College of Education Sitemap
Skip to Main Content
Search Tool
About
News
Alumni
Giving
Academics
Overview
Undergraduate
Master's
Specialist
Doctoral
Online
Certification
Overview
Certification Update
MSU Interns
Post Bachelor's
Teachers & Administrators
School Psychologists &
Counselors
Non-Traditional
Certification
Research
Overview
Centers & Institutes
Research Projects
Research Support
Active Grants
Opportunities for Students
Faculty Research Profiles
Outreach
Overview
Policy
K-12 Schools
Urban Areas
International
Alumni
Resources
Overview
For Students
For Faculty/Staff
Financial
Buildings & Technology
Jobs
College Merchandise
Search
Query URL
About
News
Alumni
Giving
Academics
Certification
Research
Outreach
Resources
Academics
Undergraduate
Master's
Specialist
Doctoral
Online
Graduate Certificates
Related
Departments
Program Rankings
Our Faculty
Office of the Dean
Certification
MSU Interns
Post Bachelor's
Teachers & Administrators
School Psychologists & Counselors
Non-Traditional Certification
Related
Student Affairs Office
Research
Centers & Institutes
Research Projects
Research Support
Active Grants
Opportunities for Students
Faculty Research Profiles
Related
Research News
Undergraduate Research Opportunities
Graduate Research Opportunities
Outreach
Policy
K-12 Schools
Urban Areas
International
Alumni
Related
Education Policy Center
Office of K-12 Outreach
Office of International Studies in Education
Equity Outreach Initiatives
Resources
For Students
For Faculty/Staff
Financial
Technology & Data
Buildings & Facilities
Jobs
Related
Undergraduate Student Scholarships
Graduate Student Scholarships & Fellowships
College Merchandise
Search
Gail Richmond
Professor
Department of Teacher Education
Ph.D., University of Connecticut
gailr@msu.edu
http://gailrichmond.wiki.educ.msu.edu/
319 Erickson
517-432-4854
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.
Related Links
Woodrow Wilson Teaching Fellows Program
Noyce Scholars Program
Diagnostic Question Cluster (DQC) Assessment Project
Teachers for a New Era
Science Education Graduate Study, College of Education
Secondary Teacher Preparation Program
Areas of Expertise:
Diverse Learners and Educational Equity
Secondary Education
Teacher Education, Learning, and Policy
Science Education