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About the Department of Teacher Education

Faculty & Staff Profiles

Shireen Al-Adeimi
Ed.D., Harvard University
Shireen Al-Adeimi is a former Language Arts middle school teacher whose research focuses on enhancing students’ literacy outcomes through classroom discussion. Through her research and teaching, she aims to advance dialogic classroom practices that improve elementary school students' critical thinking and reasoning skills, as well as their reading comprehension, academic language, and persuasive writing. She is developing evidence-based pedagogical tools aimed at enhancing language and literacy across content areas, and is particularly interested in improving literacy outcomes for culturally and linguistically diverse students.
Alexandra Allweiss
Ph.D., University of Wisconsin-Madison
Alex Allweiss’ work draws on and contributes to the fields of comparative and international education, feminist and decolonial theories, youth studies and critical theories of education. Through this interdisciplinary lens, she explores the ways entrenched social and political systems shape young people’s lives and educational experiences, and considers the transformative possibilities of youth-centered educational spaces. Her recent research draws on 18- months of multi-sited, transnational ethnographic fieldwork to examine the ways current policies and processes interact and shape the lives, educational trajectories and organizing work of indigenous Maya Chuj youth and educators in Guatemala and the United States.
Alicia Alonzo
Ph.D., California Institute of Technology
Alicia Alonzo is an associate professor of teacher education. Her research focuses on tools and knowledge for science teachers’ formative assessment practices. She is interested in learning progressions – descriptions of increasingly sophisticated ways of thinking about a topic – and associated assessment tasks as tools for formative assessment. She is currently involved in video-based studies of and efforts to support teachers’ pedagogical content knowledge.
Laura Apol
Ph.D., University of Iowa
Laura Apol is an associate professor of literacy and curriculum in the College of Education, Department of Teacher Education. She is a core faculty member in African and African American Studies; the Center for Gender in Global Contexts; Women in International Development; Peace and Justice Studies; and the Center for Advanced Study of International Development. She is the author of several prize-winning collections of poetry (Falling into Grace; Crossing the Ladder of Sun; Requiem, Rwanda, drawn from her work using writing to facilitate healing among survivors of the 1994 genocide against the Tutsi; and, most recently, Nothing but the Blood), and she has published widely in the areas of literacy education, children’s and YA literature, and arts-based research methodologies. Her most recent work focuses on the therapeutic uses of writing and literature in response to trauma, and she is currently completing a book about the Rwanda writing project entitled Whose Poem is it, Anyway? The Challenge and Responsibility of Researcher as Writer and Witness (Springer, forthcoming).
Sandro Barros
Ph.D., University of Cincinnati
Sandro Barros’s research interests focus on broad issues connected with multilingual development, culture, and language politics in K-16 curricula. He is interested in how the study of languages other than English (LOTE) shapes the public’s perception of citizenship and belonging within the context of the nation-state. He analyzes the connections between ideologies of language learning and how they support truth regimes that influence multilingual pedagogy discourse. Barros asks: How do intellectuals and policymakers exercise their institutional power to influence public thought in the name of the common good? How do second language pedagogy discourses reinforce monolingual ideologies and how do they assist us in cultivating linguistic diversity?
Tonya Bartell
Ph.D., University of Wisconsin-Madison
Tonya Gau Bartell is an associate professor of mathematics education interested in exploring teaching practices that promote mathematics learning for all students. Her research focuses on issues of culture, race, and power in mathematics teaching and learning, with particular attention to teachers’ development of mathematics pedagogy for social justice and pedagogy integrating a focus on mathematics, children’s mathematical thinking, and children’s community and cultural knowledge.
Kristen Bieda
Ph.D., University of Wisconsin-Madison
Kristen Bieda is an associate 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.
Lucia Cardenas Curiel
Ph.D., University of Texas at Austin
Lucia Cardenas Curiel examines literacy practices that authentically engage culturally and linguistically diverse students in the classroom and support their academic success in schools. Her work explores the relationship between language, literacy, and the use of a variety of texts to understand how young learners build knowledge in different subject areas, in particular Latina/o bilingual children. Her interests include using multicultural literature in the elementary classroom to discuss issues of social justice and identity development. She also studies language practices in community settings to introduce innovative pedagogical practices in the elementary classroom. She engages in preparing preservice and in-service teachers for culturally and linguistically diverse settings.
Dorinda Carter Andrews
Ed.D., Harvard University
Dorinda Carter Andrews is the chairperson for the Department of Teacher Education. She is also a professor of race, culture, and equity. Her research is broadly focused on racial justice and educational equity. She examines issues of racial justice in P-12 learning contexts and on college campuses, urban teacher preparation and identity development, and critical race praxis with K-12 educators. Her scholarship examines these issues by illuminating voices of youth and adults who have been historically and traditionally marginalized in schools and society. Carter Andrews is a 2019 co-recipient of the Division G Outstanding Mentoring Award from the American Educational Research Association. She is also co-editor of the Journal of Teacher Education. She has given two TEDx talks, "The Consciousness Gap in Education" and "Teach Kids to be Eagles." Her work has been published in several top-tier academic journals and media outlets.
Janine Certo
Ph.D., Virginia Commonwealth University
Janine Certo is a poet and associate professor in the Department of Teacher Education. Her research interests include contemporary poetics, ethnic identity in the Southern Italian diaspora, the poetics of space, poetic inquiry, arts-based research, sociocultural perspectives of childhood writing, and teacher education. Her poems appear in Crab Orchard Review, Mid-American Review, New Ohio Review, Nimrod, and Quiddity, among other publications. Her debut poetry collection, "In the Corner of the Living," was first runner-up for the 2017 Main Street Rag Poetry Book Award. She is also author of the book "Children Writing Poems: Poetic Voices in and out of School" (Routledge, 2018) and has published widely on how to support children's poetry writing. Her articles are published in journals including Journal of Literacy Research, English Education, English Journal, Language Arts, and The Reading Teacher. She has received grants and fellowships from the Spencer Foundation, Story Rebels, and the Humanities and Arts Research Program at Michigan State.
Melanie Cooper
Ph.D., University of Manchester
Melanie Cooper is the Lappan-Phillips professor of science education, and is jointly-appointed to the College of Education and the College of Natural Science. Cooper's research focuses on evidence-based approaches to improving chemistry education. One of the prime outcomes of this research is the development and assessment of evidence-driven, research-validated curricula.
Sandra Crespo
Ph.D., University of British Columbia
Sandra Crespo is a professor of mathematics education in the Department of Teacher Education and director of the CITE (Curriculum, Instruction and Teacher Education) Ph.D. program. She is currently serving as the editor of the Mathematics Teacher Educator journal, which is a joint journal of the NCTM and AMTE organizations. Because mathematics is associated with discourses of failure, hate, and shame, her scholarship focuses on anti-oppressive mathematics education. Using theoretical tools such as status generalization theory and critical pedagogy, she seeks to identify and transform educational practices that exclude, rank, and marginalize students. She believes in collaborative forms of learning, teaching, and researching and is working in several local, national, and international projects involving students, teachers, and researchers committed to critical, creative, and inclusive forms of mathematics education.
Peter De Costa
Ph.D., University of Wisconsin
Peter is an associate professor with a joint appointment in the Department of Teacher Education and the Department of Linguistics and Languages. Peter’s primary area of research is the role of identity and ideology in second language acquisition (SLA). He researches other issues in educational linguistics, including English as a lingua franca, critical classroom discourse analysis, and culturally relevant pedagogy for immigrant ESL learners. Much of his current work focuses on conducting ethical applied linguistic research as well as language teacher and learner emotions.
Higinio Dominguez
Ph.D., University of Texas at Austin
A faculty member in mathematics education, Higinio Dominguez is interested in studying the reciprocal process of teachers noticing student actions and students noticing teacher actions in classrooms that include bilingual, English learners and recent immigrant students. He is currently conducting classroom-based investigations that focus on how the process of noticing influences Latino/a bilingual students' discursive presence in mathematics. His research has been published in various journals, including Educational Studies in Mathematics, Journal for Research in Mathematics Education, and Bilingual Research Journal.
Corey Drake
Ph.D., Northwestern University
Corey Drake serves as director of Teacher Preparation Programs. Her work focuses on the preparation of elementary teachers to teach mathematics in diverse contexts. Her current research includes studies of pre-service elementary teachers’ learning from and about the use of mathematics curriculum materials. She also conducts a multi- university investigation of the ways in which elementary mathematics methods courses can be redesigned to support pre-service teachers in learning to integrate children’s mathematical thinking with children’s home and community-based mathematical funds of knowledge.
Alyssa Dunn
Ph.D., Emory University
Alyssa Hadley Dunn’s research centers on urban teacher education and support and the sociocultural and political contexts of urban schools, with a focus on issues of race, justice, and equity. She approaches her work with the understanding that education can represent spaces for creating a more liberatory world and that quality research critically examines the way that schools operate in just or unjust ways. Previous strands of research include teacher morale and pedagogy; the connection between teachers’ experiences and neoliberal reforms; racial equity and teacher preparation; and teachers’ public resignation letters. At present, Dr. Dunn is exploring teachers’ pedagogy and social justice commitments in the wake of the 2016 Presidential election, as well as how teachers make pedagogical decisions on “days after” major events, tragedies, or instances of injustice. A committed public scholar, Dr. Dunn’s work has been featured on The Huffington Post, CNN, and National Public Radio, as well on education blogs and podcasts. In addition to publishing in journals such as the American Educational Research Journal, Teachers College Record, Journal of Teacher Education, Urban Education, and Teaching and Teacher Education, she is the author of "Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools" (Teachers College Press, 2013) and "Urban Teaching in America: Theory, Research, and Practice in K-12 Schools" (Sage Publishers, 2011). She is also Senior Associate Editor of the journal Multicultural Perspectives and coordinator for the Department of Teacher Education’s course, TE 250: Human Diversity, Power, and Opportunity in Social Institutions.
Patricia Edwards
Ph.D., University of Wisconsin-Madison
Patricia Edwards is a professor of teacher education, the first African American president of the Literacy Research Association (formerly the National Reading Conference), and the 2010-2011 President of the International Reading Association. 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: engaging hard to reach families, developing a scope and sequence of parent involvement, compiling different types of demographic family profiles, 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. Her current research focuses on a broader question - how does the world read? During her graduate student days at the University of Wisconsin-Madison, she became curious about this question. Therefore, when she became the newly elected Vice-President of the International Reading Association (IRA) in May 2008, she immediately thought that she would return to this question of interest. In addition, I was motivated to ask this question because the International Reading Association has councils and affiliates in more than 100 countries and one of our popular slogans is "We teach the world to read."
Lynn Fendler
Ph.D. University of Wisconsin-Madison
Lynn Fendler is a professor of teacher education. Her internationally oriented research explores the ethics of knowledge. Using philosophical and historiographic approaches, she examines the ways knowledge can perpetuate inequities and social injustices. Lynn teaches courses in curriculum theory, philosophy of education, World Languages, and humanities-oriented research. She focuses on educational practices and has published on the history of the bell curve, Foucault's genealogy, Ranciere's ethics, presentism, non-representational theory, and the philosophy of food.
Terry Flennaugh
Ph.D., University of California-Los Angeles
As the Coordinator of Urban Education Initiatives for the College of Education, Terry Flennaugh specializes in race, culture and equity in education. His research focuses primarily on the educational experiences of Black males and other students of color in urban contexts. Utilizing both qualitative and quantitative methodologies, he examines the sense-making processes involved in constructing identities that lead to high academic performance in urban schools. He also studies issues of educational access and equity for communities of color in addition to single-sex educational spaces for urban youth.
Robert Floden
Ph.D., Stanford University
Robert Floden is dean of the College of Education. Floden is also a University Distinguished Professor of teacher education, measurement and quantitative methods, mathematics education, educational psychology and educational policy. He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, teacher development, the character and effects of teacher education and how policy is linked to classroom practice. He is a member of the National Academy of Education, for which he serves as Secretary-Treasurer. He is co-editor of the Journal of Teacher Education and serves on the Board of Directors for the American Association of Colleges for Teacher Education.
Margo Glew
Ph.D., Michigan State University
Margo Glew is coordinator of global initiatives and coordinator of the Global Educators Cohort Program, supporting efforts to enhance the teacher preparation program with global perspectives so that more teachers are prepared to educate students for success in a global society. Her academic interests include global education and second language acquisition and instruction. Her recent research involves working on a multi-national project to assess global-mindedness among undergraduate preservice teachers.
Amelia Gotwals
Ph.D., University of Michigan
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.
Kyle Greenwalt
Ph.D., University of Minnesota
Kyle Greenwalt is an associate professor in the Department of Teacher Education. He studies the school curriculum by exploring teacher-student-parent relationships and the factors that have shaped such relationships over time. Motivated by the moral and emotional well being of children, parents and public school teachers, he works with local teachers in the state, coordinating MSU’s secondary social studies teacher preparation program. Prior to his appointment at MSU, Kyle taught high school social studies in northern Minnesota and English in eastern Hungary.
Anne-Lise Halvorsen
Ph.D., University of Michigan
Anne-Lise Halvorsen is an associate professor of teacher education specializing in social studies education. Her scholarship includes research on the history of education, social studies teaching and learning in urban contexts, the integration of social studies and other subject areas, teacher preparation in social studies, and curriculum policy. Her current work focuses on the history of elementary social studies education, project-based learning, lesson study, and historical thinking.
Douglas K. Hartman
Ph.D., University of Illinois Urbana-Champaign
Douglas K. Hartman is a professor of technology, learning, and literacy with appointments in Teacher Education and Educational Psychology and Educational Technology. His research focuses on the use of technologies for human learning in a number of domains (e.g., school, community, work, sports).
Beth Herbel-Eisenmann
Ph.D., Michigan State University
Dr. Herbel-Eisenmann draws on ideas from sociolinguistics and discourse literatures to research written curriculum and classroom discourse practices as well as the professional development of secondary mathematics teachers. She is especially interested in issues of equity that concern authority, positioning, and voice in mathematics classrooms and professional development. Over the past decade, she has had three long-term collaborations with secondary mathematics teachers who used action research to study and change their classroom discourse toward goals of better supporting students’ learning while taking account students’ positioning and identity development.
Kelly Hodges
M.A., Western Michigan University
Kelly Hodges serves as associate director of teacher preparation and accreditation. She 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.
Sylvia Hollifield
Ph.D., Wayne State University
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.
Raven Jones Stanbrough
Ph.D., Michigan State University
Raven Jones Stanbrough is an assistant professor and the Detroit- area internship coordinator in the Department of Teacher Education at Michigan State University. Her teaching, research, and publications focus on literacy, culture, race, equity, and the educational and lived experiences of students of color in urban contexts. She creates and facilitates debate education programs to promote and expand the educative and creative engagement that debate offers and is committed to community and grassroots initiatives that create and sustain new ways of being, thinking, and doing. Jones Stanbrough was a Fulbright-Hayes recipient and received the Excellence in Diversity Award from Michigan State University for her outstanding efforts with promoting diversity and inclusion inside and outside of the classroom. She is also the co-founder of The Zuri Reads Initiative,, an effort to provide and organize literacy-related events and resources for Detroit-area children, students, and families.
Mary Juzwik
Ph.D., University of Wisconsin-Madison
Mary Juzwik studies issues in English education, including narrative processes and classroom discourse; dialogue in teaching and teacher education; dialogic writing theory, instruction, and practice; and most recently, religious literacy practices, pedagogies, and traditions. Her award-winning teaching and research around these issues engages with scholarly traditions such as narrative studies, interactional sociolinguistics, rhetorical theory, and religious studies. Alongside numerous articles, essays, reviews, and commentaries, she authored The Rhetoric of Teaching: Understanding the Dynamics of Holocaust Narratives in an English Classroom (Hampton, 2009) and co-authored Inspiring Dialogue: Talking to Learn in the English Classroom (Teachers College Press, 2013) and Reading and Writing Genre with Purpose in K-8 Classrooms (Heinemann, 2012). She co-edited Narrative Discourse Analysis for Teacher Educators (Hampton, 2011) and is outgoing co-editor of Research in the Teaching of English.
Donna Kaplowitz
Ph.D., John Hopkins University
Donna Rich Kaplowitz is an assistant professor in the Department of Teacher Education. Her research and teaching interests focus intergroup dialogue techniques, and the use of near peer facilitators in teaching critical race theory in secondary English classrooms. She has presented and published on the intersection between pre-service near-peer facilitator/educators and high school student learning outcomes focusing on racial awareness and race equity. Donna leads MSU College of Education study trips to Cuba. She also directs the MSU’s Office for Inclusion and Intercultural Initiative Dialogue project and oversees student, faculty and staff dialogues. Donna is co-authoring a book entitled “Race Dialogues: Everything you Need to Know to Tackle the Elephant in the Classroom,” with Teacher’s College Press (2019).
Joseph Krajcik
Ph.D., University of Iowa
Joseph S. Krajcik serves as director of the CREATE for STEM Institute and is the Lappan-Phillips Professor of Science Education at Michigan State University, USA. CREATE for STEM is a joint institute between the College of Natural Science and the College of Education that seeks to improve the teaching and learning of science and mathematics kindergarten through college through innovation and research both in the USA and globally. During his career, Krajcik has focused on working with science teachers to reform science teaching practices to promote students, engagement in and learning of science through the design, development, and testing of project-based science learning environments. His goal is to explore and advance knowledge on creating engaging learning environments for all learners. Krajcik has authored and co-authored curriculum materials, books, software, and over 100 manuscripts. The 5th edition of Krajcik, book on Teaching Children Science: a Project-Based Learning Approach was released in June 2018. Krajcik served as president of NARST from which he received the Distinguished Contributions to Science Education Through Research Award in 2010. He received the 2014 George G. Mallinson Award from the Michigan Science Teachers, Association for overall excellence of contributions to science education over a significant period of time. Krajcik was elected to the National Academy of Education in 2019, an honor reserved for the nation, most outstanding scholars in education. Follow him @krajcikjoe.
Joanne E. Marciano
Ed.D., Teachers College, Columbia University
Joanne Marciano's research engages qualitative participatory methodologies to examine opportunities for supporting youth’s literacy learning across contexts of secondary English education, urban education, teacher education and college readiness. Her work extends understandings of how curriculum and instruction, co-designed and co-authored with youth, and emerging from and with youth's communicative repertoires, reimagines enactments of teaching and learning toward social justice. Joanne’s research agenda is informed by her experiences teaching secondary English for 13 years in a NYC public high school. Her current research projects include a participatory study examining issues of educational opportunity as experienced by youth across multiple school contexts. This inquiry examined youth’s digital multimodal representations of their researcher positionalities as they considered issues of educational inequities in their schools and community; how youth used Youth Participatory Action Research (YPAR) as a student voice initiative to bolster justice-oriented education research; and how youth in the YPAR inquiry engaged literacy practices to design, enact and share research about issues of educational opportunity within their broader community. Another recent research project analyzed educators’ experiences across 28 secondary schools in NYC as they sought to enact a culturally relevant, school-wide, college-going culture supportive of Black and Latinx youth’s college readiness and access. Follow her on Twitter at @drjomarciano.
Lynn Paine
Ph.D., Stanford University
Lynn Paine is associate dean for International Studies in the College of Education. She also is a professor of teacher education, and an adjunct professor of sociology and the Center for Gender in Global Context. 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. Dr. Paine's work on learning in and from practice draws on her ongoing comparative research of teacher education. Her participation on "Learning from Mentors," a comparative study of mentored learning to teach, and her more recent NSF-funded leadership of a comparative case study of policies and practices that support beginning teacher learning will contribute to shaping the program. Having been visiting professor at several universities in China, Hong Kong and Singapore, Dr. Paine brings extensive experience in working across language, cultural and policy differences to talk about teacher education.
Amy Parks
Ph.D., Michigan State University
Amy Noelle Parks is interested in young children’s mathematical experiences, both in and out of schools. She is particularly concerned with representing the experiences of children from marginalized groups in the research literature and with promoting humane schooling practices for all children. Her current projects include investigations of the role of play in mathematical learning, the resources parents draw on when supporting their children in mathematics, connections between emotional relationships and content learning in primary classrooms, and the mathematical engagements that are possible in informal spaces.
Emery Petchauer
Ed.D., Regent University
Emery Petchauer's research has focused on the aesthetic practices of urban arts, particularly hip-hop culture, and their connections to teaching, learning and living. He is the author of "Hip-Hop Culture in College Students’ Lives" (Routledge, 2012), the first scholarly study of hip-hop culture on college campuses, and the co-editor of "Schooling Hip-Hop: Expanding Hip- Hop Based Education Across the Curriculum" (Teachers College Press, 2013). Nearly two decades of organizing and sustaining urban arts spaces across the U.S. inform this scholarly work. Petchauer also studies high-stakes teacher licensure exams and their relationship to the racial diversity of the teaching profession, a line of inquiry that earned him the 2018 Innovations in Research on Equity and Social Justice in Teacher Education Award from the American Educational Research Association. His most recent book, “Teacher Education at Minority-Serving Institutions: Programs, Policies, and Social Justice” (Rutgers University Press, 2017), received the 2018 Exemplary Research in Teaching and Teacher Education Award, also from the American Educational Research Association. Petchauer also holds a faculty appointment in the Department of English and coordinates the secondary English education program.
Gail Richmond
Ph.D., University of Connecticut
Gail Richmond is professor of science and urban education in the Department of Teacher Education, Michigan State University. Her research, which has been funded over many decades, has focused on the support of meaningful teaching and learning, particularly those taking place within high-poverty settings, within and outside traditional classrooms, and how these might inform the design of teacher education programs. Richmond’s scholarship has appeared in many books and journals, including the Journal of Research in Science Teaching, Teachers College Record and Science Education, and she has served on the editorial boards of many scholarly journals. She is co-editor of the Journal of Teacher Education, has served as president of NARST, the principal international scholarly organization for research in science teaching and learning, and as director of MSU’s Secondary Teacher Preparation Program and of its Graduate Certificate Program in Science Education.
Maribel Santiago
Ph.D., Stanford University
Maribel Santiago is an Assistant Professor in the Department of Teacher Education at Michigan State University. She also holds an appointment in the Department of History. Dr. Santiago is among the first scholars to specialize in the teaching and learning of Latina/o history. In particular, her research is concerned with how Mexican American contributions are taught in U.S. History classrooms, and what their inclusion tells us about conceptions of Mexican Americans. As an interdisciplinary scholar, Dr. Santiago’s work merges history with teacher education and curriculum studies; blends history, sociology, and anthropology methods; and draws on literature from education, philosophy, law, and history. As such, her research contributes to the fields of Education, History, and Chicana/o Studies. Dr. Santiago’s work has been recognized by the National Center for Institutional Diversity and National Council for the Social Studies (NCSS). She is the 2016 recipient of the NCSS Larry Metcalf Exemplary Dissertation Award.
Christina Schwarz
Ph.D., University of California, Berkeley
Christina Schwarz is a professor of teacher education. Her research centers on teaching and learning science. She specifically focuses on inquiry-oriented, modeling- centered constructivist learning environments from preschool through college. Her research involves helping students and teachers develop an understanding of scientific practices such as scientific modeling and helping them learn how to productively engage in those practices. She is also conducting research with beginning teachers around noticing and responding to open up spaces for students' scientific sense-making. Other interests include teacher development, educational technology, science teaching and learning in urban schools, science curriculum development, and social/cultural practices in the classroom.
Michael Sedlak
Ph.D., Northwestern University
Michael Sedlak is a professor of the history of education and formerly associate dean for academic affairs in the College of Education. He also formerly coordinated the Educational Policy Ph.D. program. His scholarly work has focused on the evolution of youth policy in education, social welfare, and delinquency prevention and remediation programs; high school reform; and the history of professions and professional education. He completed a history of teacher certification in the United States.
Avner Segall
Ph.D., University of British Columbia
Avner Segall is a 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.
David Stroupe
Ph.D., University of Washington
David Stroupe is an associate professor of teacher education. He also serves as the associate director of STEM Teacher Education at the CREATE for STEM Institute at MSU. He has three overlapping areas of research interests anchored around ambitious teaching practice. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students negotiate power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years. David is the recipient of the AERA Exemplary Research Award for Division K (Teaching and Teacher Education), the Early Career Research Award from the National Association for Research in Science Teaching, and "Research Worth Reading" from National Association for Research in Science Teaching and the National Science Teacher Association.
Carrie Symons
Ph.D., University of Michigan
Formerly an elementary classroom teacher of 10 years, Carrie’s research explores the relationship between teachers’ instructional practices and immigrant-origin youth’s literacy and language development in multilingual contexts. Drawing upon sociocultural, sociolinguistic, and cognitive theories of literacy and language development, she aims to identify what teachers need to know to effectively facilitate immigrant-origin youth’s learning across content areas and how culturally and linguistically responsive pedagogical knowledge is best developed. Carrie’s research has been funded by the American Educational Research Association, the International Literacy Association, and Michigan State University’s Diversity Research Network and Network for Global Civic Engagement and published in journals such as English Journal, Linguistics and Education, Journal of Research in Childhood Education, and Learning and Instruction. Carrie received the 2018 American Reading Forum Gary Moorman Early Career Literacy Scholar Award and the 2019 Malala Award for Dedication to Education from the Refugee Development Center in Lansing, Michigan. As a 2019-20 national Re-Imagining Migration fellow, her current community-based participatory research project—"Building Common Ground: Transforming Perceptions of (Im)migration"—explores the engendering of global civic engagement through storytelling in ‘super-diverse’ social contexts.
Laura Tortorelli
Ph.D., University of Virginia
Laura S. Tortorelli’s research examines the context in which children develop into proficient readers and writers in the early elementary grades. Her research combines developmental perspectives (Chall, 1986; Ehri, 2005; Sharp, Sinatra, & Reynolds, 2008) with the RAND model (RAND Reading Study Group, 2002) of reading comprehension to highlight how reader, text, and task factors interact in an iterative process that shapes reading development over time. Her current projects include creating statistical profiles of slow readers to support individualized fluency instruction and examining the associations between aspects of text complexity and reading rate. In addition, Tortorelli is working in collaboration with faculty in the Department of Human Development and Family Services at the Center for the Advanced Study of Teaching and Learning at the University of Virginia to develop projects investigating key factors in early writing instruction.
Jennifer VanDerHeide
Ph.D., The Ohio State University
Jennifer VanDerHeide is an Assistant Professor of English Education. Her scholarship focuses on student writing development over time, the connections between classroom interaction and learning to write, and teacher learning of dialogic practices to support writing development. To date, she has focused on the teaching and learning of argumentative writing; she is beginning a project exploring the teaching and learning of a specific type of argument, a listening argument. As a former high school English teacher and National Writing Project teacher consultant, her work pushes against deficit views of adolescent writers and their writing teachers in order to highlight the great potential of writing in and beyond secondary English classrooms.
Chezare A. Warren
Ph.D., University of Illinois at Chicago
Dr. Chezare A. Warren is an Associate Professor of Urban Education and Teacher Education. Dr. Warren also holds appointments in the Center for Gender in Global Context and the Program in Mathematics Education. He has over a decade of professional experience as a public school educator, and was founding math teacher of the Urban Prep Charter Academy for Young Men in Chicago, IL. Prolific scholar, his work has garnered numerous accolades including his selection as one of two education researchers in the US to receive a 2019 Ford Foundation Postdoctoral Fellowship—first in College of Education history. Dr. Warren was the 2014 Outstanding Dissertation Award recipient from the American Association of Colleges for Teacher Education, and winner of two early career awards in 2017 and 2018 from the American Educational Research Association. He has served as the youngest president of the Critical Race Studies in Education Association, and was associate editor of the American Educational Research Journal. He is author or co-author of over 30 journal articles, book chapters, reviews, and reports. Publication of his first sole-authored book Urban Education: Young Black Men Moving from Chicago’s South Side to Success in Higher Education (Harvard Education Press) inaugurated the press’ “Race and Education” series in 2017. For more information, visit ""
Vaughn W. M. Watson
Ed.D., Teachers College, Columbia University
Vaughn W. M. Watson is a former public high-school English teacher of 12 years in Brooklyn, N.Y. His areas of research focus are the interplay of literacy learning, and reimagining identities for Black youth and youth of color across socio-cultural contexts of English education, hip-hop and education, civic learning and action, and qualitative participatory research methodologies. His research examines how youth, making meaning of diverse literacies and identities across creative and artistic artifacts and practices affiliated with hip-hop, reframe understandings of changing mandates for student work, and teacher accountability.
Bethany Wilinski
Ph.D., University of Wisconsin-Madison
Bethany Wilinski is an assistant professor in the Department of Teacher Education. Her work is situated in the field of anthropology of education. Wilinski draws on critical policy frameworks and employs ethnographic methods to study policy enactment in early childhood settings. In particular, she examines early childhood workforce issues and the lived experiences of pre- and in-service pre- kindergarten teachers in the U.S. and Tanzania. The focus of Wilinski’s scholarship is conducting policy-relevant research that contributes to making pre-K a better place for teachers, children, and families. She is the author of "When Pre-K Comes to School: Policy, Partnerships, and the Early Childhood Education Workforce" (2017), which explores how policy is actually enacted in schools and provides important insight into what communities and policymakers should consider when creating pre-K policies. In addition to her domestic work, Wilinski studies pre-primary teacher education policy in Tanzania and leads projects for MSU’s Tanzania Partnership Program.
Tanya Wright
Ph.D., University of Michigan
Tanya Wright is a former kindergarten teacher whose research and teaching focus on curriculum and instruction in language and literacy during the early childhood and elementary years. Her research examines instructional practices that promote oral language, vocabulary, and knowledge development for young children. Wright is co- author of several books for teachers and parents including, "All About Words: Increasing Vocabulary in the Common Core Classroom PreK-2." Her work has been published in journals such as American Educator, The Elementary School Journal, The Reading Teacher, Reading and Writing, and Reading Research Quarterly.