About the global educators cohort program
Affiliated Faculty
Janet Alleman
Ph.D., University of Iowa
janetall@msu.edu
Janet Alleman is a professor of teacher education with interests in undergraduate and graduate social studies education and teacher/administrator collaborative initiatives. She is a member of the ASSIST project writing team sponsored by Michigan State University and the Michigan Department of Education and a member of the Research Committee for the National Council for Social Studies.
Ph.D., University of Iowa
janetall@msu.edu
Janet Alleman is a professor of teacher education with interests in undergraduate and graduate social studies education and teacher/administrator collaborative initiatives. She is a member of the ASSIST project writing team sponsored by Michigan State University and the Michigan Department of Education and a member of the Research Committee for the National Council for Social Studies.
Laura Apol
Ph.D., University of Iowa
apol@msu.edu
Laura Apol is an associate professor of teacher education. Her research interests include literary theory and children's and adolescent literature, issues of diversity in children's and adolescent literature, critical reading and response to literature, and historical children's literature. Recent projects include using writing to facilitate healing among high school- aged orphans in post-genocide Rwanda, and publishing stories of Rwandan Tutsi genocide for children of Rwanda and of the world. She has co-edited a collection of poetry for children and, as a published writer and poet, she conducts creative writing workshops and classes for teachers and students on all levels.
Ph.D., University of Iowa
apol@msu.edu
Laura Apol is an associate professor of teacher education. Her research interests include literary theory and children's and adolescent literature, issues of diversity in children's and adolescent literature, critical reading and response to literature, and historical children's literature. Recent projects include using writing to facilitate healing among high school- aged orphans in post-genocide Rwanda, and publishing stories of Rwandan Tutsi genocide for children of Rwanda and of the world. She has co-edited a collection of poetry for children and, as a published writer and poet, she conducts creative writing workshops and classes for teachers and students on all levels.
Jeff Bale
Ph.D., Arizona State University
jbale@msu.edu
Second language education is regularly surrounded by conflict and consternation. In broad terms, Jeff Bale's research and teaching attempts to understand why. Current research projects include a reading of the history of second language education in the United States in relation to the ebb and flow of U.S. imperial projects. In addition, he studies educational policy reforms in Hamburg, Germany and their impact on the educational experiences of German language learners. Both projects build on his expertise in language policy analysis, language teacher education, critical theory and humanities- oriented education research. Dr. Bale serves as subject-area leader for the secondary world languages teacher preparation program. He frequently teaches methods courses for that program, as well as an online MA course on language variation and its impact on the K-12 classroom.
Ph.D., Arizona State University
jbale@msu.edu
Second language education is regularly surrounded by conflict and consternation. In broad terms, Jeff Bale's research and teaching attempts to understand why. Current research projects include a reading of the history of second language education in the United States in relation to the ebb and flow of U.S. imperial projects. In addition, he studies educational policy reforms in Hamburg, Germany and their impact on the educational experiences of German language learners. Both projects build on his expertise in language policy analysis, language teacher education, critical theory and humanities- oriented education research. Dr. Bale serves as subject-area leader for the secondary world languages teacher preparation program. He frequently teaches methods courses for that program, as well as an online MA course on language variation and its impact on the K-12 classroom.
Lynn Fendler
Ph.D. University of Wisconsin-Madison
fendler@msu.edu
Lynn Fendler is an associate professor of teacher education. Her internationally oriented research explores what it means to be educated in particular historical and political contexts. She examines critical and genealogical relations among knowledge, reason, discipline, and power. Her recent interests include historiography, rhetoric, and philosophy of food.
Ph.D. University of Wisconsin-Madison
fendler@msu.edu
Lynn Fendler is an associate professor of teacher education. Her internationally oriented research explores what it means to be educated in particular historical and political contexts. She examines critical and genealogical relations among knowledge, reason, discipline, and power. Her recent interests include historiography, rhetoric, and philosophy of food.
Margo Glew
Ph.D., Michigan State University
glewmarg@msu.edu
Margo Glew is coordinator of global initiatives and coordinator of the Global Educators Cohort Program, supporting efforts to enhance the teacher preparation program with global perspectives so that more teachers are prepared to educate students for success in a global society. Her academic interests include global education and second language acquisition and instruction. Her recent research involves working on a multi-national project to assess global-mindedness among undergraduate preservice teachers.
Ph.D., Michigan State University
glewmarg@msu.edu
Margo Glew is coordinator of global initiatives and coordinator of the Global Educators Cohort Program, supporting efforts to enhance the teacher preparation program with global perspectives so that more teachers are prepared to educate students for success in a global society. Her academic interests include global education and second language acquisition and instruction. Her recent research involves working on a multi-national project to assess global-mindedness among undergraduate preservice teachers.
Kyle Greenwalt
Ph.D., University of Minnesota
greenwlt@msu.edu
Kyle Greenwalt is an assistant professor in the Department of Teacher Education. He is interested in the study of curriculum through the twin lenses of lived experience and identity. In the tradition of progressive education, his research, teaching and service all seek to contribute to the creation of schools that are sites of vibrant democratic living, where teachers and students are bound in a relationship of care.
Ph.D., University of Minnesota
greenwlt@msu.edu
Kyle Greenwalt is an assistant professor in the Department of Teacher Education. He is interested in the study of curriculum through the twin lenses of lived experience and identity. In the tradition of progressive education, his research, teaching and service all seek to contribute to the creation of schools that are sites of vibrant democratic living, where teachers and students are bound in a relationship of care.
Elizabeth Heilman
Ph.D., Indiana University
eheilman@msu.edu
Elizabeth Heilman is an associate professor of teacher education whose work helps teachers, teacher educators, and theorists better understand the complexity of both the civic and the social imagination. This includes ideas of democracy, 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 global education can move people’s spirits such that we have the collective human will, compassion, and commitment to address global poverty and violence.
Ph.D., Indiana University
eheilman@msu.edu
Elizabeth Heilman is an associate professor of teacher education whose work helps teachers, teacher educators, and theorists better understand the complexity of both the civic and the social imagination. This includes ideas of democracy, 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 global education can move people’s spirits such that we have the collective human will, compassion, and commitment to address global poverty and violence.
Lynn Paine
Ph.D., Stanford University
painel@msu.edu
Lynn Paine is a professor of teacher education, and an adjunct professor of sociology and women’s studies. Her work focuses on comparative and international education and the sociology of education, with an emphasis on the relationship between educational policy and practice, the links between education and social change, and issues of inequality and diversity. Much of her work has involved the comparative study of teachers, teaching, and teacher education, supported by research in China, the United States and England.
Ph.D., Stanford University
painel@msu.edu
Lynn Paine is a professor of teacher education, and an adjunct professor of sociology and women’s studies. Her work focuses on comparative and international education and the sociology of education, with an emphasis on the relationship between educational policy and practice, the links between education and social change, and issues of inequality and diversity. Much of her work has involved the comparative study of teachers, teaching, and teacher education, supported by research in China, the United States and England.
Suzanne Wilson
Ph.D., Stanford University
swilson@msu.edu
Suzanne Wilson is a University Distinguished Professor and chair of the Department of Teacher Education and director of the College of Education’s Center for the Scholarship of Teaching. Her work spans several domains, including teacher learning, teacher knowledge, and the connection between educational policy and teachers’ practice. She has conducted research on history and mathematics teaching and has reviewed the literature on teacher professional development and teacher education. Her current work focuses on developing sound measures for tracking what teachers learn in teacher preparation, induction, and professional development programs.
Ph.D., Stanford University
swilson@msu.edu
Suzanne Wilson is a University Distinguished Professor and chair of the Department of Teacher Education and director of the College of Education’s Center for the Scholarship of Teaching. Her work spans several domains, including teacher learning, teacher knowledge, and the connection between educational policy and teachers’ practice. She has conducted research on history and mathematics teaching and has reviewed the literature on teacher professional development and teacher education. Her current work focuses on developing sound measures for tracking what teachers learn in teacher preparation, induction, and professional development programs.