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About the Department of Teacher Education

Faculty & Staff Profiles

Alicia Alonzo
Ph.D., California Institute of Technology
alonzo@msu.edu
Alicia Alonzo is an associate 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.
Charles Anderson
Ph.D., University of Texas-Austin
andya@msu.edu
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
http://laura-apol.com
Laura Apol is an associate professor of literacy with a focus on children’s/young adult literature and creative writing (poetry). Apol has published scholarly articles on historical children’s literature, the intersection between children’s literature and literary theory, the pedagogy of children’s/YA literature and international children’s literature; she has also published articles on facilitating creative writing for children and for adults, and conducts creative writing workshops and classes for teachers and students on all levels. Her poetry has appeared in a number of literary journals and anthologies, and she is the author of several collections of her own poems: Falling into Grace, Crossing the Ladder of Sun (winner of the Oklahoma Book Award for Poetry), Celestial Bodies (winner of the Overleaf Chapbook Manuscript Competition) and Requiem, Rwanda, her newest full-length collection, drawn from her work using writing to facilitate healing among survivors of the 1994 genocide against the Tutsi, and translated into Kinyarwanda under the title Emwe N’imvura Irabyibuka (Even the Rain Remembers).
Sandro Barros
Ph.D., University of Cincinnati
barross1@msu.edu
http://www.sandrobarros.org
Sandro Barros’s research interests focus on broad issues connected with multilingual development, culture, and language politics in K-16 curricula. He is interested in how the study of languages other than English (LOTE) shapes the public’s perception of citizenship and belonging within the context of the nation-state. He analyzes the connections between ideologies of language learning and how they support truth regimes that influence multilingual pedagogy discourse. Barros asks: How do intellectuals and policymakers exercise their institutional power to influence public thought in the name of the common good? How do second language pedagogy discourses reinforce monolingual ideologies and how do they assist us in cultivating linguistic diversity?
Tonya Bartell
Ph.D., University of Wisconsin-Madison
tbartell@msu.edu
Tonya Gau Bartell is an associate 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 associate 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.
Dorinda Carter Andrews
Ed.D., Harvard University
dcarter@msu.edu
http://dcarter.wiki.educ.msu.edu/
Dorinda Carter Andrews is assistant dean of equity outreach initiatives for the College of Education and associate professor of race, culture and equity in the Department of Teacher Education. She is also a core faculty member in the African American and African Studies Program and co-director of the Graduate Urban Education Certificate Program. Her teaching and research focus on race and equity in education, urban teacher preparation and identity development, black student racial and achievement ideologies, and critical race praxis with in-service educators. She utilizes qualitative methodologies and critical theories to inform her work. Carter Andrews is co-editor of "Contesting the Myth of a Post-Racial Era: The Continued Significance of Race in U.S. Education" (2013) and is a 2014 recipient of the Early Career Contribution Award from the Committee on Scholars of Color in Education of the American Educational Research Association. She has given two TEDx talks, "The Consciousness Gap in Education" and "Teach Kids to be Eagles." Her work has been published in several academic journals, including Harvard Educational Review and Teachers College Record.
Janine Certo
Ph.D., Virginia Commonwealth University
certo@msu.edu
http://www.msu.edu/~certo
Janine is associate professor of language and literacy. Her scholarship bridges the fields of creative writing, middle childhood education and teacher education, with particular focus on sociocultural and sociolinguistic perspectives of learning to write poetry. Her recent work focuses on children's poetry writing practices, teachers' engagement with poetry, and poetic and interpretive research methodologies.
Melanie Cooper
Ph.D., University of Manchester
mmc@msu.edu
Melanie Cooper is the Lappan-Phillips professor of science education, and is jointly-appointed to the College of Education and the College of Natural Science. Cooper's research focuses on evidence-based approaches to improving chemistry education. One of the prime outcomes of this research is the development and assessment of evidence-driven, research-validated curricula.
Sandra Crespo
Ph.D., University of British Columbia
crespo@msu.edu
Sandra Crespo is a professor of teacher education and is 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.
Margaret Crocco
Professor/Chairperson
croccom@msu.edu
Margaret Crocco’s research has focused on issues of diversity, both national and international, within a social studies education context. Most prominently, she has investigated how “women of the world” have been featured--or ignored-- in global studies and world history courses, state curriculum frameworks, and teacher preparation programs. She has published work related to human rights education, peace education, women and religion, and cross-cultural representations of women in literature. She has also contributed to a project of leadership development in schools in India, led by Professor Bill Gaudelli of Teachers College, Columbia University, and to several curriculum design projects in conjunction with documentary films, such as Pray the Devil Back to Hell about women peacemakers in Liberia, by filmmaker Abigail Disney.
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.
Corey Drake
Ph.D., Northwestern University
cdrake@msu.edu
Corey Drake serves as director of teacher preparation. 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 funds of knowledge.
Alyssa Dunn
Ph.D., Emory University
ahdunn@msu.edu
http://www.alyssadunn.com
Alyssa Hadley Dunn’s interests include urban teacher education and support and the sociocultural and political contexts of urban schools. She approaches her work with the understanding that education can represent spaces for creating a more liberatory world and that quality research critically examines the way that schools operate in just or unjust ways. She is exploring the relationship between teacher morale, empowerment, and neoliberal education reforms for preservice educators, veteran teachers in urban schools, and new teacher educators.
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 president 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 a professor of teacher education. Her internationally oriented research explores the ethics of knowledge. Using philosophical and historiographic approaches, she examines the ways knowledge can perpetuate inequities and social injustices. Lynn teaches courses in curriculum theory, philosophy of education, World Languages, and humanities-oriented research. She focuses on educational practices and has published on the history of the bell curve, Foucault's genealogy, Ranciere's ethics, presentism, non-representational theory, and the 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.
Terry Flennaugh
Ph.D., University of California-Los Angeles
flennaug@msu.edu
As the Coordinator of Urban Education Initiatives for the College of Education, 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.
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.
Amelia Gotwals
Ph.D., University of Michigan
gotwals@msu.edu
Dr. Amelia Wenk Gotwals is an Associate Professor of Science Education in the Department of Teacher Education. As a former middle and high school science teacher, she has a particular interest in exploring the ways that students learn to engage in science practices with core ideas in science and the ways that curricular and assessment materials interact with teacher instruction to support this learning. She specifically focuses on researching the learning progressions students take as they develop more sophisticated understandings and ways of assessing this complex learning. She was the co-PI on an NSF grant, Deep Think, that developed and tested a learning progression and associated curricular and assessment materials that supported 3rd-5th grade students’ reasoning about issues in biodiversity. She was the PI on the NSF-funded project, Learning Progressions in Science (LeaPS), which organized the first national conference on learning progressions and she is the co-editor of the LeaPS book that emanated from this conference. She was also the PI of the Formative Assessment for Michigan Educators (FAME) project that explored how a statewide professional development program can support teachers in developing formative assessment practices.
Kyle Greenwalt
Ph.D., University of Minnesota
greenwlt@msu.edu
http://greenwalt.wiki.educ.msu.edu/
Kyle Greenwalt is an associate professor in the Department of Teacher Education. He studies the school curriculum by exploring teacher-student-parent relationships and the factors that have shaped such relationships over time. Motivated by the moral and emotional well being of children, parents and public school teachers, he works with local teachers in the state, coordinating MSU’s secondary social studies teacher preparation program. Prior to his appointment at MSU, Kyle taught high school social studies in northern Minnesota and English in eastern Hungary.
Anne-Lise Halvorsen
Ph.D., University of Michigan
annelise@msu.edu
http://annelise.wiki.educ.msu.edu/home
Anne-Lise Halvorsen is an associate professor of teacher education specializing in social studies education. Her scholarship includes research on the history of education, social studies teaching and learning in urban contexts, the integration of social studies and other subject areas, teacher preparation in social studies, and curriculum policy. Her current work focuses on the history of elementary social studies education, project-based learning, lesson study, and historical thinking.
Douglas K. Hartman
Ph.D., University of Illinois Urbana-Champaign
dhartman@msu.edu
Douglas K. Hartman is a professor of technology, learning, and literacy with appointments in Teacher Education and Educational Psychology and Educational Technology. His research focuses on the use of technologies for human learning in a number of domains (e.g., school, community, work, sports).
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.
Beth Herbel-Eisenmann
Ph.D., Michigan State University
bhe@msu.edu
https://www.msu.edu/~bhe/
Dr. Herbel-Eisenmann draws on ideas from sociolinguistics and discourse literatures to research written curriculum and classroom discourse practices as well as the professional development of secondary mathematics teachers. She is especially interested in issues of equity that concern authority, positioning, and voice in mathematics classrooms and professional development. Over the past decade, she has had three long-term collaborations with secondary mathematics teachers who used action research to study and change their classroom discourse toward goals of better supporting students’ learning while taking account students’ positioning and identity development.
Kelly Hodges
M.A., Western Michigan University
hodgesk@msu.edu
Kelly Hodges serves as associate director of teacher preparation and accreditation. She 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.
Raven Jones Stanbrough
Ph.D., Michigan State University
jonesrav@msu.edu
Raven Jones Stanbrough is an assistant professor and the Detroit- area internship coordinator in the Department of Teacher Education at Michigan State University. Her teaching and research focus on literacy, culture, race, equity, and the educational and lived experiences of students of color in urban contexts. She creates and facilitates debate education programs to promote and expand the educative and creative engagement that debate offers and is committed to community and grassroots initiatives that create and sustain new ways of being, thinking, and doing. Raven is the editor of "God is Not an American: Poetry, Politics and Love" (2009), and has published in academic journals, including English Education and through the Southern Education Foundation. Jones Stanbrough was a Fulbright-Hayes recipient in 2014 and received the King Chavez Parks – Future Faculty Fellowship in 2015. In 2016, she received the “Excellence in Diversity Award” from Michigan State University for her outstanding efforts with promoting diversity and inclusion inside and outside of the classroom. This year, she is also the 2016-17 awardee of the James and Grace Lee Boggs Center to Nurture Community Leadership Fellowship.
Mary Juzwik
Ph.D., University of Wisconsin-Madison
mmjuzwik@msu.edu
http://juzwik.wiki.educ.msu.edu/
Mary Juzwik is a 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
https://twitter.com/krajcikjoe
Joseph Krajcik is Lappan-Phillips Professor of Science Education and director of the CREATE for STEM Institute. 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 served as head of the Physical Science Design Team to develop the Next Generation Science Standards. Krajcik, along with Professor Angela Calabrese Barton from MSU, served 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.
Joanne E. Marciano
Ed.D., Teachers College, Columbia University
marcian2@msu.edu
https://michiganstate.academia.edu/JoanneEMarciano
Joanne E. Marciano’s research engages qualitative participatory methodologies to highlight opportunities for supporting youth’s literacy learning across contexts of urban education, secondary English education, college access and teacher education. Joanne’s work continues to be informed by her experiences teaching secondary English for 13 years in a public high school in Brooklyn, NY. A central part of her research agenda involves highlighting opportunities for culturally and linguistically diverse youth to examine how their schooling experiences are influenced by challenges and tensions that emerge when students encounter educational inequities. Her current research projects include a collaborative youth co-researcher study examining issues of educational opportunity as experienced by youth across multiple school contexts, and an analysis of the experiences of educators across 40 secondary schools in New York City as they seek to enact a culturally relevant, school- wide, college-going culture in their school communities supportive of Black and Latino male students’ college readiness and access.
Django Paris
Ph.D., Stanford University
dparis@msu.edu
Django Paris is an associate professor of language and literacy in the Department of Teacher Education. Paris is also core faculty in the African American and African Studies Program and affiliated faculty in the Department of Writing, Rhetoric, and American Cultures. His teaching and research focus on understanding and sustaining languages, literacies, and lifeways among youth and communities of color in the context of demographic and social change. He is particularly concerned with educational and cultural justice as outcomes of inquiry and pedagogy. Paris is author of Language across Difference: Ethnicity, Communication, and Youth Identities in Changing Urban Schools (2011), and co-editor of both Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities (2014) and Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World (2017). He has published in many academic journals, including the Harvard Educational Review and Educational Researcher.
Amy Parks
Ph.D., Michigan State University
parksamy@msu.edu
Amy Noelle Parks is interested in young children’s mathematical experiences, both in and out of schools. She is particularly concerned with representing the experiences of children from marginalized groups in the research literature and with promoting humane schooling practices for all children. Her current projects include investigations of the role of play in mathematical learning, the resources parents draw on when supporting their children in mathematics, connections between emotional relationships and content learning in primary classrooms, and the mathematical engagements that are possible in informal spaces.
Emery Petchauer
Ed.D., Regent University
petchau1@msu.edu
Emery Petchauer's research has focused on the aesthetic practices of urban arts, particularly hip-hop culture, and their connections to teaching, learning and living. He is the author of "Hip-Hop Culture in College Students’ Lives" (Routledge, 2012), the first scholarly study of hip-hop culture on college campuses, and the co- editor of "Schooling Hip-Hop: Expanding Hip- Hop Based Education Across the Curriculum" (Teachers College Press, 2013). Nearly two decades of organizing and sustaining urban arts spaces across the U.S. inform this scholarly work. Petchauer also studies high-stakes teacher licensure exams and their relationship to the racial diversity of the teaching profession. Theories of social psychology and spatial studies inform this work, as do many years of working individually with preservice teachers to pass these exams. Petchauer has received teaching awards at both the high school and college levels, including the Board of Trustees Distinguished Teaching Award at Lincoln University in Pennsylvania, the nation’s first historically black university. He also holds a faculty appointment in the Department of English and coordinates the secondary English education program.
Gail Richmond
Ph.D., University of Connecticut
gailr@msu.edu
http://gailrichmond.wiki.educ.msu.edu/
Gail Richmond is a 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.
Maribel Santiago
Ph.D., Stanford University
maribel@msu.edu
www.maribelsantiagophd.com
Maribel Santiago is an Assistant Professor in the Department of Teacher Education at Michigan State University. She also holds an appointment in the Department of History. Dr. Santiago is among the first scholars to specialize in the teaching and learning of Latina/o history. In particular, her research is concerned with how Mexican American contributions are taught in U.S. History classrooms, and what their inclusion tells us about conceptions of Mexican Americans. As an interdisciplinary scholar, Dr. Santiago’s work merges history with teacher education and curriculum studies; blends history, sociology, and anthropology methods; and draws on literature from education, philosophy, law, and history. As such, her research contributes to the fields of Education, History, and Chicana/o Studies. Dr. Santiago’s work has been recognized by the National Center for Institutional Diversity and National Council for the Social Studies (NCSS). She is the 2016 recipient of the NCSS Larry Metcalf Exemplary Dissertation Award.
Christina Schwarz
Ph.D., University of California, Berkeley
cschwarz@msu.edu
http://schwarz.wiki.educ.msu.edu/
Christina Schwarz is an associate professor of teacher education. Her research centers on teaching and learning science. She specifically focuses on inquiry-oriented, modeling- centered constructivist learning environments from preschool through college. Her research involves helping students and teachers develop an understanding of scientific practices such as scientific modeling and helping them learn how to productively engage in those practices. She is also conducting research with beginning teachers around noticing and responding to open up spaces for students' scientific sense-making. Other interests include teacher development, educational technology, science teaching and learning in urban schools, science curriculum development, and social/cultural practices in the classroom.
Avner Segall
Ph.D., University of British Columbia
avner@msu.edu
Avner Segall is a professor 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.
Niral Shah
Ph.D., University of California-Berkeley
niral@msu.edu
Niral Shah’s research focuses on equity and implicit bias in STEM education. Although mathematics is often seen as “neutral” and “race-free,” Shah’s research shows that math classrooms are highly racialized spaces. Through classroom observations and student interviews, he studies how racial narratives (e.g., “Asians are good at math”) affect classroom interaction and serve to position students as more or less capable of learning math. Shah also studies how perceptions of status affect student learning in elementary computer science. Currently, he is developing a web-based classroom observation tool to help STEM teachers reflect upon implicit bias and improve their practice toward the goal of more equitable opportunities to learn.
Randi Stanulis
Ph.D., Michigan State University
randis@msu.edu
Randi Stanulis is a 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. She has worked with teachers and principals in Lansing, Detroit, Atlanta, Cleveland and Saginaw to develop university-school partnerships that support mentor and beginning teacher learning and development within high-poverty settings. In these schools, she focuses on helping to develop a "culture of talk" where teacher learning is valued and teachers study their practice, specifically how they can increase student voice and critical thinking through discussion-based teaching. Mentor teachers study together in inquiry groups to improve their own practice and to provide an opportunity for professional dialogue. Leading the cross-college Induction Group Team as part the reform initiative, Teachers for a New Era, provided the frame for the way that collaborative induction work is designed. Stanulis also serves as director of the Office of Medical Education Research and Development in the MSU College of Human Medicine.
Joni Starr
MFA, University of Texas at Austin
starrj@msu.edu
Joni is an assistant professor of teacher education specializing in arts education. She explores the intersections between the arts and creativity and teaching and learning. She focuses on the practice of arts integration on local and international levels engaging with many school districts for professional development. Joni also serves as advisor and collaborator with the Kennedy Center Partners in Education sponsored by the Wharton Center’s Institute for Arts and Creativity.
David Stroupe
Ph.D., University of Washington
dstroupe@msu.edu
https://www.researchgate.net/profile/David_Stroupe
David Stroupe is an assistant professor of teacher education. He also serves as the associate director of STEM Teacher Education at the CREATE for STEM Institute at MSU. He has three overlapping areas of research interests anchored around ambitious teaching practice. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students negotiate power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years. David is the recipient of the AERA Exemplary Research Award for Division K (Teaching and Teacher Education), the Early Career Research Award from the National Association for Research in Science Teaching, and "Research Worth Reading" from National Association for Research in Science Teaching and the National Science Teacher Association.
Carrie Symons
Ph.D., University of Michigan
csymons@msu.edu
Carrie’s teaching and research focuses on elementary literacy instruction, reading comprehension, preservice and in-service teacher learning, and emergent bilinguals’ language development across the content areas. With a commitment to ensuring emergent bilinguals have access to instructional contexts that will advance their literacy development and promote the sustenance of their cultural and linguistic heritages, Carrie prioritizes the building of long-term, mutualistic research-practice partnerships. Through learning and working with teachers, she investigates how teachers support students’ use of oral and written language to construct meaning with text for the purpose of developing instructional practices that facilitate emergent bilinguals’ literacy and language development.
Laura Tortorelli
Ph.D., University of Virginia
ltort@msu.edu
Laura S. Tortorelli’s research examines the context in which children develop into proficient readers and writers in the early elementary grades. Her research combines developmental perspectives (Chall, 1986; Ehri, 2005; Sharp, Sinatra, & Reynolds, 2008) with the RAND model (RAND Reading Study Group, 2002) of reading comprehension to highlight how reader, text, and task factors interact in an iterative process that shapes reading development over time. Her current projects include creating statistical profiles of slow readers to support individualized fluency instruction and examining the associations between aspects of text complexity and reading rate. In addition, Tortorelli is working in collaboration with faculty in the Department of Human Development and Family Services at the Center for the Advanced Study of Teaching and Learning at the University of Virginia to develop projects investigating key factors in early writing instruction.
Jennifer VanDerHeide
Ph.D., The Ohio State University
jvheide@msu.edu
Jennifer VanDerHeide’s scholarship focuses on teacher learning of dialogic teaching and writing instruction, student writing development over time, and the connections between classroom interaction and learning to write, specifically within the context of the teaching and learning of argumentative writing. As a member of the Argumentative Writing Project at Ohio State University, she explored effective instructional practices for teaching argumentative writing in secondary schools and students’ developmental trajectories for learning argumentative writing, particularly focusing on student learning of literary argument. From this work, she is interested in the contextualized nature of writing and learning to write and the tensions that arise between what counts as learning to write within a particular context and high-stakes, decontextualized measures of writing achievement. Her current projects involve a study of preservice teachers’ learning of dialogic practices, mentor teachers’ roles in supporting this learning, and how teacher education programs can support mentors in their work.
Chezare A. Warren
Ph.D., University of Illinois at Chicago
chezare@msu.edu
Chezare Warren’s research interests include urban teacher preparation, culturally responsive teaching, and critical race theory in education.He has studied the utility of empathy for White female teachers’ cross-cultural interactions with Black boys—work for which he received the 2014 Outstanding Dissertation Award from the American Association for Colleges of Teacher Education (AACTE). Currently, he is looking to examine the school conditions and teacher dispositions that produce high academic outcomes for students of color, particularly Black males in K-12 education contexts.
Vaughn W. M. Watson
Ed.D., Teachers College, Columbia University
watsonv2@msu.edu
Vaughn W. M. Watson is a former public high-school English teacher of 12 years in Brooklyn, N.Y. His areas of research focus are the interplay of literacy learning, and reimagining identities for Black youth and youth of color across socio-cultural contexts of English education, hip-hop and education, civic learning and action, and qualitative participatory research methodologies. His research examines how youth, making meaning of diverse literacies and identities across creative and artistic artifacts and practices affiliated with hip-hop, reframe understandings of changing mandates for student work, and teacher accountability.
Bethany Wilinski
Ph.D., University of Wisconsin-Madison
bethanyw@msu.edu
Bethany Wilinski joins the faculty at MSU in January 2015. She is interested in domestic and international early childhood education policy. Her research focuses on how teachers make sense of and implement early childhood policies and how policy shapes families’ access to early childhood programs. Her international work is based in Tanzania, where she is involved in research, curriculum development, and teacher training projects for Michigan State University’s Tanzania Partnership Program.
Tanya Wright
Ph.D., University of Michigan
tswright@msu.edu
Tanya Wright is a former kindergarten teacher whose interests focus on curriculum and instruction in language and literacy during the early childhood and elementary years. Her research examines practices that promote oral language, vocabulary and background knowledge development for young children growing up in poverty. Wright is co-author of several books for teachers and parents including, All About Words: Increasing Vocabulary in the Common Core Classroom, PreK-2, and she is a co-editor of the Michigan Reading Journal. Her work has been published in journals such as American Educator, The Elementary School Journal, Reading Teacher and Reading Research Quarterly.
Dongbo Zhang
Ph.D., Carnegie Mellon University
zhangdo6@msu.edu
Dongbo Zhang is an assistant professor of second language education. He is interested in second language reading, bilingual children's literacy acquisition, and second language acquisition and pedagogy. His research regards language and literacy acquisition as a cognitive endeavor situated in social context, and highlights the development of learner-internal competencies necessitates learner-external support. Broadly, his research addresses two questions: What factors influence the development of language and literacy skills in an additional language? How can classroom pedagogical practices meet the diverse needs of learners in their second language or bilingual/bi-literacy learning?