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Education Policy Doctoral Program

Faculty

David Arsen
Ph.D. University of California at Berkeley
arsen@msu.edu
David Arsen is a professor of Education Policy and K-12 Educational Administration. He is an economist with specialization in public policy analysis. His research focuses on school finance, school choice policies, education governance, school capital facilities and the privatization of education services.
Amita Chudgar
Ph.D., Stanford University
amitac@msu.edu
http://dramitachudgar.wordpress.com/
Amita Chudgar is an associate professor of education policy. Her work examines the influence of home, school, and community contexts on educational access and achievement of children in resource-constrained environments. Through the analysis of diverse, large-scale, national, regional, and cross-national datasets, she studies the role of policy-relevant variables in ensuring equal educational opportunities for disadvantaged children. Her long-term interests focus on ensuring that children and adults in resource-constrained environments have equal access to high-quality learning opportunities, irrespective of their backgrounds.
Kristy Cooper Stein
Ed.D., Harvard University
kcooper@msu.edu
http://education.msu.edu/faculty/cooper/Cooper-Stein-Kristy-CV.pdf
Kristy Cooper Stein is an associate professor of K-12 educational administration. Her research examines how school and district leaders systematically increase student engagement in classrooms--both to enhance student learning and increase high school graduation rates. To this end, Kristy studies strategies for increasing student engagement through teacher collaboration and teacher leadership. Kristy also studies instructional leadership, school improvement, dropout prevention, and the qualities of effective schools. Her prior work has included analyses of the use of data in elementary schools and the inner-workings of high-performing, urban charter schools.
Joshua Cowen
Ph.D., University of Wisconsin-Madison
jcowen@msu.edu
https://joshuacowen.academia.edu/
Joshua Cowen is an associate professor of education policy and the founder and co-director of the Education Policy Innovation Collaborative (EPIC), a new research lab dedicated to providing research with consequence to inform education policy in Michigan and beyond. His current research focuses on teacher quality, student and teacher mobility, program evaluation and education policy. His work has been published in multiple scholarly journals and funded by a diverse array of philanthropies. He is currently co-editor of Educational Evaluation and Policy Analysis and a member of the Editorial Board at Education Finance and Policy. Follow him @joshcowenMSU.
Robert Floden
Ph.D., Stanford University
floden@msu.edu
http://education.msu.edu/dean/floden-cv.doc
Robert Floden is dean of the College of Education. Floden is also a University Distinguished Professor of teacher education, measurement and quantitative methods, mathematics education, educational psychology and educational policy. He is co-director of the Education Policy Center. 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. He is a member of the National Academy of Education, for which he serves as Secretary-Treasurer. He is co-editor of the Journal of Teacher Education and serves on the Board of Directors for the American Association of Colleges for Teacher Education.
Kenneth Frank
Ph.D. University of Chicago
kenfrank@msu.edu
Kenneth Frank is a professor of measurement and quantitative methods. His substantive interests include the study of schools as organizations, how teachers influence one another to affect classroom practices and school decision-making, social networks, and the social context of learning. His substantive areas are linked to several methodological interests: social network analysis, hierarchical linear modeling, cluster analysis, multidimensional scaling, log-linear and logit models, simultaneous equation models and time series models. His publications include new quantitative methods for representing relations among teachers and how those relations affect teachers’ orientations to teaching, the characteristics of schools that affect teachers’ orientations to teaching, and ways in which actors generate social capital from their social relations.
Scott A. Imberman
Ph.D., University of Maryland
imberman@msu.edu
http://www.msu.edu/~imberman/
Scott A. Imberman is an associate professor of economics and education. He is an economist who specializes in the economics of education and education policy. His research focuses on issues in domestic education and has recently studied charter schools, classroom peer-effects, accountability, bilingual education, gifted education, in-school breakfast and school uniforms. Currently he is researching teacher incentive pay, the labor market returns to higher education, and economic determinants and implications of autism. He is also a faculty research fellow at the National Bureau of Economic Research and a member of the board of directors for the Association for Education Finance and Policy.
Rebecca Jacobsen
Ph.D., Teachers College, Columbia University
rjacobs@msu.edu
Rebecca Jacobsen is an associate professor of teacher education and the Associate Director of the Education Policy Center. 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.
Spyros Konstantopoulos
Ph.D., University of Chicago
spyros@msu.edu
http://spyros.wiki.educ.msu.edu/
Spyros Konstantopoulos is a professor of measurement and quantitative methods. His methodological work involves applications of multilevel models in the design of experimental or non-experimental studies and focuses on power analysis in designs with complicated nested structures. His substantive work encompasses research on the effects of educational interventions such as class size, school and teacher effects, and the social distribution of academic achievement.
Kimberly Maier
Ph.D., University of Chicago
kmaier@msu.edu
http://kmaier.wiki.educ.msu.edu/
Kimberly Maier is an associate professor of measurement and quantitative methods who is interested in the development of statistical models for complex data structures. Her current research focuses on the application of multilevel item response theory to educational achievement measures and attitudinal surveys. Other areas of interest include Bayesian data analysis methods for educational research, the study of family impacts on adolescent achievement and aspirations, adolescent motivation in science and mathematics education, and the application of multilevel models to policy research.
Madeline Mavrogordato
Ph.D., Vanderbilt University
mavro@msu.edu
Madeline Mavrogordato is an assistant professor of K-12 educational administration. Her research centers on issues surrounding school reform and improvement for disadvantaged student populations. She utilizes both quantitative and qualitative methods to investigate how the social context of education, implementation of educational policies and school leadership shape educational outcomes for underserved students, particularly immigrants and English language learners. In her current work, Madeline is investigating the process by which English language learners are reclassified as English proficient, strategies that schools employ to engage immigrant parents in schools and the social and policy implications of school choice for students and families.
Lynn Paine
Ph.D., Stanford University
painel@msu.edu
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.
William Schmidt
Ph.D., University of Chicago
bschmidt@msu.edu
William Schmidt is a University Distinguished Professor, founder and director of the Center for the Study of Curriculum, and director of the Education Policy Center. He holds faculty appointments in measurement and quantitative methods and the Department of Statistics. He is a member of the National Academy of Education, an American Educational Research Association (AERA) Fellow, director of the AERA Institute on Statistical Analysis, and a recent OECD Thomas J. Alexander Fellow for education quality and equity. He has published in numerous journals including the Journal of the American Statistical Association, Journal of Educational and Behavioral Statistics, and Educational Evaluation and Policy Analysis. His most recent books include Teacher Education Matters, Inequality for All, and the edited volume International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. His current writing and research focuses on issues of academic content in K-12 schooling, the effects of curriculum on academic achievement, assessment, and educational policy related to mathematics, science, and testing in general.
Barbara Schneider
Ph.D., Northwestern University
bschneid@msu.edu
http://hannah.wiki.educ.msu.edu/
Barbara Schneider is the John A. Hannah University Distinguished Professor in the College of Education and the Department of Sociology. She uses a sociological lens to understand societal conditions and interpersonal interactions that create norms and values for enhancing human and social capital. Her research focuses on how the social contexts of schools and families influence the academic and social well-being of adolescents as they move into adulthood. In her career, Schneider has also played a significant role in the development of research methods for the real- time measurement of learning experiences. She is a Fellow of the American Association for the Advancement of Science (AAAS), the National Academy of Education, the American Educational Research Association (AERA) and, most recently, was elected to the Finnish Academy of Science and Letters. In 2017, she received an Honorary Doctor of Philosophy degree from the University of Helsinki. Schneider is the principal investigator of the College Ambition Program (CAP), a study that tests a model for promoting a STEM college-going culture in high schools that encourages adolescents to pursue STEM majors in college and in their careers. She is also the principal investigator of Crafting Engagement in Science Environments, an international high school study that tests the impact of Project Based Learning on student academic, social and emotional factors in science classes. Professor Schneider has published 15 books and more than 100 articles and reports on family, social contexts of schooling and sociology of knowledge.
Michael Sedlak
Ph.D., Northwestern University
msedlak@msu.edu
Michael Sedlak is a professor of the history of education and associate dean for academic affairs. He also coordinates the Educational Policy Ph.D. program. His scholarly work has focused on the evolution of youth policy in education, social welfare, and delinquency prevention and remediation programs; high school reform; and the history of professions and professional education. He just completed a history of teacher certification in the United States.
BetsAnn Smith
Ph.D., University of Minnesota
bas@msu.edu
BetsAnn Smith is an associate professor of K-12 educational administration. Her interests stretch across areas of school reform, school development, the contributions of administrator, teacher and student leadership to school improvement, leadership learning and the implementation of policy. Much of her work has been in the U.S., but has recently been engaged in leadership development work internationally. A former coordinator for K-12 programming, she has helped redesign master level leadership development programs and contributed to the creation of a novel Ed.D. for school and community leaders. Some of her current work focuses on the development of new leader roles in schools, on the influences of school organizational routines on teacher’s time use and instructional quality and on the interactive affects of performance metrics on school organizational community.
Katharine O. Strunk
Ph.D., Stanford University
kstrunk@msu.edu
http://education.msu.edu/faculty/strunk/Strunk-Katharine-CV.pdf
Katharine O. Strunk is a professor of education policy and the Clifford E. Erickson Distinguished Chair in Education. She is also co-director of the Michigan State University Education Policy Innovation Collaborative (EPIC) and an associate editor of the journal Education Finance and Policy. Strunk’s research is focused on three areas under the broad umbrella of K-12 education governance: teachers’ unions and the collective bargaining agreements they negotiate with school districts, teacher evaluation and compensation, and accountability policies. Rooted in the fields of economics and public policy, Strunk’s work centers on structures that are central to district operations and policy and the ways these structures affect policymakers’ decisions and outcomes. Her recent work includes studying teacher labor market responses to policy reforms in Michigan, teacher and school accountability and support policies in the Los Angeles Unified School District, and portfolio management reforms in LA, Denver and New Orleans. Follow her @KatharineStrunk.
Chris Torres
Ph.D., New York University
ctorres@msu.edu
Chris Torres is an assistant professor of K-12 educational administration. His research highlights practitioners’ lived experiences to understand how charter schools and shifting educational governance structures affect the careers, practices, and development of teachers and leaders in K-12 education. His work also examines the limits, possibilities and consequences of scaling up charter school models and expanding their practices into the wider public education system. Using mixed-method and qualitative methodologies, he is currently involved in studies that focus on charter school teacher and leader turnover and mobility, sources of learning and support for charter leaders, teacher hiring processes in charter management organizations (CMOs), disciplinary methods in “no- excuses” charter schools and the implementation of portfolio management models (PMMs) in New Orleans, Denver and Los Angeles. A unifying goal of this work is to improve equity and outcomes for traditionally marginalized students and communities.
Terah Venzant Chambers
Ph.D., University of Illinois
terah@msu.edu
Terah Venzant Chambers is an associate professor of K-12 educational administration. Her research interests include post-Brown K-12 education policy and urban education leadership. Specifically, she is interested in the ways within-school segregative policies influence African American students? academic achievement and school engagement, as well as the price of school success for high-achieving students of color (racial opportunity cost). She has been an associate editor for several journals and currently serves on the editorial boards of AERJ, JRLE, and Urban Education. She has previously served as a Congressional Fellow with the Congressional Black Caucus Foundation (CBCF) with placements in the Office of Rep. Diane E. Watson (retired) and the Office for Civil Rights in the U.S. Department of Education.
Bethany Wilinski
Ph.D., University of Wisconsin-Madison
bethanyw@msu.edu
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.
John Yun
Ed.D., Harvard University
jyun@msu.edu
John T. Yun has areas of expertise in diverse learners and educational equity, educational policy, assessment and measurement and evaluation. His research focuses on issues of equity in education, specifically patterns of school segregation; the effect of poverty and opportunity on educational outcomes; the educative/counter-educative impacts of high-stakes testing and the power of evaluation to impact policy and practice.