Who We Are
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. She is currently co- editor for the Journal of Research in Science Teaching.
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. She is currently co- editor for the Journal of Research in Science Teaching.
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.
Beth Herbel-Eisenmann
Ph.D., Michigan State University
bhe@msu.edu
Beth Herbel-Eisenmann is an associate 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 associate 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.
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.
Cheryl Rosaen
Ph.D., Michigan State University
crosaen@msu.edu
Cheryl Rosaen is a professor of teacher education and Co-PI for the MSU Literacy Achievement Research Center (LARC). 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.
Ph.D., Michigan State University
crosaen@msu.edu
Cheryl Rosaen is a professor of teacher education and Co-PI for the MSU Literacy Achievement Research Center (LARC). 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.
Cheryl Rosaen
Ph.D., Michigan State University
crosaen@msu.edu
Cheryl Rosaen is a professor of teacher education and Co-PI for the MSU Literacy Achievement Research Center (LARC). 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.
Ph.D., Michigan State University
crosaen@msu.edu
Cheryl Rosaen is a professor of teacher education and Co-PI for the MSU Literacy Achievement Research Center (LARC). 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.
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.
Randi Stanulis
Ph.D., Michigan State University
randis@msu.edu
Randi Stanulis is an associate professor in the Department of Teacher Education. Her teaching and research interests focus on teacher learning, from the perspective of novices learning to teach, and from experienced teachers learning about their own practice while mentoring others. As director of teacher induction, she is particularly interested in developing university-school partnerships in teacher induction within high poverty settings. As a result of participation in the reform initiative, Teachers for a New Era, she has led the development and research on a new MSU-based induction program. She also currently serves as coordinator of the Master of Arts in Teaching and Curriculum (MATC) program.
Ph.D., Michigan State University
randis@msu.edu
Randi Stanulis is an associate professor in the Department of Teacher Education. Her teaching and research interests focus on teacher learning, from the perspective of novices learning to teach, and from experienced teachers learning about their own practice while mentoring others. As director of teacher induction, she is particularly interested in developing university-school partnerships in teacher induction within high poverty settings. As a result of participation in the reform initiative, Teachers for a New Era, she has led the development and research on a new MSU-based induction program. She also currently serves as coordinator of the Master of Arts in Teaching and Curriculum (MATC) program.
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.
