Simona Goldin's 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. She currently works on the Teacher Education Initiative, contributing to the Institute's mission to research, teach, and communicate about teaching, teacher training and teacher learning. In her dissertation, entitled “Studenting: An Historical and Sociological Study,” she investigated how educators, theorists, researchers, and sociologists have understood students’ work and the practices they thought were associated with different versions of studenting (the work that students do to learn in classrooms). Working in a research group on the Study of Instructional Improvement, she investigated whole school interventions’ efforts to improve teaching and learning in at-risk schools. This work was focused, in particular, on three comprehensive school reforms’ efforts to identify and support effective instructional practice, and to enable the growth from novice to expert teacher practice.
Prior to her work at the University of Michigan, Goldin worked at the Coalition for the Homeless in New York City where she managed a mobile soup kitchen serving 800 homeless New Yorkers every day, did policy analysis, and worked to ensure homeless New Yorkers’ right to shelter. As such, she brings real-world experience managing a large, complex program in a complicated urban environment. She has a wealth of traditional and non-traditional teaching experience; over the course of the past fifteen years she has taught homeless children, New York City youths, intending teachers at a teachers’ college in Chiang Mai, Thailand, and undergraduate and master’s students at the University of Michigan.
Simona 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 supports the following program(s): Urban Pedagogy (for Teach For America Detroit corps members); Teach for America Certification Program .
|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
Last edited by Elena Godin on Wed, August 14, 2013 - 1:12:58
September 19, 2013
September 13, 2013