Suzanne M. Wilson, Ph.D.

Michigan State University

College of Education

Center for the Scholarship of Teaching

209 Erickson Hall

East Lansing, MI  48824

(517) 353-9150 (office)

(517) 353-8595 (fax)

swilson@msu.edu

 

Books

  Wilson, S. M. (2003). California dreaming: Reforming mathematics educationNew Haven: Yale University Press.

 

Edited Books

Wilson, S. M.  (2004).  (Ed.).  Shulman, L. S.  Wisdom of practice:  Essays on teaching, learning, and learning to teach.   San Francisco: Jossey-Bass.  Winner of the 2006 Grawemeyer Award In Education. 
 

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Peer-Reviewed Journal Articles

 

Wilson, S. M. (under review).  The methodological, empirical, and conceptual challenges of studying professional development and teacher learning.

 

Wilson, S. M., Fiori, N., & Mapuranga, R. (under review).  Teacher learning from mathematics professional development.

 

Duffy, H., Fiori, N., & Wilson, S. M. (under review).  Disciplinary engagement:  What teachers might learn from "doing" the subject matter.

 

Halladay, J., wilson, S. M., Mapuranga, R., & Duffy, H. (under review).  When professional development goes to school:  Every teacher a reader and writer.


Wilson, S. M.  (2006).  Finding a canon and core:  Meditations on the preparation of teacher educator-researchers Journal of Teacher Education, 57(3), 315-325

 
Tamir, E., & Wilson, S. M.  (2005). Who should guard the gates? Evidentiary and professional warrants for claiming jurisdiction. Journal of Teacher Education, 56, 332-342.  

Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J.  (2002).  Teacher preparation research:  An insiders' view from the outside Journal of Teacher Education, 53(3), 190-204.  Abbreviated version of Wilson, S. M., Floden, R. F., & Ferrini-Mundy, J.  (2001, March). Teacher preparation research:  Current knowledge, recommendations, and priorities for the future.  Center for the Study of Teaching Policy, University of Washington, Seattle, WA.

Wilson, S. M., Darling-Hammond, L. D., & Berry, B.  (2001).  Steady work:  The story of Connecticut's reform. American Educator, 25(3), 34-39, 48. 
 

Wilson, S. M., & Berne, J.  (1999). Teacher learning and the acquisition of professional knowledge:  An examination of research on contemporary professional development.  In A. Iran-Nejad, & P. D. Pearson (Eds.), Review of Research in Education, 24, 173-209.

Wilson, S. M., & Ball, D. L.  (1997).  Meeting the Standards:  Implications for teacher education of high stakes curriculum and teaching standards Elementary School Journal, 97(2),

121-138.

Wilson, S. M., Peterson, P. L., Ball, D. L., & Cohen, D. K.  (1996).  Learning by all.  Phi Delta Kappan, 77(7), 468-476.

Ball, D. L., & Wilson, S. M.  (1996).  Integrity in teaching:  Merging the moral with knowledge. American Educational Research Journal, 33(1), 155-192.

 

Wilson, S. M.  (1995).  Not tension but intention:  A response to Wong's analysis of the researcher-teacher Educational Researcher, 24(8), 19-22.

Wilson, S. M., & Wineburg, S. S.  (1994).  Wrinkles in time and place:  Using performance-based exercises to assess the knowledge of history teachers American Educational Research Journal, 30(4), 729-769.

McDiarmid, G. W., & Wilson, S. M.  (1991).  An exploration of the subject matter knowledge of alternate route teachers: Can we assume they know their stuff?  Journal of Teacher Education, 42, 93-103.

Wilson, S. M.  (1990).  A conflict of interests:  The Case of Mark Black Educational Evaluation and Policy Analysis, 12(3), 293-310.

 
Wilson, S. M.  (1990).  The secret garden of teacher education Phi Delta Kappan, 72(3), 204-209.  Also published as Craft Paper 89-2.  National Center for Research on Teacher Education, East Lansing, MI.

Wilson, S. M., & Wineburg, S. S.  (1988).  Peering at history from different lenses:  The role of disciplinary perspectives in the teaching of American history Teachers College Record, 89, 525-539.

Wineburg, S. S., & Wilson, S. M.  (1988).  Models of wisdom in teaching history Phi Delta Kappan, 70, 90-98.  Also published in History Teacher, 24(4), 395-412. 

 

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Book Chapters

 

Wilson, S. M., & Tamir, E.  (in press).  Mapping the challenges to teacher education:  Battling over the control and quality of teacher education and certification.  In M. Cochran-Smith & S. Feiman-Nemser, Handbook for teacher educators.  Association of Teacher Educators. 

Wilson, S. M., & Youngs, P.   (2005).  Accountability processes in teacher education.  In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education:  The report of the American Educational Research Association panel on research and teacher education (pp. 591-643).  Mahweh, NJ: Lawrence Erlbaum Associates.  Winner of AACTE's 2006 Outstanding Publishing Award for Books. 

Wilson, S. M., Bell, C., Galosy, J., & Shouse, A.  (2004).   "Them that's got shall get":  Re-imaging teacher recruitment, induction, and retention.   In M. A. Smylie & D. Miretzky (Eds.), Developing the teacher workforce (103rd Yearbook of the National Society for the Study of Education, Part 1, pp. 145-179).   Chicago, IL: University of Chicago Press.

Wilson, S. M.  (2004).  Student assessment as an opportunity to learn in and from one's teaching practice.  In M. Wilson (Ed.), Towards coherence between classroom assessment and accountability (103rd Yearbook of the National Society for the Study of Education, Part 2).  Chicago, IL: University of Chicago Press.

Paine, L., Pimm, D., Britton, E., Raizen, S., & Wilson, S. M.  (2004).  Rethinking induction:  Examples from around the world.  In M. Scherer (Ed.), Keeping good teachers (pp. 67-80).  Alexandria, VA: ASCD. 

Paine, L., Fang, Y., & Wilson, S. M.  (2003).  Entering a culture of teaching:  Teacher induction in Shanghai.  In Britton, E., Paine, L., Pimm, D., & Raizen, S., Comprehensive teacher induction (pp. 20-82).  Dordrecht: Kluwer Academic Publishers. 

Wilson, S. M.  (2001).  Research on history teaching.  In V. Richardson (Ed.), The handbook on research on teaching (4th ed., pp. 527-544).  New York: Macmillan.

 
Wilson, S. M., & Floden, R. F.  (2000).  Hedging bets:  Standards-based reform in the classroom.  In S. Fuhrman (Ed.), From the Capitol to the Classroom:  Standards-based reform in the States (100th Yearbook of the National Society for the Study of Education, Part II, pp.193-217).  Chicago, IL: University of Chicago Press.

Wilson, S. M., & McDiarmid, G. W.  (1995).  Something old, something new:  What do social studies teacher educators need to know?  F. Murray (Ed.), The teacher educator's handbook: Building a knowledge base for the preparation of teachers (pp. 295-319).  San Francisco, CA: Jossey Bass.

Wilson, S. M., with Miller, C. & Yerkes, C.  (1993).  Deeply rooted change:  Learning to teach adventurously.  In M. McLaughlin, D. Cohen, & J. Talbert (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 84-129).  San Francisco: Jossey Bass.  Also published as Elementary Subjects Center Series No. 59.  Center for the Learning and Teaching of Elementary Subjects, East Lansing, MI.

Wilson, S. M.  (1992).  Teaching about thinking, thinking about teaching.  In S. Feiman-Nemser & H. Featherstone (Eds.), Exploring teaching:  Adventures of teachers and students in an introductory teaching class (pp. 129-145). NY: Teachers College Press.

Wilson, S. M.  (1992).  When will they learn?  A case of content.  In J. Shulman, (Ed.), The teacher educator's casebook (pp. 64-89).  NY: Teachers College Press.  Also published as Craft Paper 89-1.  National Center for Research on Teacher Education, East Lansing, MI.

 
Wilson, S. M.  (1991).  Parades of facts, stories of the past: What do novice history teachers need to know?  In M. Kennedy (Ed.), Teaching subject matters to diverse learners (pp. 99-116).  New York: Teachers College Press.

Wineburg, S. S., & Wilson, S. M.  (1991).  Subject matter knowledge in history teaching.  In J. E. Brophy (Ed.), Advances in research on teaching: Teacher's knowledge of subject matter as it relates to their practice, (Vol. II, pp. 305-348).  Greenwich, CT: JAI.

Wilson, S. M., & Sykes, G.  (1989).  Toward better teacher preparation and certification.  In P. Gagnon (Ed.), Historical literacy:  A case for history in American education (pp. 273-289).  New York: Macmillan.

Grossman, P. G., Wilson, S. M., & Shulman, L. S.  (1989).  Teachers of substance:  The subject matter knowledge of teachers.  In M. Reynolds (Ed.), The knowledge base for the beginning teacher (pp. 23-36).  New York: Pergamon Press.

Wilson, S. M., Shulman, L. S., & Richert, A. E.  (1987).  "150 different ways" of knowing: Representations of knowledge in teaching.  In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104-124).  London: Cassell.

 

 

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Peer-Reviewed Research Reports

Wilson, S. M., Duffy, H., Fiori, N., Halladay, J., & Mapuranga, R.  (2006).  Assembling a good team:  Teacher learning from professional development. Final report to the Noyce Foundation.  East Lansing, MI: Michigan State University. 

Wilson, S. M., & Floden, R. F. (2002, May).  Addendum to Teacher preparation research:  Current knowledge, recommendations, and priorities for the future.  Report commissioned by the Education Commission of the States.   Also available as Creating effective teachers:  Concise answers for hard questions.  Washington, D.C.: ERIC Clearinghouse on Teaching and Teacher Education

Wilson, S. M., Floden, R. F., & Ferrini-Mundy, J.  (2001, March).  Teacher preparation research:  Current knowledge, recommendations, and priorities for the future.  Center for the Study of Teaching Policy, University of Washington, Seattle, WA.   (Available online at
http://www.depts.washington.edu/ctpmail/ Reports.html#TeacherPrep.)

Wilson, S. M., Darling Hammond, L., & Berry, B.  (2001, February).  A case of successful teaching policy:  Connecticut's long-term efforts to improve teaching and learning.  Center for the Study of Teaching Policy, University of Washington, Seattle, WA.  (Available online at
http://www.depts.washington.edu/ctpmail/ Reports.html#Connecticut.)
 
Wilson, S. M.  (1994).  Is there a method in this madness?   Craft Paper 94-3.  National Center for Research on Teacher Learning, East Lansing, MI.
 
Wilson, S. M., & Ball, D. L.  (1991).  Changing visions and changing practices: Patchworks in learning to teach mathematics for understanding.  Research Report 91-2.  National Center for Research on Teacher Education, East Lansing, MI.

Wilson, S. M.  (1990).  Mastodons, maps, and Michigan: Exploring uncharted territory while teaching elementary school social studies.  Elementary Subjects Center Series No. 24., Center for the Learning and Teaching of Elementary Subjects, East Lansing, MI.

 
Ball, D. L., & Wilson, S. M.  (1990).  Knowing the subject and learning to teach it: Examining assumptions about becoming a mathematics teacher.  Research Report 90-7.  National Center for Research on Teacher Education, East Lansing, MI.

Sykes, G., & Wilson, S. M. (1988).  Professional standards for teaching:  The assessment of teacher knowledge and skills.  Appalachia Educational Laboratory, Charleston, WV.

Gudmundsdottir, S., Carey, N., & Wilson, S. M. (1985).  The role of prior subject matter knowledge in learning to teach social studies.  Stanford University, Knowledge Growth in a Professional Project.

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BookReviews

Wilson, S. M.  (2006). A review of Mary Kennedy's Inside teaching Science Education, 90(2), 376-378.

Wilson, S. M.  (2003).  Realizing our rhetoric:  An essay review of Larry Cuban's How the teachers trumped the scholars. Journal of Curriculum Studies, 35(2), 217-229.

Kirell, L., & Wilson, S. M.  (2002).  A review of Teaching transformed:  Achieving excellence, fairness, inclusion, and harmony Teachers College Record. 104(5), 1016-1019.

Lesser, J. A., & Wilson, S. M.  (1999).  A review of Lusi's The role of state departments of education in complex school reform.  Anthropology and Education, 30(3), 398-400.

Wilson, S. M., & Poppink, S.  (1994).  Something old, something new:  A review of P. A. Cusick's The educational system: Its nature and logic Journal of Curriculum Studies, 26, 453-457.

 

 

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