Who We Are
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.
Samantha Caughlan
Ph.D., University of Wisconsin-Madison
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.
Ph.D., University of Wisconsin-Madison
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.
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.
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.
Kelly Hodges
M.A., Western Michigan University
hodgesk@msu.edu
Kelly Hodges is an alumna of the MSU teacher preparation program and was a high school mathematics teacher for many years before coming to MSU as an adjunct instructor in 1999. She is currently the Coordinator for the Secondary Teacher Preparation Team. In that role, she works with placement schools to maintain productive field experiences for students in the Secondary Team. She also works frequently with individuals and groups of students to support their academic progress and growth as teaching professionals throughout their tenure in the program.
M.A., Western Michigan University
hodgesk@msu.edu
Kelly Hodges is an alumna of the MSU teacher preparation program and was a high school mathematics teacher for many years before coming to MSU as an adjunct instructor in 1999. She is currently the Coordinator for the Secondary Teacher Preparation Team. In that role, she works with placement schools to maintain productive field experiences for students in the Secondary Team. She also works frequently with individuals and groups of students to support their academic progress and growth as teaching professionals throughout their tenure in the program.
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.
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 writing practices and instruction in linguistically and culturally diverse English classrooms. Her current and recent scholarship includes explorations of narrative discourse in classroom interactions, studies of writing instruction in secondary and post-secondary contexts, and uses of video- and web-based technologies to support development of dialogic instructional practices in English teacher education.
Ph.D., University of Wisconsin-Madison
mmjuzwik@msu.edu
Mary Juzwik is associate professor of language and literacy. She studies classroom discourse and writing practices and instruction in linguistically and culturally diverse English classrooms. Her current and recent scholarship includes explorations of narrative discourse in classroom interactions, studies of writing instruction in secondary and post-secondary contexts, and uses of video- and web-based technologies to support development of dialogic instructional practices in English teacher education.
Gail Richmond
Ph.D., University of Connecticut
gailr@msu.edu
Gail Richmond is an associate 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.
Ph.D., University of Connecticut
gailr@msu.edu
Gail Richmond is an associate 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.
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.
