Director of Instructional Design for Seminars and Special Programs Editor, Working Papers
Simona Goldin is a research specialist at TeachingWorks. Her work has included co-directing the Elementary Mathematics Laboratory and directing the journal club, streaming seminar series, and AACTE/TeachingWorks Preparing Teachers for Practice strand.
Her research interests include the relationship between policy and practice, efforts to improve teaching and learning in urban schools, and the work that students do in classrooms to learn. Her early work on studenting examined historically rooted arguments about the activities and tasks that students must engage in to learn, and examined how educators, theorists, researchers, and sociologists have understood studenting.
More recently, she has studied ways to transform the preparation of beginning teachers to teach in more equitable ways, and has elaborated the teaching practices that bridge children’s work in schools on academic content with their home and community-based experiences. With colleagues, she has designed and studied innovative instructional resources and unique opportunities–namely, home visits, performance assessments, and new pedagogies of teacher education. Across each of these has been the focus on supporting novice teachers’ capabilities to develop instructionally rich, respectful relationships with families. With her colleagues, Goldin has presented and written widely about this research.
Goldin holds a master’s degree in management and urban policy analysis from the New School University and a PhD in educational studies from the University of Michigan.
Goldin teaches undergraduate and graduate courses at the school of education at the University of Michigan.
Khasnabis, D., & Goldin, S. (2016). "Learning From Escuela: Using Documentary Film as a Context for Shared Teacher Learning." Multicultural Perspectives, 18(1).
Goldin, S., Khasnabis, D., & McMahon, K. (2016). "Designing a case-study assessment protocol to measure growth in planning culturally responsive teaching practice." SAGE Research Methods Cases. In press.
Khasnabis, D., Goldin, S., & McMahon, K. (2015). "Critiquing Colbert: Using Case Study as a Tool for Supporting Culturally Responsive Teaching Practice." In L. G. Putney & N. P. Gallavan (Eds.), ATE yearbook XXIV: Establishing a sense of place for all learners in 21st century classrooms and schools. Landham, MD: Roman and Littlefield.
Cohen, D.K., Purach, D.J., Glazer, J.L., Gates, K., Goldin, S. (2013). Improvement by Design: The Promise of Better Schools. University of Chicago Press.
Cohen, D.K., Moffitt, S. L., & Goldin, S. (2007). "Policy and Practice: The Dilemma." American Journal of Education. 113:515-548.
|9/15/2013 - 9/15/2015||The Family Centered Education Experience: Preparing New Teachers for Understanding and Teaching in Diverse Communities.
Granting Agency: U-M Office of the Provost - Transforming Learning for a Third Century Discovery
|3/18/2011 - 3/18/2012||Records of Practice: Means for Engaging Students in the Examination of How the Complex and Adaptive Practices of Teaching Might be Understood and Learned
Granting Agency: Center for Research on Learning and Teaching
Courses & Syllabi
Room 1005 D