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About the Department of Teacher Education

Faculty & Staff Profiles

Shireen Al-Adeimi
Ed.D., Harvard University
Shireen Al-Adeimi is a former Language Arts middle school teacher whose research focuses on enhancing students’ literacy outcomes through classroom discussion. Through her research and teaching, she aims to advance dialogic classroom practices that improve elementary school students' critical thinking and reasoning skills, as well as their reading comprehension, academic language, and persuasive writing. She is developing evidence-based pedagogical tools aimed at enhancing language and literacy across content areas, and is particularly interested in improving literacy outcomes for culturally and linguistically diverse students.
Alicia Alonzo
Ph.D., California Institute of Technology
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
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
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
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
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
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
Angela Calabrese Barton is a professor in teacher education. Her research is grounded in the intersections of teaching and learning science with an emphasis on equity and critical justice. Her work takes place within three interrelated strands: 1) Working within the intersection of formal/informal education in support of understanding and designing new possibilities for equity-oriented teaching and learning; 2) designing teaching-learning tools and experiences that promote expansive learning outcomes, such as critical agency, identity work, and social transformation (as grounded within expanding disciplinary expertise); and 3) participatory methodologies for embracing authentic research + practice work that attends to practitioner, youth and community members voices, and critically engages the goals of equity and justice. Calabrese Barton is a WT Grant Distinguished Fellow and a Fellow of the American Education Research Association.
Lucia Cardenas Curiel
Ph.D., University of Texas at Austin
Lucia Cardenas Curiel examines literacy practices that authentically engage culturally and linguistically diverse students in the classroom and support their academic success in schools. Her work explores the relationship between language, literacy, and the use of a variety of texts to understand how young learners build knowledge in different subject areas, in particular Latina/o bilingual children. Her interests include using multicultural literature in the elementary classroom to discuss issues of social justice and identity development. She also studies language practices in community settings to introduce innovative pedagogical practices in the elementary classroom. She engages in preparing preservice and in-service teachers for culturally and linguistically diverse settings.
Dorinda Carter Andrews
Ed.D., Harvard University
Dorinda Carter Andrews is the Associate Dean for Equity and Inclusion 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. Her research is broadly focused on racial justice and educational equity. She studies issues of racial justice in P-12 learning contexts and on college campuses, urban teacher preparation and identity development, and critical race praxis with K-12 educators. Her scholarship examines these issues by illuminating voices of youth and adults who have been historically and traditionally marginalized in schools and society. 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 the recipient of the 2018 Mid-Career Award from the Critical Examination of Race, Ethnicity, Class and Gender in Education Special Interest Group 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 top-tier academic journals and social media outlets.
Janine Certo
Ph.D., Virginia Commonwealth University
Janine Certo is a poet and associate professor in the Department of Teacher Education. Her interests include contemporary poetics, aesthetic philosophy, sociocultural perspectives of writing, poetic inquiry, arts-based educational research, childhood education and beginning teacher learning. She is author of "In the Corner of the Living," first runner-up for the 2017 Main Street Rag Poetry Book Award. Her poetry is published or forthcoming in New Ohio Review, Crab Orchard Review, The National Poetry Review, Ruminate, Cider Press Review, Pittsburgh Quarterly, Italian Americana and elsewhere. She is also author of the book "Children Writing Poems: Poetic Voices in and out of School" (Routledge, 2018), which focuses on sociocultural and sociolinguistic aspects of children's poetry writing. Her articles and essays appear in journals including Journal of Literacy Research, Pedagogies, Journal of Aesthetic Education, English Education, Language Arts, The Reading Teacher and English Journal. Her writing has been supported by grants from The Spencer Foundation and the Humanities and Arts Research Program (HARP) at Michigan State University.
Melanie Cooper
Ph.D., University of Manchester
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
Sandra Crespo is a professor of mathematics education in the Department of Teacher Education and director of the CITE (Curriculum, Instruction and Teacher Education) Ph.D. program. She is currently serving as the editor of the Mathematics Teacher Educator journal, which is a joint journal of the NCTM and AMTE organizations. Because mathematics is associated with discourses of failure, hate, and shame, her scholarship focuses on anti-oppressive mathematics education. Using theoretical tools such as status generalization theory and critical pedagogy, she seeks to identify and transform educational practices that exclude, rank, and marginalize students. She believes in collaborative forms of learning, teaching, and researching and is working in several local, national, and international projects involving students, teachers, and researchers committed to critical, creative, and inclusive forms of mathematics education.
Margaret Crocco
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.
Peter De Costa
Ph.D., University of Wisconsin
Peter is an associate professor with a joint appointment in the Department of Teacher Education and the Department of Linguistics and Languages. Peter’s primary area of research is the role of identity and ideology in second language acquisition (SLA). He researches other issues in educational linguistics, including English as a lingua franca, critical classroom discourse analysis, and culturally relevant pedagogy for immigrant ESL learners. Much of his current work focuses on conducting ethical applied linguistic research as well as language teacher and learner emotions.
Higinio Dominguez
Ph.D., University of Texas at Austin
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
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
Alyssa Hadley Dunn’s research centers on urban teacher education and support and the sociocultural and political contexts of urban schools, with a focus on issues of race, justice, and equity. 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. Previous strands of research include teacher morale and pedagogy; the connection between teachers’ experiences and neoliberal reforms; racial equity and teacher preparation; and teachers’ public resignation letters. At present, Dr. Dunn is exploring teachers’ pedagogy and social justice commitments in the wake of the 2016 Presidential election, as well as how teachers make pedagogical decisions on “days after” major events, tragedies, or instances of injustice. A committed public scholar, Dr. Dunn’s work has been featured on The Huffington Post, CNN, and National Public Radio, as well on education blogs and podcasts. In addition to publishing in journals such as the American Educational Research Journal, Teachers College Record, Journal of Teacher Education, Urban Education, and Teaching and Teacher Education, she is the author of "Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools" (Teachers College Press, 2013) and "Urban Teaching in America: Theory, Research, and Practice in K-12 Schools" (Sage Publishers, 2011). She is also Senior Associate Editor of the journal Multicultural Perspectives and coordinator for the Department of Teacher Education’s course, TE 250: Human Diversity, Power, and Opportunity in Social Institutions.
Patricia Edwards
Ph.D., University of Wisconsin-Madison
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
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.
Terry Flennaugh
Ph.D., University of California-Los Angeles
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
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
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
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
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
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
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
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
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.
Sylvia Hollifield
Ph.D., Wayne State University
Sylvia Hollifield works with both the Elementary and Secondary Teacher Preparation Programs. Sylvia is the Program Coordinator for elementary and secondary interns in the Detroit area. As the coordinator, she assits the Program Director in program staffing and communication with the Detroit area schools.
Raven Jones Stanbrough
Ph.D., Michigan State University
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, research, and publications 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. Jones Stanbrough was a Fulbright-Hayes recipient and 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. She is also the co-founder of The Zuri Reads Initiative,, an effort to provide and organize literacy-related events and resources for Detroit-area children, students, and families.
Mary Juzwik
Ph.D., University of Wisconsin-Madison
Mary Juzwik studies issues in English education, including narrative processes and classroom discourse; dialogue in teaching and teacher education; dialogic writing theory, instruction, and practice; and most recently, religious literacy practices, pedagogies, and traditions. Her award-winning teaching and research around these issues engages with scholarly traditions such as narrative studies, interactional sociolinguistics, rhetorical theory, and religious studies. Alongside numerous articles, essays, reviews, and commentaries, she authored The Rhetoric of Teaching: Understanding the Dynamics of Holocaust Narratives in an English Classroom (Hampton, 2009) and co-authored Inspiring Dialogue: Talking to Learn in the English Classroom (Teachers College Press, 2013) and Reading and Writing Genre with Purpose in K-8 Classrooms (Heinemann, 2012). She co-edited Narrative Discourse Analysis for Teacher Educators (Hampton, 2011) and is outgoing co-editor of Research in the Teaching of English.
Donna Kaplowitz
Ph.D., John Hopkins University
Donna Rich Kaplowitz is an assistant professor in the Department of Teacher Education. Her research and teaching interests focus intergroup dialogue techniques, and the use of near peer facilitators in teaching critical race theory in secondary English classrooms. She has presented and published on the intersection between pre-service near-peer facilitator/educators and high school student learning outcomes focusing on racial awareness and race equity. Donna leads MSU College of Education study trips to Cuba. She also directs the MSU’s Office for Inclusion and Intercultural Initiative Dialogue project and oversees student, faculty and staff dialogues. Donna is co-authoring a book entitled “Race Dialogues: Everything you Need to Know to Tackle the Elephant in the Classroom,” with Teacher’s College Press (2019).
Joseph Krajcik
Ph.D., University of Iowa
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
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.
Lynn Paine
Ph.D., Stanford University
Lynn Paine is associate dean for International Studies in the College of Education. She also is a professor of teacher education, and an adjunct professor of sociology and the Center for Gender in Global Context. 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. Dr. Paine's work on learning in and from practice draws on her ongoing comparative research of teacher education. Her participation on "Learning from Mentors," a comparative study of mentored learning to teach, and her more recent NSF-funded leadership of a comparative case study of policies and practices that support beginning teacher learning will contribute to shaping the program. Having been visiting professor at several universities in China, Hong Kong and Singapore, Dr. Paine brings extensive experience in working across language, cultural and policy differences to talk about teacher education.
Amy Parks
Ph.D., Michigan State University
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
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, a line of inquiry that earned him the 2018 Innovations in Research on Equity and Social Justice in Teacher Education Award from the American Educational Research Association. His most recent book, “Teacher Education at Minority-Serving Institutions: Programs, Policies, and Social Justice” (Rutgers University Press, 2017), received the 2018 Exemplary Research in Teaching and Teacher Education Award, also from the American Educational Research Association. Petchauer also holds a faculty appointment in the Department of English and coordinates the secondary English education program.
Gail Richmond
Ph.D., University of Connecticut
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 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
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 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 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
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.
David Stroupe
Ph.D., University of Washington
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
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
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
Jennifer VanDerHeide is an Assistant Professor of English Education. Her scholarship focuses on student writing development over time, the connections between classroom interaction and learning to write, and teacher learning of dialogic practices to support writing development. To date, she has focused on the teaching and learning of argumentative writing; she is beginning a project exploring the teaching and learning of a specific type of argument, a listening argument. As a former high school English teacher and National Writing Project teacher consultant, her work pushes against deficit views of adolescent writers and their writing teachers in order to highlight the great potential of writing in and beyond secondary English classrooms.
Chezare A. Warren
Ph.D., University of Illinois at Chicago
Dr. Chezare A. Warren is assistant professor in the Department of Teacher Education at Michigan State University. He also holds faculty appointments in African American and African Studies, the Center for Gender in Global Context, and Mathematics Education. Dr. Warren has about a decade of professional experience as an urban educator, and is a recipient of numerous recognitions for his scholarship including the AERA Division K 2018 Early Career Award. Dr. Warren’s research interests center on urban (teacher) education, culturally responsive pedagogy, and Critical Race Theory in education. More specifically, his research examines the factors that facilitate high academic outcomes for young Black men and boys. Author of "Urban Preparation: Young Black Men Moving from Chicago’s South Side to Success in Higher Education" (Harvard Education Press, 2017), Dr. Warren’s research has been published in peer-reviewed journals including Race, Ethnicity and Education, Urban Education, Teachers College Record, and the Journal of Teacher Education. For more information, visit
Vaughn W. M. Watson
Ed.D., Teachers College, Columbia University
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
Bethany Wilinski is an assistant professor in the Department of Teacher Education. Her work is situated in the field of anthropology of education. Wilinski draws on critical policy frameworks and employs ethnographic methods to study policy enactment in early childhood settings. In particular, she examines early childhood workforce issues and the lived experiences of pre- and in-service pre- kindergarten teachers in the U.S. and Tanzania. The focus of Wilinski’s scholarship is conducting policy-relevant research that contributes to making pre-K a better place for teachers, children, and families. She is the author of "When Pre-K Comes to School: Policy, Partnerships, and the Early Childhood Education Workforce" (2017), which explores how policy is actually enacted in schools and provides important insight into what communities and policymakers should consider when creating pre-K policies. In addition to her domestic work, Wilinski studies pre-primary teacher education policy in Tanzania and leads projects for MSU’s Tanzania Partnership Program.
Tanya Wright
Ph.D., University of Michigan
Tanya Wright is a former kindergarten teacher whose research and teaching focus on curriculum and instruction in language and literacy during the early childhood and elementary years. Her research examines instructional practices that promote oral language, vocabulary, and knowledge development for young children. Wright is co- author of several books for teachers and parents including, "All About Words: Increasing Vocabulary in the Common Core Classroom PreK-2." Her work has been published in journals such as American Educator, The Elementary School Journal, The Reading Teacher, Reading and Writing, and Reading Research Quarterly.