Suzanne Wilson from the University of Connecticut and Brian Rowan from the University of Michigan discussed the different options and ideas regarding teacher preparation accountability, and considered: program accreditation, program approval, teacher licensure, and the impact of teacher preparation. This seminar also included a short introduction to the 2014-2015 series.
Tuesday, October 7, 2014
4:10pm - 6:00pm
- Brian Rowan
Burke A. Hinsdale Collegiate Professor, School of Education; Research Professor, Institute for Social Research, University of Michigan
- Suzanne Wilson
Neag Endowed Professor of Teacher Education, University of Connecticut
- Burke A. Hinsdale Collegiate Professor, School of Education; Research Professor, Institute for Social Research, University of Michigan
Brian Rowan’s scholarly interests lie at the intersection of organization theory and school effectiveness research, and he has written on education as an institution, on the nature of teachers’ work, and on the effects of school organization, leadership, and instruction practice on student achievement. He formerly served as chair of the Department of Educational Administration at Michigan State University. Rowan’s current work includes a large-scale, longitudinal study of the design, implementation, and effectiveness of three of America’s largest comprehensive school reform initiatives. He received his PhD from Stanford University.
- Neag Endowed Professor of Teacher Education, University of Connecticut
Dr. Suzanne M. Wilson is a Neag Endowed Professor of Teacher Education at the University of Connecticut where she currently serves as Professor in the Department of Curriculum and Instruction. Her undergraduate degree is in history and American Studies from Brown ; she also has a M.S. in Statistics and a Ph.D. in Psychological Studies in Education from Stanford. She was a University Distinguished Professor in the Department of Teacher Education at Michigan State University, where she served on the faculty for 26 years. Wilson also served as the first director of the Teacher Assessment Project (PI, Lee Shulman), which developed prototype assessments for the National Board for Professional Teaching Standards. Wilson has written on teacher knowledge, curriculum reform, educational policy, and teacher learning. She is currently co-PI on Learning science as inquiry with the Urban Advantage: Formal-informal collaborations to increase science literacy and student learning, a collaboration with Urban Advantage, a professional development program offered throughout NYC in which she is investigating what teachers learn from opportunities to engage in secondary science research. Her current work concerns exploring various measures of teaching and teachers’ understanding that might be used for teacher education and education research, as well as a study of the contemporary and jurisdictional battles over who should control teacher education and licensure.