About the Department of Teacher Education
Faculty & Staff Profiles
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.
Dorothea Anagnostopoulos
Ph.D. University of Chicago
danagnos@msu.edu
Dorothea Anagnostopoulos is an associate professor of teacher education. Her work crosses several domains including classroom discourse, educational policy, the social organization of teaching and learning, urban education, and teacher education. Her recent research uses a cultural sociological perspective to examine how teachers and students make sense of educational accountability policies and how such policies shape the distribution of resources, opportunities and social identities in urban high schools.
Ph.D. University of Chicago
danagnos@msu.edu
Dorothea Anagnostopoulos is an associate professor of teacher education. Her work crosses several domains including classroom discourse, educational policy, the social organization of teaching and learning, urban education, and teacher education. Her recent research uses a cultural sociological perspective to examine how teachers and students make sense of educational accountability policies and how such policies shape the distribution of resources, opportunities and social identities in urban high schools.
Charles (Andy) 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.
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.
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
Jeffrey Bale is an assistant professor of teacher education. He has various research interests related to educational language policy. Currently, his research investigates the impact of perceived national security concerns on heritage language education, especially programs for Arabic. His work also looks comparatively at the language education policies in the United States and Germany.
Ph.D., Arizona State University
jbale@msu.edu
Jeffrey Bale is an assistant professor of teacher education. He has various research interests related to educational language policy. Currently, his research investigates the impact of perceived national security concerns on heritage language education, especially programs for Arabic. His work also looks comparatively at the language education policies in the United States and Germany.
Kristen Bieda
Assistant Professor
kbieda@msu.edu
Kristen Bieda is an assistant 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.
Assistant Professor
kbieda@msu.edu
Kristen Bieda is an assistant 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.
Thomas Bird
Associate Professor
tombird@msu.edu
Thomas Bird is an associate professor of teacher education. With the goal of improving teacher preparation practices, he studies interactions between the habits of mind that prospective teachers bring with them to college and the ideas, materials, and activities they encounter in the teacher preparation program.
Associate Professor
tombird@msu.edu
Thomas Bird is an associate professor of teacher education. With the goal of improving teacher preparation practices, he studies interactions between the habits of mind that prospective teachers bring with them to college and the ideas, materials, and activities they encounter in the teacher preparation program.
Jere Brophy
Distinguished Professor
jereb@msu.edu
Jere Brophy is a University Distinguished Professor of teacher education and educational psychology. A clinical and developmental psychologist by training, he has conducted research on teachers’ achievement expectations and related self-fulfilling prophecy effects, teachers’ attitudes toward individual students and the dynamics of teacher-student relationships, students’ personal characteristics and their effects on teachers, relationships between classroom processes and student achievement, teachers’ strategies for managing classrooms and coping with problem students, and teachers’ strategies for motivating students to learn. Most recently, he has focused on curricular content and instructional method issues involved in teaching social studies for understanding, appreciation and life applications. He is a member of the National Academy of Education.
Distinguished Professor
jereb@msu.edu
Jere Brophy is a University Distinguished Professor of teacher education and educational psychology. A clinical and developmental psychologist by training, he has conducted research on teachers’ achievement expectations and related self-fulfilling prophecy effects, teachers’ attitudes toward individual students and the dynamics of teacher-student relationships, students’ personal characteristics and their effects on teachers, relationships between classroom processes and student achievement, teachers’ strategies for managing classrooms and coping with problem students, and teachers’ strategies for motivating students to learn. Most recently, he has focused on curricular content and instructional method issues involved in teaching social studies for understanding, appreciation and life applications. He is a member of the National Academy of Education.
Angela Calabrese-Barton
Ph.D., Michigan State University
acb@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.
Ph.D., Michigan State University
acb@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.
Douglas Campbell
Associate Professor
campbell@msu.edu
Douglas Campbell is an associate professor of teacher education. He is an educational anthropologist with interests in the sociolinguistic study of classrooms, teacher/researcher collaborative relationships. His research has been on classroom use of questions in Philippine elementary school classrooms, on how the teachers he has worked with in Michigan have changed their teaching methods as a result of their collaborative relationship, and on efforts at both the classroom and the building levels to increase parent and family involvement in their children’s education.
Associate Professor
campbell@msu.edu
Douglas Campbell is an associate professor of teacher education. He is an educational anthropologist with interests in the sociolinguistic study of classrooms, teacher/researcher collaborative relationships. His research has been on classroom use of questions in Philippine elementary school classrooms, on how the teachers he has worked with in Michigan have changed their teaching methods as a result of their collaborative relationship, and on efforts at both the classroom and the building levels to increase parent and family involvement in their children’s education.
Dorinda Carter Andrews
Assistant Professor
dcarter@msu.edu
Dorinda Carter Andrews is an assistant professor of teacher education. Her research interests include enhancing black student school achievement, examining how race impacts the teaching and learning process, and urban teacher preparation. Her current research projects focus on the racial and achievement self-conceptions of urban African American students and pre-service teachers' development of the necessary dispositions and critical consciousness for urban teaching.
Assistant Professor
dcarter@msu.edu
Dorinda Carter Andrews is an assistant professor of teacher education. Her research interests include enhancing black student school achievement, examining how race impacts the teaching and learning process, and urban teacher preparation. Her current research projects focus on the racial and achievement self-conceptions of urban African American students and pre-service teachers' development of the necessary dispositions and critical consciousness for urban teaching.
Cynthia Carver
Assistant Professor
carvercy@msu.edu
Cynthia Carver is an assistant professor of teacher education with research and teaching interests focused on the policy and practice of new teacher support and development, including the role principals play in supporting new teachers and their mentors. Her research also explores the role of school/university partnerships in the development and delivery of induction programming, especially in urban contexts, as well as the development of pedagogical practices that foster teacher learning during induction.
Assistant Professor
carvercy@msu.edu
Cynthia Carver is an assistant professor of teacher education with research and teaching interests focused on the policy and practice of new teacher support and development, including the role principals play in supporting new teachers and their mentors. Her research also explores the role of school/university partnerships in the development and delivery of induction programming, especially in urban contexts, as well as the development of pedagogical practices that foster teacher learning during induction.
Samantha Caughlan
Assistant Professor
caughlan@msu.edu
Samantha Caughlan is an assistant professor of English education. She conducts research on English teachers’ cultural models as providing insight into their conceptions of their discipline, teaching, and students. Long interested in curricular reform, her recent projects look into the effects of policy on state and local curriculum. In addition, she is currently investigating the use of critical language awareness on perservice teachers’ development of interactive classroom discourse methods.
Assistant Professor
caughlan@msu.edu
Samantha Caughlan is an assistant professor of English education. She conducts research on English teachers’ cultural models as providing insight into their conceptions of their discipline, teaching, and students. Long interested in curricular reform, her recent projects look into the effects of policy on state and local curriculum. In addition, she is currently investigating the use of critical language awareness on perservice teachers’ development of interactive classroom discourse methods.
Janine Certo
Assistant Professor
certo@msu.edu
Janine Certo is an assistant professor of language and literacy in the Department of Teacher Education. Her research interests include elementary and middle school teacher development across the professional continuum and student outcomes with authentic writing and literature-based instruction. Most recently, she is investigating teachers' knowledge, skills/craft, and dispositions with regard to reading, writing and teaching poetry. She is also interested in methods of writing instruction that help elementary-aged students become better writers, children's experiences and teacher instruction in writing genres, and the ability of elementary teachers to support and guide improvement in children's work over multiple drafts.
Assistant Professor
certo@msu.edu
Janine Certo is an assistant professor of language and literacy in the Department of Teacher Education. Her research interests include elementary and middle school teacher development across the professional continuum and student outcomes with authentic writing and literature-based instruction. Most recently, she is investigating teachers' knowledge, skills/craft, and dispositions with regard to reading, writing and teaching poetry. She is also interested in methods of writing instruction that help elementary-aged students become better writers, children's experiences and teacher instruction in writing genres, and the ability of elementary teachers to support and guide improvement in children's work over multiple drafts.
Sandra Crespo
Associate Professor
crespo@msu.edu
Sandra Crespo is an associate professor of teacher education 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.
Associate Professor
crespo@msu.edu
Sandra Crespo is an associate professor of teacher education 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.
Brian Delany
Ph.D., Stanford University
bdelany@msu.edu
Brian DeLany is an associate professor of teacher education. He is interested in organizational decision making and schooling’s contribution to social stratification. His work examines how schools cope with turbulent policy and resource environments, how students and teachers become resources to be used in the process of institutional coping, and how recent efforts to decentralize decision making relates to countervailing tendencies for control and accountability by government. His current work addresses these issues in comparative perspective through the study of educational ordinance and governance in the United States, the United Kingdom, and the People’s Republic of China.
Ph.D., Stanford University
bdelany@msu.edu
Brian DeLany is an associate professor of teacher education. He is interested in organizational decision making and schooling’s contribution to social stratification. His work examines how schools cope with turbulent policy and resource environments, how students and teachers become resources to be used in the process of institutional coping, and how recent efforts to decentralize decision making relates to countervailing tendencies for control and accountability by government. His current work addresses these issues in comparative perspective through the study of educational ordinance and governance in the United States, the United Kingdom, and the People’s Republic of China.
Nell Duke
Ed.D., Harvard University
nkduke@msu.edu
Nell Duke is a professor of teacher education and educational psychology and co-director of the Literacy Achievement Research Center (LARC). She studies literacy development of young children, particularly those living in poverty. Her specific areas of expertise include the development of informational literacies in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She is also interested in efforts to improve the quality of research training in doctoral programs of education.
Ed.D., Harvard University
nkduke@msu.edu
Nell Duke is a professor of teacher education and educational psychology and co-director of the Literacy Achievement Research Center (LARC). She studies literacy development of young children, particularly those living in poverty. Her specific areas of expertise include the development of informational literacies in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She is also interested in efforts to improve the quality of research training in doctoral programs of education.
Patricia Edwards
Ph.D., University of Wisconsin-Madison
edwards6@msu.edu
Patricia Edwards is a professor of teacher education. 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: 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.
Ph.D., University of Wisconsin-Madison
edwards6@msu.edu
Patricia Edwards is a professor of teacher education. 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: 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.
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.
Joan Ferrini-Mundy
Ph.D., University of New Hampshire
jferrini@msu.edu
Joan Ferrini-Mundy is a University Distinguished Professor of teacher education and mathematics. Prior to taking leave to work for the National Science Foundation, she was associate dean for science and mathematics education in the College of Natural Science, director of the Division of Science and Mathematics Education, and co-director of Teachers for a New Era (TNE) and Promoting Rigorous Outcomes in Mathematics and Science Education (PROM/SE). Her interests include the teaching and learning of calculus, the nature and characteristics of reform in K-12 mathematics education, and mathematics teacher education.
Ph.D., University of New Hampshire
jferrini@msu.edu
Joan Ferrini-Mundy is a University Distinguished Professor of teacher education and mathematics. Prior to taking leave to work for the National Science Foundation, she was associate dean for science and mathematics education in the College of Natural Science, director of the Division of Science and Mathematics Education, and co-director of Teachers for a New Era (TNE) and Promoting Rigorous Outcomes in Mathematics and Science Education (PROM/SE). Her interests include the teaching and learning of calculus, the nature and characteristics of reform in K-12 mathematics education, and mathematics teacher education.
Robert Floden
Ph.D., Stanford University
floden@msu.edu
Robert Floden is a University Distinguished Professor of teacher education, measurement and quantitative methods, educational psychology, and educational policy. He is associate dean for research, director of the Institute for Research on Teaching and Learning and co-director of Teachers for a New Era (TNE). He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, on teacher development, on the character and effects of teacher education, and on how policy is linked to classroom practice. His current research examines teacher preparation and teachers’ mathematical knowledge for teaching. He is a member of the National Academy of Education.
Ph.D., Stanford University
floden@msu.edu
Robert Floden is a University Distinguished Professor of teacher education, measurement and quantitative methods, educational psychology, and educational policy. He is associate dean for research, director of the Institute for Research on Teaching and Learning and co-director of Teachers for a New Era (TNE). He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, on teacher development, on the character and effects of teacher education, and on how policy is linked to classroom practice. His current research examines teacher preparation and teachers’ mathematical knowledge for teaching. He is a member of the National Academy of Education.
Susan Florio-Ruane
Ed.D., Harvard University
susanfr@msu.edu
Susan Florio-Ruane is a professor of teacher education. Her research interests include the social organization of classrooms, the analysis of text-related discourse, the teaching of writing, the process of learning to teach literacy, and the role of autobiographical literature in educating teachers to work in culturally diverse settings. Her publications include works on qualitative research in education, the anthropological study of classrooms and schools, analysis of classroom discourse, collaboration between teachers and researchers, and autobiography and narrative in teacher education.
Ed.D., Harvard University
susanfr@msu.edu
Susan Florio-Ruane is a professor of teacher education. Her research interests include the social organization of classrooms, the analysis of text-related discourse, the teaching of writing, the process of learning to teach literacy, and the role of autobiographical literature in educating teachers to work in culturally diverse settings. Her publications include works on qualitative research in education, the anthropological study of classrooms and schools, analysis of classroom discourse, collaboration between teachers and researchers, and autobiography and narrative in teacher education.
Margo Glew
Specialist
glewmarg@msu.edu
Dr. Margo Glew is coordinator of international initiatives for the Department of Teacher Education at Michigan State University. She has a B.S. in Secondary Education from the University of Wisconsin, Madison, an M.A. in English (Teaching English to Speakers of Other Languages), and Ph.D. in English (Second Language Acquisition) from Michigan State University. Currently, she is coordinating efforts to provide an international/global perspective to the teacher education program at MSU so that more teachers are prepared to educate students for success in a global society. She has extensive experience in language program development, having served as founder and coordinator of the Less Commonly Taught Languages Program and as co-Director of the Arabic Instruction Language Flagship program at Michigan State University. She has shared her expertise in language program development through work on national advisory boards and as an external reviewer of language programs and projects nationally. Her academic work has focused on second language acquisition and instruction, language materials development, and language program development. She has collaborated with colleagues on numerous language materials development projects for Less Commonly Taught Languages and has published articles on language teaching methodology, assessment in second language writing, language policy, second language acquisition, and distance language learning.
Specialist
glewmarg@msu.edu
Dr. Margo Glew is coordinator of international initiatives for the Department of Teacher Education at Michigan State University. She has a B.S. in Secondary Education from the University of Wisconsin, Madison, an M.A. in English (Teaching English to Speakers of Other Languages), and Ph.D. in English (Second Language Acquisition) from Michigan State University. Currently, she is coordinating efforts to provide an international/global perspective to the teacher education program at MSU so that more teachers are prepared to educate students for success in a global society. She has extensive experience in language program development, having served as founder and coordinator of the Less Commonly Taught Languages Program and as co-Director of the Arabic Instruction Language Flagship program at Michigan State University. She has shared her expertise in language program development through work on national advisory boards and as an external reviewer of language programs and projects nationally. Her academic work has focused on second language acquisition and instruction, language materials development, and language program development. She has collaborated with colleagues on numerous language materials development projects for Less Commonly Taught Languages and has published articles on language teaching methodology, assessment in second language writing, language policy, second language acquisition, and distance language learning.
Amelia Gotwals
Ph.D., University of Michigan
gotwals@msu.edu
Amelia Gotwals is an assistant professor of teacher education. Her research centers on the teaching and learning of science and the role of assessment in this process. She specifically focuses on inquiry-based constructivist learning environments and on methods and frameworks for translating inquiry-based practices in science classrooms into authentic and meaningful assessment tasks.
Ph.D., University of Michigan
gotwals@msu.edu
Amelia Gotwals is an assistant professor of teacher education. Her research centers on the teaching and learning of science and the role of assessment in this process. She specifically focuses on inquiry-based constructivist learning environments and on methods and frameworks for translating inquiry-based practices in science classrooms into authentic and meaningful assessment tasks.
Kyle Greenwalt
Ph.D., University of Minnesota
greenwlt@msu.edu
Kyle Greenwalt is an assistant professor of social studies education in the Department of Teacher Education at Michigan State University. He is interested in the intersection of popular culture, public schooling, and subjectivity. His work broadly explores how the practices of commemoration and popular coding impact the identities that are negotiated and performed within schools. His work is informed by post-structuralism, American pragmatism, and visions of schooling which stress multiculturalism, care, and social justice.
Ph.D., University of Minnesota
greenwlt@msu.edu
Kyle Greenwalt is an assistant professor of social studies education in the Department of Teacher Education at Michigan State University. He is interested in the intersection of popular culture, public schooling, and subjectivity. His work broadly explores how the practices of commemoration and popular coding impact the identities that are negotiated and performed within schools. His work is informed by post-structuralism, American pragmatism, and visions of schooling which stress multiculturalism, care, and social justice.
Anne-Lise Halvorsen
Ph.D., University of Michigan
annelise@msu.edu
Anne-Lise Halvorsen is an assistant professor of teacher education specializing in social studies education. Her scholarship includes research on the history of education, social studies at the elementary level, curriculum policy, the integration of social studies and other subject areas, and early childhood education. Currently, she is doing work on the history of elementary social studies, the relationship between social studies instruction and student learning, and teacher knowledge and preparation in the social studies.
Ph.D., University of Michigan
annelise@msu.edu
Anne-Lise Halvorsen is an assistant professor of teacher education specializing in social studies education. Her scholarship includes research on the history of education, social studies at the elementary level, curriculum policy, the integration of social studies and other subject areas, and early childhood education. Currently, she is doing work on the history of elementary social studies, the relationship between social studies instruction and student learning, and teacher knowledge and preparation in the social studies.
Doug Hartman
Ph.D., University of Illinois Urbana-Champaign
dhartman@msu.edu
Douglas Hartman is a professor of literacy and technology with appointments in Teacher Education and Educational Psychology. He serves as co-director of the Literacy Achievement Research Center (LARC) and coordinator of the Literacy Studies program. His research interests focus on new literacies, adolescent literacy, and the history of literacy.
Ph.D., University of Illinois Urbana-Champaign
dhartman@msu.edu
Douglas Hartman is a professor of literacy and technology with appointments in Teacher Education and Educational Psychology. He serves as co-director of the Literacy Achievement Research Center (LARC) and coordinator of the Literacy Studies program. His research interests focus on new literacies, adolescent literacy, and the history of literacy.
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.
Beth Herbel-Eisemann
Ph.D., Michigan State University
bhe@msu.edu
Beth Herbel-Eisenmann is an assistant professor of teacher education. Her research interests include bringing a discourse perspective to the study of written, enacted, and hidden curriculum in mathematics classrooms. She is interested not only in interrogating the norms that are embedded in and carried by teacher and textbook discourse patterns, but dedicated to understanding how these patterns may impact diverse students in mathematics classrooms, especially in terms of their mathematical understanding, dispositions and epistemology.
Ph.D., Michigan State University
bhe@msu.edu
Beth Herbel-Eisenmann is an assistant professor of teacher education. Her research interests include bringing a discourse perspective to the study of written, enacted, and hidden curriculum in mathematics classrooms. She is interested not only in interrogating the norms that are embedded in and carried by teacher and textbook discourse patterns, but dedicated to understanding how these patterns may impact diverse students in mathematics classrooms, especially in terms of their mathematical understanding, dispositions and epistemology.
Sylvia Hollifield
Ph.D., Wayne State University
hollifi2@msu.edu
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.
Ph.D., Wayne State University
hollifi2@msu.edu
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.
Rebecca Jacobsen
Ph.D., Teachers College, Columbia University
rjacobs@msu.edu
Rebecca Jacobsen is an assistant professor of teacher education. 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.
Ph.D., Teachers College, Columbia University
rjacobs@msu.edu
Rebecca Jacobsen is an assistant professor of teacher education. 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.
Mary Juzwik
Ph.D., University of Wisconsin-Madison
mmjuzwik@msu.edu
Mary Juzwik is associate professor of language and literacy. She studies classroom discourse and linguistic and cultural diversity in literacy teaching and learning. She is currently investigating the performative dimensions of narrative discourse in literacy teaching at the middle school level.
Ph.D., University of Wisconsin-Madison
mmjuzwik@msu.edu
Mary Juzwik is associate professor of language and literacy. She studies classroom discourse and linguistic and cultural diversity in literacy teaching and learning. She is currently investigating the performative dimensions of narrative discourse in literacy teaching at the middle school level.
Mary Kennedy
Ph.D., Michigan State University
mkennedy@msu.edu
Mary Kennedy is a professor of teacher education. Her scholarship focuses on the relationship between knowledge and teaching practice, on the nature of knowledge used in teaching practice, and on how research knowledge contributes to practice.
Ph.D., Michigan State University
mkennedy@msu.edu
Mary Kennedy is a professor of teacher education. Her scholarship focuses on the relationship between knowledge and teaching practice, on the nature of knowledge used in teaching practice, and on how research knowledge contributes to practice.
Paul Kurf
Ph.D., Michigan State University
kurf@msu.edu
Paul Kurf is a Specialist-Advisor in Teacher Education, Program Advisor for the MALIT and MATC and instructor in the MATC. His research and professional interests include professional preparation, organizational and administrative behavior, distance learning, collegial support networks as well as disability and equity issues in employment, K-12, and higher education. He is particularly interested in the cultural aspects of disability and difference and the factors that contribute to success among older students seeking advanced degrees.
Ph.D., Michigan State University
kurf@msu.edu
Paul Kurf is a Specialist-Advisor in Teacher Education, Program Advisor for the MALIT and MATC and instructor in the MATC. His research and professional interests include professional preparation, organizational and administrative behavior, distance learning, collegial support networks as well as disability and equity issues in employment, K-12, and higher education. He is particularly interested in the cultural aspects of disability and difference and the factors that contribute to success among older students seeking advanced degrees.
Sally Labadie
Instructor
labadies@msu.edu
Sally Labadie is the Elementary Teacher Preparation Program Coordinator for the Lansing Area and Grand Rapids Interns. She is also one of the cluster leaders for the Lansing area schools. Sally, a former school principal and course instructor at MSU, is the author of the book, The Good, The Oops!, and the Funny: Events in the Life of a Teacher.
Instructor
labadies@msu.edu
Sally Labadie is the Elementary Teacher Preparation Program Coordinator for the Lansing Area and Grand Rapids Interns. She is also one of the cluster leaders for the Lansing area schools. Sally, a former school principal and course instructor at MSU, is the author of the book, The Good, The Oops!, and the Funny: Events in the Life of a Teacher.
Guofang Li
Ph.D., University of Saskatchewan
liguo@msu.edu
Guofang Li is an associate professor of second language and literacy education. Her research interests include home and community literacy practices of immigrant and minority groups, the interrelationship between minority literacy practices and mainstream schooling, and second language and literacy education. She has published four books on minority home and community literacy practices and their interface with mainstream school practices. She is currently exploring three new research topics: a) the impact of a blended e-learning pedagogy on Chinese elementary children's bilingual English/Chinese development; b) urban youth and parents' media literacy development; and c) the impact of the pedagogy of cultural reciprocity on teacher instructional practices and minority students' academic achievements.
Ph.D., University of Saskatchewan
liguo@msu.edu
Guofang Li is an associate professor of second language and literacy education. Her research interests include home and community literacy practices of immigrant and minority groups, the interrelationship between minority literacy practices and mainstream schooling, and second language and literacy education. She has published four books on minority home and community literacy practices and their interface with mainstream school practices. She is currently exploring three new research topics: a) the impact of a blended e-learning pedagogy on Chinese elementary children's bilingual English/Chinese development; b) urban youth and parents' media literacy development; and c) the impact of the pedagogy of cultural reciprocity on teacher instructional practices and minority students' academic achievements.
Mary Lundeberg
Ph.D., University of Minnesota
mlunde@msu.edu
Mary Lundeberg is a professor of teacher education. Her research interests include case-based pedagogy in teacher education and science, multimedia learning environments, and cultural and gender influences on confidence. She is currently exploring the effects of digital video case-based learning in international biology curricula on student motivation, confidence and understanding of complex subject matter.
Ph.D., University of Minnesota
mlunde@msu.edu
Mary Lundeberg is a professor of teacher education. Her research interests include case-based pedagogy in teacher education and science, multimedia learning environments, and cultural and gender influences on confidence. She is currently exploring the effects of digital video case-based learning in international biology curricula on student motivation, confidence and understanding of complex subject matter.
Raven McCrory
Ph.D University of Michigan
mccrory@msu.edu
Raven McCrory is an associate professor of teacher education with interests in teacher knowledge and teacher learning, particularly in mathematics and technology. Her research involves studying the mathematical education of teachers and exploring the knowledge needed for teaching K-12 mathematics. She is also interested in understanding the impact of textbooks on opportunities to learn; how teachers use resources including textbooks and digital technologies in their teaching; and how people teach and learn online.
Ph.D University of Michigan
mccrory@msu.edu
Raven McCrory is an associate professor of teacher education with interests in teacher knowledge and teacher learning, particularly in mathematics and technology. Her research involves studying the mathematical education of teachers and exploring the knowledge needed for teaching K-12 mathematics. She is also interested in understanding the impact of textbooks on opportunities to learn; how teachers use resources including textbooks and digital technologies in their teaching; and how people teach and learn online.
Laura McNeal
J.D., Washington University, St. Louis
mcneall@msu.edu
Laura McNeal, who also holds a Ph.D. from Illinois State University, is an assistant professor of teacher education who specializes in educational law and policy. Her research interests examine the intersection of law and policy and how it shapes and influences student achievement in urban schools. Her research currently involves an examination of educational practices that promote high levels of student learning and retention in urban high schools.
J.D., Washington University, St. Louis
mcneall@msu.edu
Laura McNeal, who also holds a Ph.D. from Illinois State University, is an assistant professor of teacher education who specializes in educational law and policy. Her research interests examine the intersection of law and policy and how it shapes and influences student achievement in urban schools. Her research currently involves an examination of educational practices that promote high levels of student learning and retention in urban high schools.
Judy Oesterle
Instructor
oester20@msu.edu
Judy Oesterle is one of the cluster leaders for the Lansing area schools. She works on a regular basis with a set of schools to foster communication among field instructors, collaborating teachers and interns, and assists in the placement of the interns in the classrooms. She works to develop new mentoring practices among the collaborating teachers and interns during the internship year. In addition to her work as a cluster leader, Judy is a literacy methods course instructor in the College of Education.
Instructor
oester20@msu.edu
Judy Oesterle is one of the cluster leaders for the Lansing area schools. She works on a regular basis with a set of schools to foster communication among field instructors, collaborating teachers and interns, and assists in the placement of the interns in the classrooms. She works to develop new mentoring practices among the collaborating teachers and interns during the internship year. In addition to her work as a cluster leader, Judy is a literacy methods course instructor in the College of Education.
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.
Susan Peters
Ph.D., Stanford University
speters@msu.edu
Susan Peters is an associate professor of special education who brings multicultural and international perspectives to her courses in teacher education and special education. Issues of disability, inclusive education policy and practice, and urban education are her central research concerns. She has collaborated extensively with teachers in urban predominantly African-American schools in the U.S., and with teachers in Sub-Saharan Africa and Latin America. She is particularly interested in improving instruction and service delivery for at-risk students and students with special education needs.
Ph.D., Stanford University
speters@msu.edu
Susan Peters is an associate professor of special education who brings multicultural and international perspectives to her courses in teacher education and special education. Issues of disability, inclusive education policy and practice, and urban education are her central research concerns. She has collaborated extensively with teachers in urban predominantly African-American schools in the U.S., and with teachers in Sub-Saharan Africa and Latin America. She is particularly interested in improving instruction and service delivery for at-risk students and students with special education needs.
Kristin Phillips
Ph.D., University of Wisconsin-Madison
kphillip@msu.edu
Kristin Phillips is an assistant professor of teacher education. Her current research examines the challenges of local participation in national and international educational development agendas in rural East Africa. Drawing on anthropological, historical and political-economic approaches to education, she analyzes schooling and educational development in relation to issues of food security, gender, generation, class and rural-urban transformations. She is particularly interested in issues of community participation in resource-scarce areas; the globalization of educational policy; school-community relationships; disability, education and development; and the complex role of schooling in society.
Ph.D., University of Wisconsin-Madison
kphillip@msu.edu
Kristin Phillips is an assistant professor of teacher education. Her current research examines the challenges of local participation in national and international educational development agendas in rural East Africa. Drawing on anthropological, historical and political-economic approaches to education, she analyzes schooling and educational development in relation to issues of food security, gender, generation, class and rural-urban transformations. She is particularly interested in issues of community participation in resource-scarce areas; the globalization of educational policy; school-community relationships; disability, education and development; and the complex role of schooling in society.
Gail Richmond
Ph.D., University of Connecticut
gailr@msu.edu
Gail Richmond is an associate professor of teacher education. Her research interests include learning in science classrooms and laboratories and the role of feminist theory and pedagogy in science and science education. Her work focuses on the ways that classroom discourse reflects the processes involved in learning scientific concepts and in managing social interactions that affect learning. She is especially interested in the ways these processes affect students who have been traditionally disadvantaged in school settings. She also is involved in investigations of the ways in which apprenticeship experiences shape students’ and teachers’ understanding of the nature of scientific ideas and of scientific work.
Ph.D., University of Connecticut
gailr@msu.edu
Gail Richmond is an associate professor of teacher education. Her research interests include learning in science classrooms and laboratories and the role of feminist theory and pedagogy in science and science education. Her work focuses on the ways that classroom discourse reflects the processes involved in learning scientific concepts and in managing social interactions that affect learning. She is especially interested in the ways these processes affect students who have been traditionally disadvantaged in school settings. She also is involved in investigations of the ways in which apprenticeship experiences shape students’ and teachers’ understanding of the nature of scientific ideas and of scientific work.
Cheryl Rosaen
Ph.D., Michigan State University
crosaen@msu.edu
Cheryl Rosaen is a professor of teacher education. In schools associated with MSU’s teacher preparation program, she engages in collaborative teaching and research in language arts and meaningful uses of technology. She conducts research on how pre-service teachers learn to teach language arts and their uses of technology in MSU’s teacher education program, which is organized within a university-school partnership.
Ph.D., Michigan State University
crosaen@msu.edu
Cheryl Rosaen is a professor of teacher education. In schools associated with MSU’s teacher preparation program, she engages in collaborative teaching and research in language arts and meaningful uses of technology. She conducts research on how pre-service teachers learn to teach language arts and their uses of technology in MSU’s teacher education program, which is organized within a university-school partnership.
Donna Scanlon
Ph.D., University at Albany
dscanlon@msu.edu
Donna Scanlon, a professor of teacher education, studies children who experience difficulties learning to read and the instructional contexts that serve to reduce the incidence of long-term reading difficulties. Recent studies have focused on the effects of early intervention to prevent reading difficulties and on the efficacy of professional development for primary grade teachers who are working to reduce the number of children who demonstrate early reading difficulties. Her current projects focus on enhancing the early literacy-related knowledge and skills of pre-service teachers and on improving the reading abilities of older children identified as learning disabled.
Ph.D., University at Albany
dscanlon@msu.edu
Donna Scanlon, a professor of teacher education, studies children who experience difficulties learning to read and the instructional contexts that serve to reduce the incidence of long-term reading difficulties. Recent studies have focused on the effects of early intervention to prevent reading difficulties and on the efficacy of professional development for primary grade teachers who are working to reduce the number of children who demonstrate early reading difficulties. Her current projects focus on enhancing the early literacy-related knowledge and skills of pre-service teachers and on improving the reading abilities of older children identified as learning disabled.
Christina Schwarz
Ph.D., University of California, Berkeley
cschwarz@msu.edu
Christina Schwarz is an associate professor of teacher education. Her research centers on teaching and learning science and the role that technology may play in this process. She specifically focuses on inquiry-oriented and model-centered constructivist learning environments, particularly at the elementary and middle school level. Her current research involves helping students and teachers develop an understanding of scientific practices such as inquiry and modeling and helping them learn how to engage in those practices. Other interests include teacher and student learning progressions, frameworks for teaching science, educational technology, science teaching and learning in urban schools, science curriculum development and evaluation, and the history and philosophy of science.
Ph.D., University of California, Berkeley
cschwarz@msu.edu
Christina Schwarz is an associate professor of teacher education. Her research centers on teaching and learning science and the role that technology may play in this process. She specifically focuses on inquiry-oriented and model-centered constructivist learning environments, particularly at the elementary and middle school level. Her current research involves helping students and teachers develop an understanding of scientific practices such as inquiry and modeling and helping them learn how to engage in those practices. Other interests include teacher and student learning progressions, frameworks for teaching science, educational technology, science teaching and learning in urban schools, science curriculum development and evaluation, and the history and philosophy of science.
Sharon Schwille
Ph.D., Michigan State University
schwill2@msu.edu
Sharon Schwille coordinates the Teacher Preparation Program and is assistant to the Teacher Education Department Chairperson. Her research centers on mentoring beginning teachers and her interests include induction for new teachers and teacher learning.
Ph.D., Michigan State University
schwill2@msu.edu
Sharon Schwille coordinates the Teacher Preparation Program and is assistant to the Teacher Education Department Chairperson. Her research centers on mentoring beginning teachers and her interests include induction for new teachers and teacher learning.
Avner Segall
Ph.D., University of British Columbia
avner@msu.edu
Avner Segall is an associate 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.
Ph.D., University of British Columbia
avner@msu.edu
Avner Segall is an associate 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.
Randi Stanulis
Ph.D., Michigan State University
randis@msu.edu
Randi Stanulis is an associate professor of 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. As director of master’s programs and teacher induction, she is particularly interested in the development of teacher induction programs supported by university-school partnerships in urban settings.
Ph.D., Michigan State University
randis@msu.edu
Randi Stanulis is an associate professor of 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. As director of master’s programs and teacher induction, she is particularly interested in the development of teacher induction programs supported by university-school partnerships in urban settings.
Michael Steele
Ph.D., University of Pittsburgh
mdsteele@msu.edu
Michael Steele is an assistant professor of mathematics education. His research focuses on knowledge needed for teaching mathematics, and the development of that knowledge in preservice and practicing teachers. His other interests include practice-based teacher education and professional development, the use of cases in teacher education, middle grades mathematics teaching and learning, and the use of technology in teaching and teacher education.
Ph.D., University of Pittsburgh
mdsteele@msu.edu
Michael Steele is an assistant professor of mathematics education. His research focuses on knowledge needed for teaching mathematics, and the development of that knowledge in preservice and practicing teachers. His other interests include practice-based teacher education and professional development, the use of cases in teacher education, middle grades mathematics teaching and learning, and the use of technology in teaching and teacher education.
Gary Sykes
Ph.D., Stanford University
garys@msu.edu
Gary Sykes is a professor of educational administration and teacher education who specializes in educational policy relating to teaching and teacher education. His research interests center on policy issues associated with the improvement of teaching and teacher education, on the development of leadership preparation programs, and on educational choice as an emerging policy issue.
Ph.D., Stanford University
garys@msu.edu
Gary Sykes is a professor of educational administration and teacher education who specializes in educational policy relating to teaching and teacher education. His research interests center on policy issues associated with the improvement of teaching and teacher education, on the development of leadership preparation programs, and on educational choice as an emerging policy issue.
Trudy Sykes
M.A., Trenton State University
sykes@msu.edu
Trudy Sykes is a veteran teacher educator who serves as coordinator of the secondary preservice teacher team. She maintains school and university relationships.
M.A., Trenton State University
sykes@msu.edu
Trudy Sykes is a veteran teacher educator who serves as coordinator of the secondary preservice teacher team. She maintains school and university relationships.
Maria Teresa Tatto
Ed.D., Harvard University
mttatto@msu.edu
Maria Teresa Tatto is an associate professor of teacher education. Her research is characterized by the use of an international-comparative framework to study educational reform and educational policy and their impact on schooling, particularly the role of teachers, teaching, and learning – within varied organizational, economic, political, and social contexts. Her other research interests include the influence of early childhood education on improved knowledge levels for the rural poor, the role of values education on citizenship formation, and the development of effective policies to support the education of children of migrant workers in the U.S. Her work combines the use of quantitative and qualitative approaches and methods. She has done research in Mexico, Sri Lanka, and several countries in Latin America and has served as a consultant to the World Bank and USAID for the governments of the Dominican Republic, Columbia, Guatemala, Mexico and Peru. She is currently the director and principal investigator for the Teacher Education and Development Study in Mathematics, or TEDS-M.
Ed.D., Harvard University
mttatto@msu.edu
Maria Teresa Tatto is an associate professor of teacher education. Her research is characterized by the use of an international-comparative framework to study educational reform and educational policy and their impact on schooling, particularly the role of teachers, teaching, and learning – within varied organizational, economic, political, and social contexts. Her other research interests include the influence of early childhood education on improved knowledge levels for the rural poor, the role of values education on citizenship formation, and the development of effective policies to support the education of children of migrant workers in the U.S. Her work combines the use of quantitative and qualitative approaches and methods. She has done research in Mexico, Sri Lanka, and several countries in Latin America and has served as a consultant to the World Bank and USAID for the governments of the Dominican Republic, Columbia, Guatemala, Mexico and Peru. She is currently the director and principal investigator for the Teacher Education and Development Study in Mathematics, or TEDS-M.
Michelle Williams
Ph.D., University of California-Berkeley
mwilliam@msu.edu
Michelle Williams is an assistant professor of teacher education. Her research centers on teaching and learning in science education. In particular, her research involves the investigations of teacher learning in science and technology in the context of professional development communities. Through a five-year NSF-funded research project, William's current work explores how upper-elementary and early middle school students develop coherent understandings of complex science across successive grade levels, using a web-based environment and science class investigations. This entails studying the relationships between students' learning outcomes and teachers' instructional practices.
Ph.D., University of California-Berkeley
mwilliam@msu.edu
Michelle Williams is an assistant professor of teacher education. Her research centers on teaching and learning in science education. In particular, her research involves the investigations of teacher learning in science and technology in the context of professional development communities. Through a five-year NSF-funded research project, William's current work explores how upper-elementary and early middle school students develop coherent understandings of complex science across successive grade levels, using a web-based environment and science class investigations. This entails studying the relationships between students' learning outcomes and teachers' instructional practices.
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.
Peter Youngs
Ph.D., University of Wisconsin-Madison
pyoungs@msu.edu
Peter Youngs is an assistant professor of teacher education. His research focuses on the relationship between policy and practice in the areas of teacher preparation, induction, and professional development. He is also interested in different ways of defining and promoting teacher quality.
Ph.D., University of Wisconsin-Madison
pyoungs@msu.edu
Peter Youngs is an assistant professor of teacher education. His research focuses on the relationship between policy and practice in the areas of teacher preparation, induction, and professional development. He is also interested in different ways of defining and promoting teacher quality.