Patricia Edwards is a professor of teacher education, the first African American of the Literacy Research Association (formerly the National Reading Conference), and the 2010-2011 President of the International Reading Association. She has developed two nationally acclaimed family literacy programs: Parents as Partners in Reading and Talking Your Way to Literacy. Her research focuses on issues related to families and children: engaging hard to reach families, developing a scope and sequence of parent involvement, compiling different types of demographic family profiles, parent involvement and teacher thinking, parent involvement in the reading/writing process, parent support of children's oral preparation for literacy, portfolio instructional conversations with parents during regularly scheduled parent-teacher conferences, and parents' stories of literacy and teachers' reactions to these stories. Her current research focuses on a broader question - how does the world read? During her graduate student days at the University of Wisconsin-Madison, she became curious about this question. Therefore, when she became the newly elected Vice-President of the International Reading Association (IRA) in May 2008, she immediately thought that she would return to this question of interest. In addition, I was motivated to ask this question because the International Reading Association has councils and affiliates in more than 100 countries and one of our popular slogans is "We teach the world to read."
Lynn Fendler
Ph.D. University of Wisconsin-Madison
fendler@msu.edu
http://fendler.wiki.educ.msu.edu/
Lynn Fendler is an associate professor of teacher education. Her internationally oriented research explores what it means to be educated in particular historical and political contexts. She examines critical and genealogical relations among knowledge, reason, discipline, and power. Her recent interests include historiography, rhetoric, and philosophy of food.
Ph.D. University of Wisconsin-Madison
fendler@msu.edu
http://fendler.wiki.educ.msu.edu/
Lynn Fendler is an associate professor of teacher education. Her internationally oriented research explores what it means to be educated in particular historical and political contexts. She examines critical and genealogical relations among knowledge, reason, discipline, and power. Her recent interests include historiography, rhetoric, and philosophy of food.
Matt Ferkany
Ph.D. University of Wisconsin-Madison
ferkany@msu.edu
http://www.msu.edu/~ferkany
Matt Ferkany is an Assistant Professor in the Teacher Education department. A philosopher by training, his research focuses on political, ethical, and pedagogical problems relating to environmental education, civic and moral education, and well-being and virtue. He is currently working on a project funded by the Spencer Foundation on the virtues in environmental education. But he has also published work on the sense of self-worth and the importance of fostering self-esteem relative to other aims of education.
Ph.D. University of Wisconsin-Madison
ferkany@msu.edu
http://www.msu.edu/~ferkany
Matt Ferkany is an Assistant Professor in the Teacher Education department. A philosopher by training, his research focuses on political, ethical, and pedagogical problems relating to environmental education, civic and moral education, and well-being and virtue. He is currently working on a project funded by the Spencer Foundation on the virtues in environmental education. But he has also published work on the sense of self-worth and the importance of fostering self-esteem relative to other aims of education.
Terry Flennaugh
Ph.D., University of California-Los Angeles
flennaug@msu.edu
Terry Flennaugh specializes in race, culture and equity in education. His research focuses primarily on the educational experiences of Black males and other students of color in urban contexts. Utilizing both qualitative and quantitative methodologies, he examines the sense-making processes involved in constructing identities that lead to high academic performance in urban schools. He also studies issues of educational access and equity for communities of color in addition to single-sex educational spaces for urban youth.
Ph.D., University of California-Los Angeles
flennaug@msu.edu
Terry Flennaugh specializes in race, culture and equity in education. His research focuses primarily on the educational experiences of Black males and other students of color in urban contexts. Utilizing both qualitative and quantitative methodologies, he examines the sense-making processes involved in constructing identities that lead to high academic performance in urban schools. He also studies issues of educational access and equity for communities of color in addition to single-sex educational spaces for urban youth.
Robert Floden
Ph.D., Stanford University
floden@msu.edu
http://floden.wiki.educ.msu.edu/
Robert Floden is a University Distinguished Professor of teacher education, measurement and quantitative methods, educational psychology, and educational policy. He is associate dean for research, director of the Institute for Research on Teaching and Learning, co-director of the Education Policy Center and co-director of a pre-doctoral training program in the economics of education. He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, teacher development, the character and effects of teacher education and how policy is linked to classroom practice. His current research focuses on secondary school algebra teaching. He is a member of the National Academy of Education.
Ph.D., Stanford University
floden@msu.edu
http://floden.wiki.educ.msu.edu/
Robert Floden is a University Distinguished Professor of teacher education, measurement and quantitative methods, educational psychology, and educational policy. He is associate dean for research, director of the Institute for Research on Teaching and Learning, co-director of the Education Policy Center and co-director of a pre-doctoral training program in the economics of education. He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, teacher development, the character and effects of teacher education and how policy is linked to classroom practice. His current research focuses on secondary school algebra teaching. He is a member of the National Academy of Education.
Susan Florio-Ruane
Ed.D., Harvard University
susanfr@msu.edu
Susan Florio-Ruane is a professor of teacher education and a winner of the Distinguished Faculty Award at Michigan State University. Her research interests include the preparation of elementary literacy teachers to work in urban classrooms and the social and historical role of culture, literacy and autobiography in educational research and practice. She is co- senior editor of the Journal of Literacy Research and also served in a senior editorial role for the Anthropology and Education Quarterly. Her paper, “The Social Organization of Classes and Schools,” won the Division K Research in Teacher Education Award of the American Educational Research Association. Her book, Teacher Education and the Cultural Imagination, won the National Reading Conference’s Outstanding Book Award. She is co-editor of the forthcoming book, Standing for Literacy: Teaching in a Time of Reform. Dr. Florio-Ruane is also a senior researcher in the MSU Literacy Achievement Research Center (LARC).
Ed.D., Harvard University
susanfr@msu.edu
Susan Florio-Ruane is a professor of teacher education and a winner of the Distinguished Faculty Award at Michigan State University. Her research interests include the preparation of elementary literacy teachers to work in urban classrooms and the social and historical role of culture, literacy and autobiography in educational research and practice. She is co- senior editor of the Journal of Literacy Research and also served in a senior editorial role for the Anthropology and Education Quarterly. Her paper, “The Social Organization of Classes and Schools,” won the Division K Research in Teacher Education Award of the American Educational Research Association. Her book, Teacher Education and the Cultural Imagination, won the National Reading Conference’s Outstanding Book Award. She is co-editor of the forthcoming book, Standing for Literacy: Teaching in a Time of Reform. Dr. Florio-Ruane is also a senior researcher in the MSU Literacy Achievement Research Center (LARC).
Margo Glew
Ph.D., Michigan State University
glewmarg@msu.edu
Margo Glew is coordinator of global initiatives and coordinator of the Global Educators Cohort Program, supporting efforts to enhance the teacher preparation program with global perspectives so that more teachers are prepared to educate students for success in a global society. Her academic interests include global education and second language acquisition and instruction. Her recent research involves working on a multi-national project to assess global-mindedness among undergraduate preservice teachers.
Ph.D., Michigan State University
glewmarg@msu.edu
Margo Glew is coordinator of global initiatives and coordinator of the Global Educators Cohort Program, supporting efforts to enhance the teacher preparation program with global perspectives so that more teachers are prepared to educate students for success in a global society. Her academic interests include global education and second language acquisition and instruction. Her recent research involves working on a multi-national project to assess global-mindedness among undergraduate preservice teachers.
Amelia Gotwals
Ph.D., University of Michigan
gotwals@msu.edu
Amelia Gotwals is an assistant professor of teacher education. Her research centers on the teaching and learning of science and the role of assessment in this process. She specifically focuses on inquiry-based constructivist learning environments and on methods and frameworks for translating inquiry-based practices in science classrooms into authentic and meaningful assessment tasks.
Ph.D., University of Michigan
gotwals@msu.edu
Amelia Gotwals is an assistant professor of teacher education. Her research centers on the teaching and learning of science and the role of assessment in this process. She specifically focuses on inquiry-based constructivist learning environments and on methods and frameworks for translating inquiry-based practices in science classrooms into authentic and meaningful assessment tasks.
Kyle Greenwalt
Ph.D., University of Minnesota
greenwlt@msu.edu
http://greenwalt.wiki.educ.msu.edu/
Kyle Greenwalt is an assistant professor in the Department of Teacher Education. He is interested in the study of curriculum through the twin lenses of lived experience and identity. In the tradition of progressive education, his research, teaching and service all seek to contribute to the creation of schools that are sites of vibrant democratic living, where teachers and students are bound in a relationship of care.
Ph.D., University of Minnesota
greenwlt@msu.edu
http://greenwalt.wiki.educ.msu.edu/
Kyle Greenwalt is an assistant professor in the Department of Teacher Education. He is interested in the study of curriculum through the twin lenses of lived experience and identity. In the tradition of progressive education, his research, teaching and service all seek to contribute to the creation of schools that are sites of vibrant democratic living, where teachers and students are bound in a relationship of care.
Anne-Lise Halvorsen
Ph.D., University of Michigan
annelise@msu.edu
Anne-Lise Halvorsen is an assistant professor of teacher education specializing in social studies education. Her scholarship includes research on the history of education, social studies at the elementary level, curriculum policy, the integration of social studies and other subject areas, and early childhood education. Currently, she is doing work on the history of elementary social studies, the relationship between social studies instruction and student learning, and teacher knowledge and preparation in the social studies.
Ph.D., University of Michigan
annelise@msu.edu
Anne-Lise Halvorsen is an assistant professor of teacher education specializing in social studies education. Her scholarship includes research on the history of education, social studies at the elementary level, curriculum policy, the integration of social studies and other subject areas, and early childhood education. Currently, she is doing work on the history of elementary social studies, the relationship between social studies instruction and student learning, and teacher knowledge and preparation in the social studies.
Doug Hartman
Ph.D., University of Illinois Urbana-Champaign
dhartman@msu.edu
Douglas Hartman is a professor of literacy and technology with appointments in Teacher Education and Educational Psychology. He serves as co-director of the Literacy Achievement Research Center (LARC) and coordinator of the Literacy Studies program. His research interests focus on new literacies, adolescent literacy, and the history of literacy.
Ph.D., University of Illinois Urbana-Champaign
dhartman@msu.edu
Douglas Hartman is a professor of literacy and technology with appointments in Teacher Education and Educational Psychology. He serves as co-director of the Literacy Achievement Research Center (LARC) and coordinator of the Literacy Studies program. His research interests focus on new literacies, adolescent literacy, and the history of literacy.
Elizabeth Heilman
Ph.D., Indiana University
eheilman@msu.edu
Elizabeth Heilman is an associate professor of teacher education. Her theoretical work examines the epistemological and ethical claims and boundaries of fields of research and research traditions. This includes disciplinary fields as well as qualitative, critical, pragmatist, and poststructural theories. Her empirical research explores the shaping of the civic and the social imagination. This includes democracy and policy, national and global citizenship, and identity and diversity, as well as how people develop a sense of power, political efficacy, human connection and responsibility to others. She is especially interested in how education can move people's spirits such that we have the collective human will, compassion, and commitment to address injustice, poverty, and violence.
Ph.D., Indiana University
eheilman@msu.edu
Elizabeth Heilman is an associate professor of teacher education. Her theoretical work examines the epistemological and ethical claims and boundaries of fields of research and research traditions. This includes disciplinary fields as well as qualitative, critical, pragmatist, and poststructural theories. Her empirical research explores the shaping of the civic and the social imagination. This includes democracy and policy, national and global citizenship, and identity and diversity, as well as how people develop a sense of power, political efficacy, human connection and responsibility to others. She is especially interested in how education can move people's spirits such that we have the collective human will, compassion, and commitment to address injustice, poverty, and violence.
Beth Herbel-Eisenmann
Ph.D., Michigan State University
bhe@msu.edu
https://www.msu.edu/~bhe/
Beth Herbel-Eisenmann is an associate professor of teacher education. Her research interests include bringing a discourse perspective to the study of written, enacted, and hidden curriculum in mathematics classrooms. She is interested not only in interrogating the norms that are embedded in and carried by teacher and textbook discourse patterns, but dedicated to understanding how these patterns may impact diverse students in mathematics classrooms, especially in terms of their mathematical understanding, dispositions and epistemology.
Ph.D., Michigan State University
bhe@msu.edu
https://www.msu.edu/~bhe/
Beth Herbel-Eisenmann is an associate professor of teacher education. Her research interests include bringing a discourse perspective to the study of written, enacted, and hidden curriculum in mathematics classrooms. She is interested not only in interrogating the norms that are embedded in and carried by teacher and textbook discourse patterns, but dedicated to understanding how these patterns may impact diverse students in mathematics classrooms, especially in terms of their mathematical understanding, dispositions and epistemology.
Kelly Hodges
M.A., Western Michigan University
hodgesk@msu.edu
Kelly Hodges is an alumna of the MSU teacher preparation program and was a high school mathematics teacher for many years before coming to MSU as an adjunct instructor in 1999. She is currently the Coordinator for the Secondary Teacher Preparation Team. In that role, she works with placement schools to maintain productive field experiences for students in the Secondary Team. She also works frequently with individuals and groups of students to support their academic progress and growth as teaching professionals throughout their tenure in the program.
M.A., Western Michigan University
hodgesk@msu.edu
Kelly Hodges is an alumna of the MSU teacher preparation program and was a high school mathematics teacher for many years before coming to MSU as an adjunct instructor in 1999. She is currently the Coordinator for the Secondary Teacher Preparation Team. In that role, she works with placement schools to maintain productive field experiences for students in the Secondary Team. She also works frequently with individuals and groups of students to support their academic progress and growth as teaching professionals throughout their tenure in the program.
Rebecca Jacobsen
Ph.D., Teachers College, Columbia University
rjacobs@msu.edu
Rebecca Jacobsen is an assistant professor of teacher education. Her background is in politics and education where she has focused on public opinion and its impact on education policy. She has also written about the politics of charter schools and the achievement gap. Her current work is on accountability policies.
Ph.D., Teachers College, Columbia University
rjacobs@msu.edu
Rebecca Jacobsen is an assistant professor of teacher education. Her background is in politics and education where she has focused on public opinion and its impact on education policy. She has also written about the politics of charter schools and the achievement gap. Her current work is on accountability policies.
Mary Juzwik
Ph.D., University of Wisconsin-Madison
mmjuzwik@msu.edu
http://juzwik.wiki.educ.msu.edu/
Mary Juzwik is associate professor of language and literacy. She studies classroom discourse and writing practices and instruction in linguistically and culturally diverse English classrooms. Her current and recent scholarship includes explorations of narrative discourse in classroom interactions, studies of writing instruction in secondary and post-secondary contexts, and uses of video- and web-based technologies to support development of dialogic instructional practices in English teacher education.
Ph.D., University of Wisconsin-Madison
mmjuzwik@msu.edu
http://juzwik.wiki.educ.msu.edu/
Mary Juzwik is associate professor of language and literacy. She studies classroom discourse and writing practices and instruction in linguistically and culturally diverse English classrooms. Her current and recent scholarship includes explorations of narrative discourse in classroom interactions, studies of writing instruction in secondary and post-secondary contexts, and uses of video- and web-based technologies to support development of dialogic instructional practices in English teacher education.
Joseph Krajcik
Ph.D., University of Iowa
krajcik@msu.edu
Joseph Krajcik is director of the CREATE for STEM Institute and a faculty member in science education. A former high school chemistry and physical science teacher, Krajcik spent 21 years at the University of Michigan before coming to MSU in 2011. During his career, he has focused on working with science teachers to reform science teaching practices to promote students’ engagement in and learning of science. He was principal investigator on a National Science Foundation project that aims to design, develop and test the next generation of middle school curriculum materials to engage students in obtaining deep understandings of science content and practices. He is currently serving as head of the Physical Science Design Team to develop the Next Generation Science Standards. Krajcik, along with Professor Angela Calabrese Barton from MSU, serves as co-editor of the Journal of Research in Science Teaching. Krajcik has authored and co-authored curriculum materials, books, software and over 100 manuscripts, and makes frequent presentations at international, national and regional conferences. He is a fellow of the American Association for the Advancement of Science and has served as president of the National Association for Research in Science Teaching (NARST), from which he received the Distinguished Contributions to Science Education Through Research Award in 2010.
Ph.D., University of Iowa
krajcik@msu.edu
Joseph Krajcik is director of the CREATE for STEM Institute and a faculty member in science education. A former high school chemistry and physical science teacher, Krajcik spent 21 years at the University of Michigan before coming to MSU in 2011. During his career, he has focused on working with science teachers to reform science teaching practices to promote students’ engagement in and learning of science. He was principal investigator on a National Science Foundation project that aims to design, develop and test the next generation of middle school curriculum materials to engage students in obtaining deep understandings of science content and practices. He is currently serving as head of the Physical Science Design Team to develop the Next Generation Science Standards. Krajcik, along with Professor Angela Calabrese Barton from MSU, serves as co-editor of the Journal of Research in Science Teaching. Krajcik has authored and co-authored curriculum materials, books, software and over 100 manuscripts, and makes frequent presentations at international, national and regional conferences. He is a fellow of the American Association for the Advancement of Science and has served as president of the National Association for Research in Science Teaching (NARST), from which he received the Distinguished Contributions to Science Education Through Research Award in 2010.
Sally Labadie
Instructor
labadies@msu.edu
Sally Labadie is the Elementary Teacher Preparation Program Coordinator for the Lansing Area and Grand Rapids Interns. She is also one of the cluster leaders for the Lansing area schools. Sally, a former school principal and course instructor at MSU, is the author of the book, The Good, The Oops!, and the Funny: Events in the Life of a Teacher.
Instructor
labadies@msu.edu
Sally Labadie is the Elementary Teacher Preparation Program Coordinator for the Lansing Area and Grand Rapids Interns. She is also one of the cluster leaders for the Lansing area schools. Sally, a former school principal and course instructor at MSU, is the author of the book, The Good, The Oops!, and the Funny: Events in the Life of a Teacher.
Guofang Li
Ph.D., University of Saskatchewan
liguo@msu.edu
Guofang Li is an associate professor of second language and literacy education. Her research interests include home and community literacy practices of immigrant and minority groups, the interrelationship between minority literacy practices and mainstream schooling, and second language and literacy education. She has published four books on minority home and community literacy practices and their interface with mainstream school practices. She is currently exploring three new research topics: a) the impact of a blended e-learning pedagogy on Chinese elementary children's bilingual English/Chinese development; b) urban youth and parents' media literacy development; and c) the impact of the pedagogy of cultural reciprocity on teacher instructional practices and minority students' academic achievements.
Ph.D., University of Saskatchewan
liguo@msu.edu
Guofang Li is an associate professor of second language and literacy education. Her research interests include home and community literacy practices of immigrant and minority groups, the interrelationship between minority literacy practices and mainstream schooling, and second language and literacy education. She has published four books on minority home and community literacy practices and their interface with mainstream school practices. She is currently exploring three new research topics: a) the impact of a blended e-learning pedagogy on Chinese elementary children's bilingual English/Chinese development; b) urban youth and parents' media literacy development; and c) the impact of the pedagogy of cultural reciprocity on teacher instructional practices and minority students' academic achievements.
Lynn Paine
Ph.D., Stanford University
painel@msu.edu
Lynn Paine is a professor of teacher education, and an adjunct professor of sociology and women’s studies. Her work focuses on comparative and international education and the sociology of education, with an emphasis on the relationship between educational policy and practice, the links between education and social change, and issues of inequality and diversity. Much of her work has involved the comparative study of teachers, teaching, and teacher education, supported by research in China, the United States and England.
Ph.D., Stanford University
painel@msu.edu
Lynn Paine is a professor of teacher education, and an adjunct professor of sociology and women’s studies. Her work focuses on comparative and international education and the sociology of education, with an emphasis on the relationship between educational policy and practice, the links between education and social change, and issues of inequality and diversity. Much of her work has involved the comparative study of teachers, teaching, and teacher education, supported by research in China, the United States and England.
Django Paris
Ph.D., Stanford University
dparis@msu.edu
Django Paris is an assistant professor of language and literacy. His teaching and research focus on languages, literacies, and literatures among youth of color in changing urban schools and communities. He is particularly concerned with educational and cultural justice as outcomes of inquiry and pedagogy. He is author of Language across Difference: Ethnicity, Communication, and Youth Identities in Changing Urban Schools (2011) and has published in many academic journals, including the Harvard Educational Review and Educational Researcher. Paris is currently a member of the NCTE Standing Committee on Research and the AERA Social Justice Action Committee. He is also the Associate Director of the Bread Loaf School of English, a summer graduate program of Middlebury College.
Ph.D., Stanford University
dparis@msu.edu
Django Paris is an assistant professor of language and literacy. His teaching and research focus on languages, literacies, and literatures among youth of color in changing urban schools and communities. He is particularly concerned with educational and cultural justice as outcomes of inquiry and pedagogy. He is author of Language across Difference: Ethnicity, Communication, and Youth Identities in Changing Urban Schools (2011) and has published in many academic journals, including the Harvard Educational Review and Educational Researcher. Paris is currently a member of the NCTE Standing Committee on Research and the AERA Social Justice Action Committee. He is also the Associate Director of the Bread Loaf School of English, a summer graduate program of Middlebury College.
Kristin Phillips
Ph.D., University of Wisconsin-Madison
kphillip@msu.edu
Kristin Phillips is an assistant professor in the Department of Teacher Education and an adjunct faculty member in the Department of Anthropology. A sociocultural anthropologist, she studies the politics of education and development in rural Tanzania. She joined the MSU faculty in 2009 after completing a joint Ph.D. in Anthropology and Educational Policy Studies at University of Wisconsin-Madison and a two-year fellowship at the Carter G. Woodson Institute for African-American and African Studies at University of Virginia. Her current book project, an ethnography of rural development in the Singida region of central Tanzania, is based upon research for her dissertation, which won the 2010 Gail P. Kelly Award for Outstanding Dissertation from the Comparative and International Education Society (CIES).
Phillips is also building on this research to examine how interventions in schooling, food security, health and natural resources shape teaching and learning in rural areas. She co-leads the College of Education’s research and development efforts in Tanzania through MSU’s Tanzania Partnership Project (TPP). She is a core faculty member in African Studies, the Center for Advanced Study of International Development (CASID), Peace and Justice Studies, and the Center for Gender in Global Context (GenCen).
Ph.D., University of Wisconsin-Madison
kphillip@msu.edu
Kristin Phillips is an assistant professor in the Department of Teacher Education and an adjunct faculty member in the Department of Anthropology. A sociocultural anthropologist, she studies the politics of education and development in rural Tanzania. She joined the MSU faculty in 2009 after completing a joint Ph.D. in Anthropology and Educational Policy Studies at University of Wisconsin-Madison and a two-year fellowship at the Carter G. Woodson Institute for African-American and African Studies at University of Virginia. Her current book project, an ethnography of rural development in the Singida region of central Tanzania, is based upon research for her dissertation, which won the 2010 Gail P. Kelly Award for Outstanding Dissertation from the Comparative and International Education Society (CIES).
Phillips is also building on this research to examine how interventions in schooling, food security, health and natural resources shape teaching and learning in rural areas. She co-leads the College of Education’s research and development efforts in Tanzania through MSU’s Tanzania Partnership Project (TPP). She is a core faculty member in African Studies, the Center for Advanced Study of International Development (CASID), Peace and Justice Studies, and the Center for Gender in Global Context (GenCen).
Michelle Purdy
Ph.D., Emory University
purdym@msu.edu
Michelle Purdy is a faculty member specializing in race, culture, and equity. Broadly, her research interests include the history of education, the history of African American education and school desegregation implementation and policy. Her current project focuses on the desegregation of an elite private school in the U.S. South as segregated private schools were established to thwart desegregation. In examining the desegregation of an elite private school, she explores the racial climate of the school, the influence of public mandates and national organizational policies on decision makers, and the actual experiences of black students. With a background in educational studies, Purdy, in both her research and teaching, also considers historical implications for contemporary educational issues including that of urban education, the sociocultural context of teaching and learning, and educational policy.
Ph.D., Emory University
purdym@msu.edu
Michelle Purdy is a faculty member specializing in race, culture, and equity. Broadly, her research interests include the history of education, the history of African American education and school desegregation implementation and policy. Her current project focuses on the desegregation of an elite private school in the U.S. South as segregated private schools were established to thwart desegregation. In examining the desegregation of an elite private school, she explores the racial climate of the school, the influence of public mandates and national organizational policies on decision makers, and the actual experiences of black students. With a background in educational studies, Purdy, in both her research and teaching, also considers historical implications for contemporary educational issues including that of urban education, the sociocultural context of teaching and learning, and educational policy.
Gail Richmond
Ph.D., University of Connecticut
gailr@msu.edu
http://gailrichmond.wiki.educ.msu.edu/
Gail Richmond is an associate professor of teacher education. Her research focuses on three areas. The first involves the question of scientific reasoning, and the impact of such reasoning ability on science achievement and career choices, such as research or science teaching. She is particularly interested in understanding better how the instructional context – from the university classroom to research apprenticeship experiences – can shape the development of such reasoning. The second focus is on identifying the critical knowledge and skills for effective science teaching and how two factors, an individual's perceptions and commitments as a developing teacher (professional identity) and the classroom and school context, shape this development of such knowledge and skills. She is particularly interested in how such development unfolds for those preparing to be teachers in high-need urban contexts, and how our understanding of this process might inform instruction which will support candidates who have such commitments and yield greater engagement and achievement in science by the students they teach. Her third focus is on understanding better those elements that allow teacher growth to occur within professional learning communities (PLCs), as well as the process by which these changes occur and may result in changes in classroom practice.
Ph.D., University of Connecticut
gailr@msu.edu
http://gailrichmond.wiki.educ.msu.edu/
Gail Richmond is an associate professor of teacher education. Her research focuses on three areas. The first involves the question of scientific reasoning, and the impact of such reasoning ability on science achievement and career choices, such as research or science teaching. She is particularly interested in understanding better how the instructional context – from the university classroom to research apprenticeship experiences – can shape the development of such reasoning. The second focus is on identifying the critical knowledge and skills for effective science teaching and how two factors, an individual's perceptions and commitments as a developing teacher (professional identity) and the classroom and school context, shape this development of such knowledge and skills. She is particularly interested in how such development unfolds for those preparing to be teachers in high-need urban contexts, and how our understanding of this process might inform instruction which will support candidates who have such commitments and yield greater engagement and achievement in science by the students they teach. Her third focus is on understanding better those elements that allow teacher growth to occur within professional learning communities (PLCs), as well as the process by which these changes occur and may result in changes in classroom practice.
Cheryl Rosaen
Ph.D., Michigan State University
crosaen@msu.edu
http://crosaen.wiki.educ.msu.edu/
Cheryl Rosaen is a professor of teacher education and Co-PI for the MSU Literacy Achievement Research Center (LARC). In schools associated with MSU's teacher preparation program, she engages in collaborative teaching and research in language arts and meaningful uses of technology. She conducts research on how pre-service teachers learn to teach language arts and their uses of technology in MSU's teacher education program.
Ph.D., Michigan State University
crosaen@msu.edu
http://crosaen.wiki.educ.msu.edu/
Cheryl Rosaen is a professor of teacher education and Co-PI for the MSU Literacy Achievement Research Center (LARC). In schools associated with MSU's teacher preparation program, she engages in collaborative teaching and research in language arts and meaningful uses of technology. She conducts research on how pre-service teachers learn to teach language arts and their uses of technology in MSU's teacher education program.
Christina Schwarz
Ph.D., University of California, Berkeley
cschwarz@msu.edu
Christina Schwarz is an associate professor of teacher education. Her research centers on teaching and learning science and the role that technology may play in this process. She specifically focuses on inquiry-oriented and model-centered constructivist learning environments, particularly at the elementary and middle school level. Her current research involves helping students and teachers develop an understanding of scientific practices such as inquiry and modeling and helping them learn how to engage in those practices. Other interests include teacher and student learning progressions, frameworks for teaching science, educational technology, science teaching and learning in urban schools, science curriculum development and evaluation, and the history and philosophy of science.
Ph.D., University of California, Berkeley
cschwarz@msu.edu
Christina Schwarz is an associate professor of teacher education. Her research centers on teaching and learning science and the role that technology may play in this process. She specifically focuses on inquiry-oriented and model-centered constructivist learning environments, particularly at the elementary and middle school level. Her current research involves helping students and teachers develop an understanding of scientific practices such as inquiry and modeling and helping them learn how to engage in those practices. Other interests include teacher and student learning progressions, frameworks for teaching science, educational technology, science teaching and learning in urban schools, science curriculum development and evaluation, and the history and philosophy of science.
Avner Segall
Ph.D., University of British Columbia
avner@msu.edu
Avner Segall is an associate professor and acting chair of Teacher Education. He is interested in how particular versions and visions of education, teaching, and learning are made possible during preservice teacher education as well as what they make possible for students learning to teach. His research interests focus on secondary social studies education, critical theory and pedagogy, cultural studies, media education, and qualitative research methods.
Ph.D., University of British Columbia
avner@msu.edu
Avner Segall is an associate professor and acting chair of Teacher Education. He is interested in how particular versions and visions of education, teaching, and learning are made possible during preservice teacher education as well as what they make possible for students learning to teach. His research interests focus on secondary social studies education, critical theory and pedagogy, cultural studies, media education, and qualitative research methods.
Randi Stanulis
Ph.D., Michigan State University
randis@msu.edu
Randi Stanulis is an associate professor in the Department of Teacher Education. Her teaching and research interests focus on teacher learning, from the perspective of novices learning to teach, and from experienced teachers learning about their own practice while mentoring others. As director of teacher induction, she is particularly interested in developing university-school partnerships in teacher induction within high poverty settings. As a result of participation in the reform initiative, Teachers for a New Era, she has led the development and research on a new MSU-based induction program. She also currently serves as coordinator of the Master of Arts in Teaching and Curriculum (MATC) program.
Ph.D., Michigan State University
randis@msu.edu
Randi Stanulis is an associate professor in the Department of Teacher Education. Her teaching and research interests focus on teacher learning, from the perspective of novices learning to teach, and from experienced teachers learning about their own practice while mentoring others. As director of teacher induction, she is particularly interested in developing university-school partnerships in teacher induction within high poverty settings. As a result of participation in the reform initiative, Teachers for a New Era, she has led the development and research on a new MSU-based induction program. She also currently serves as coordinator of the Master of Arts in Teaching and Curriculum (MATC) program.
Michael Steele
Ph.D., University of Pittsburgh
mdsteele@msu.edu
Michael Steele is an assistant professor of mathematics education. His research focuses on knowledge needed for teaching mathematics, and the development of that knowledge in preservice and practicing teachers. His other interests include practice-based teacher education and professional development, the use of cases in teacher education, middle grades mathematics teaching and learning, and the use of technology in teaching and teacher education.
Ph.D., University of Pittsburgh
mdsteele@msu.edu
Michael Steele is an assistant professor of mathematics education. His research focuses on knowledge needed for teaching mathematics, and the development of that knowledge in preservice and practicing teachers. His other interests include practice-based teacher education and professional development, the use of cases in teacher education, middle grades mathematics teaching and learning, and the use of technology in teaching and teacher education.
Maria Teresa Tatto
Ed.D., Harvard University
mttatto@msu.edu
http://www.msu.edu/user/mttatto/
Maria Teresa Tatto is an associate professor of teacher education. Her research is characterized by the use of an international-comparative framework to study educational reform and educational policy and their impact on schooling, particularly the role of teachers, teaching, and learning – within varied organizational, economic, political, and social contexts. Her other research interests include the influence of early childhood education on improved knowledge levels for the rural poor, the role of values education on citizenship formation, and the development of effective policies to support the education of children of migrant workers in the U.S. Her work combines the use of quantitative and qualitative approaches and methods. She has done research in Mexico, Sri Lanka, and several countries in Latin America and has served as a consultant to the World Bank and USAID for the governments of the Dominican Republic, Columbia, Guatemala, Mexico and Peru. She is currently the director and principal investigator for the Teacher Education and Development Study in Mathematics, or TEDS-M.
Ed.D., Harvard University
mttatto@msu.edu
http://www.msu.edu/user/mttatto/
Maria Teresa Tatto is an associate professor of teacher education. Her research is characterized by the use of an international-comparative framework to study educational reform and educational policy and their impact on schooling, particularly the role of teachers, teaching, and learning – within varied organizational, economic, political, and social contexts. Her other research interests include the influence of early childhood education on improved knowledge levels for the rural poor, the role of values education on citizenship formation, and the development of effective policies to support the education of children of migrant workers in the U.S. Her work combines the use of quantitative and qualitative approaches and methods. She has done research in Mexico, Sri Lanka, and several countries in Latin America and has served as a consultant to the World Bank and USAID for the governments of the Dominican Republic, Columbia, Guatemala, Mexico and Peru. She is currently the director and principal investigator for the Teacher Education and Development Study in Mathematics, or TEDS-M.
Michael K. Weiss
Ph.D., University of Michigan - Ann Arbor
mweiss@msu.edu
Michael Weiss is an Assistant Professor in the Department of Teacher Education and the Program in Mathematics Education (PRIME). With a background in both pure mathematics and education research, and experience as a high school mathematics teacher. Michael's research focuses on the capacity of elementary and secondary mathematics education to faithfully represent authentic mathematical values and practices, and the extent to which school mathematics can cultivate a mathematical sensibility in students. In his work, Michael has analyzed narratives of mathematical practice to identify a network of dispositions that mathematicians draw upon to value and guide their work, and has used these dispositions both as a theoretical frame for studies of teaching and learning, and to generative models of possible classroom practice. He teaches both content and methods courses for elementary and secondary mathematics teachers. Michael received his doctorate from the University of Michigan in 2009 and served on the faculty of Oakland University from 2009-2012.
Ph.D., University of Michigan - Ann Arbor
mweiss@msu.edu
Michael Weiss is an Assistant Professor in the Department of Teacher Education and the Program in Mathematics Education (PRIME). With a background in both pure mathematics and education research, and experience as a high school mathematics teacher. Michael's research focuses on the capacity of elementary and secondary mathematics education to faithfully represent authentic mathematical values and practices, and the extent to which school mathematics can cultivate a mathematical sensibility in students. In his work, Michael has analyzed narratives of mathematical practice to identify a network of dispositions that mathematicians draw upon to value and guide their work, and has used these dispositions both as a theoretical frame for studies of teaching and learning, and to generative models of possible classroom practice. He teaches both content and methods courses for elementary and secondary mathematics teachers. Michael received his doctorate from the University of Michigan in 2009 and served on the faculty of Oakland University from 2009-2012.
Michelle Williams
Ph.D., University of California-Berkeley
mwilliam@msu.edu
http://education.msu.edu/faculty/mwilliam/
Michelle Williams is an associate professor of teacher education. Her research centers on teaching and learning in science education. In particular, her research involves the investigations of teacher learning in science and technology in the context of professional development communities. Through a five-year NSF-funded research project, William's current work explores how upper-elementary and early middle school students develop coherent understandings of complex science across successive grade levels, using a web-based environment and science class investigations. This entails studying the relationships between students' learning outcomes and teachers' instructional practices.
Ph.D., University of California-Berkeley
mwilliam@msu.edu
http://education.msu.edu/faculty/mwilliam/
Michelle Williams is an associate professor of teacher education. Her research centers on teaching and learning in science education. In particular, her research involves the investigations of teacher learning in science and technology in the context of professional development communities. Through a five-year NSF-funded research project, William's current work explores how upper-elementary and early middle school students develop coherent understandings of complex science across successive grade levels, using a web-based environment and science class investigations. This entails studying the relationships between students' learning outcomes and teachers' instructional practices.
Suzanne Wilson
Ph.D., Stanford University
swilson@msu.edu
Suzanne Wilson is a University Distinguished Professor and former chair of the Department of Teacher Education and director of the College of Education’s Center for the Scholarship of Teaching. Her work spans several domains, including teacher learning, teacher knowledge, and the connection between educational policy and teachers’ practice. She has conducted research on history and mathematics teaching and has reviewed the literature on teacher professional development and teacher education. Her current work focuses on developing sound measures for tracking what teachers learn in teacher preparation, induction, and professional development programs.
Ph.D., Stanford University
swilson@msu.edu
Suzanne Wilson is a University Distinguished Professor and former chair of the Department of Teacher Education and director of the College of Education’s Center for the Scholarship of Teaching. Her work spans several domains, including teacher learning, teacher knowledge, and the connection between educational policy and teachers’ practice. She has conducted research on history and mathematics teaching and has reviewed the literature on teacher professional development and teacher education. Her current work focuses on developing sound measures for tracking what teachers learn in teacher preparation, induction, and professional development programs.
Tanya Wright
Ph.D., University of Michigan
tswright@msu.edu
Tanya Wright is a former kindergarten teacher whose interests include instruction, teacher education and teacher professional development in the area of early language and literacy. Her research focuses on the teacher’s role in promoting oral language, vocabulary and background knowledge development for young children. Her recent work has addressed the current state of vocabulary instruction in kindergarten classrooms as well as supports for vocabulary instruction in commonly-used core curricular materials.
Ph.D., University of Michigan
tswright@msu.edu
Tanya Wright is a former kindergarten teacher whose interests include instruction, teacher education and teacher professional development in the area of early language and literacy. Her research focuses on the teacher’s role in promoting oral language, vocabulary and background knowledge development for young children. Her recent work has addressed the current state of vocabulary instruction in kindergarten classrooms as well as supports for vocabulary instruction in commonly-used core curricular materials.
Peter Youngs
Ph.D., University of Wisconsin-Madison
pyoungs@msu.edu
Peter Youngs is an associate professor of teacher education and educational policy. His research interests focus on education policy effects on teaching and learning in the core academic subjects. In particular, his work concentrates on state and district policy related to teacher preparation, induction and professional development in the United States and their effects on teachers' instructional practices, commitment to teaching and retention in the teaching profession. In his current work, he employs social network analysis and Experience Sampling Method (ESM) data to better understand how teacher characteristics and school context affect beginning teacher outcomes.
Ph.D., University of Wisconsin-Madison
pyoungs@msu.edu
Peter Youngs is an associate professor of teacher education and educational policy. His research interests focus on education policy effects on teaching and learning in the core academic subjects. In particular, his work concentrates on state and district policy related to teacher preparation, induction and professional development in the United States and their effects on teachers' instructional practices, commitment to teaching and retention in the teaching profession. In his current work, he employs social network analysis and Experience Sampling Method (ESM) data to better understand how teacher characteristics and school context affect beginning teacher outcomes.
