W.K. Kellogg Foundation’s Woodrow Wilson Michigan Teaching Fellowship - Teacher Education

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WKKF-WW Michigan State University
W.K. Kellogg Foundation’s Woodrow Wilson
Michigan Teaching Fellowship

 
WKKF-WW Faculty & Staff

Charles 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. His current work focuses on learning progressions leading to the development of environmental science literacy.
Kristen Bieda
Ph.D., University of Wisconsin-Madison
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. Other interests include the use of lesson study in teacher preparation and the development of pre-service teachers’ mathematical knowledge for teaching through the use of curriculum as well as video-based representations of teaching.
Amelia Gotwals
Ph.D., University of Michigan
gotwals@msu.edu

Dr. Amelia Wenk Gotwals is an Associate Professor of Science Education in the Department of Teacher Education. As a former middle and high school science teacher, she has a particular interest in exploring the ways that students learn to engage in science practices with core ideas in science and the ways that curricular and assessment materials interact with teacher instruction to support this learning. She specifically focuses on researching the learning progressions students take as they develop more sophisticated understandings and ways of assessing this complex learning. She was the co-PI on an NSF grant, Deep Think, that developed and tested a learning progression and associated curricular and assessment materials that supported 3rd-5th grade students’ reasoning about issues in biodiversity. She was the PI on the NSF-funded project, Learning Progressions in Science (LeaPS), which organized the first national conference on learning progressions and she is the co-editor of the LeaPS book that emanated from this conference. She was also the PI of the Formative Assessment for Michigan Educators (FAME) project that explored how a statewide professional development program can support teachers in developing formative assessment practices.
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.