Hala Ghousseini

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CONTACTING US

Main Office

Curriculum & Instruction
School of Education
UW-Madison
210 Teacher Education Building
225 North Mills Street
MadisonWI  53706

Tel: 608/263.4600
Fax: 608/263.9992

Email: curric@education.wisc.edu
or by contact form
 

Hala Ghousseini

Profile Photo

Hala Ghousseini


Curriculum and Instruction (CI)

476-D Teacher Education Building  binoculars icon
225 N. Mills Street
Madison, WI 53706
Office: 608/263-5035
Fax: 608/263-9992

ghousseini@wisc.edu

Curriculum Vitae

Personal Biography

Professor Ghousseini is an associate professor of mathematics education in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. Her research focuses on two main problems in teacher education: what mathematics teachers need to know in order to teach responsibly and ambitiously, and how they can learn to do it. Her work attends to developing mathematical knowledge for teaching in practice, understanding the nature of teacher learning, and understanding the nature of pedagogies of teacher education that prepare teachers for complex practice. Professor Ghousseini received her Ph.D. from the University of Michigan-Ann Arbor. She has several years of experience teaching elementary and middle school mathematics.



 

 

Grants and Sponsorships

  • 2014-2018 - Amount: $2,500,000.00, "Coaching Intervention To Improve Technical Skill In Surgery," Awarded By: AHRQ, Sponsor Type: Federal, Jason Dimick, Principal; Caprice Greenberg, Co-Principal; Hala Ghousseini, Co-Principal; Douglas Wiegmann, Co-Principal.
  • 2015-2016 - Amount: $38,397.00, "Transforming Teacher Education Through Specifying The Practice Of Teacher Educators," Awarded By: University of Wisconsin Graduate School, Hala Ghousseini, Principal.
  • 2013-2015 - Amount: $499,958.00, "The Wisconsin Surgical Coaching Program," Awarded By: Wisconsin Partnership Program Education and Research Committee, Hala Ghousseini, Co-Principal; Dr. Caprice Greenberg, Principal; Prof. Douglas Wiegmann, Co-Principal.
    Abstract: This collaboration represents a partnership between diverse departments across UW (Engineering, UW Football Program, School of Music, and School of Education) and the Wisconsin Surgical Society and aims to analyze and compare various pedagogies of professional practice that are enacted in different disciplinary fields. This initiative will advance an innovative program to enhance surgical performance and education, and ultimately safety and quality of care throughout the state of Wisconsin. Included in the aims of this collaboration is the identification of key elements of successful coaches and coaching programs across disciplinary areas. http://www.surgery.wisc.edu/research/wisconsin-surgical-outcomes-research-program-wisor/wisconsin-surgical-coaching-program/
  • 2012-2014 - Amount: $55,000.00, "Making A Difference: Examining The Impact Of Focusing On High-Leverage Practices In Teacher Preparation," Awarded By: Spencer Foundation, Hala Ghousseini.
    Abstract: This study focuses on the impact of a professional learning model that redesigned the physical, material, and social organization of the learning environment in which pre-service teachers learn to teach mathematics in order to increase the likelihood of carry over from their training to practice. Using comparative case studies of the practice of twelve graduates of this model, I examine how core practices of ambitious teaching get recontextualized from their teacher training and the factors that shape this process. This study will be exploratory and conceptual in nature, intended to explain the nature and range of causal relationships between learning teaching and teaching, and thus to build basis for further studies.
  • 2012-2013 - Amount: $30,837.00, "Studying The Development Of Mathematical Knowledge For Teaching In Novice Teachers," Awarded By: University of WIsconsin Graduate School, Sponsor Type: University of Wisconsin-Madison, Hala Ghousseini.
  • 2009-2012 - Amount: $497,625.00, "Learning In, From, And For Practice Project (ltp)," Awarded By: Spencer Foundation, Sponsor Type: Private, Hala Ghousseini, Co-Principal; Magdalene Lampert, Principal; Megan Loef Franke, Co-Principal; Elham Kazemi, Co-Principal.

Publications

  • Greenberg, C., Ghousseini, H., Pavuluri Quamme, S., Beasley, H., Frasier, L., Brys, N., Dombrowski, J., & Wiegmann, D. (2017). A Statewide Surgical Coaching Program Provides Opportunity for Continuous Professional Development. Annals of Surgery.
  • Ghousseini, H. (2017). Rehearsals of teaching and opportunities to learn mathematical knowledge for teaching. Cognition and Instruction. 35(3), 188-211.
  • Ghousseini, H., Lord, S., & Cardon, A. (2017). Supporting mathematical talk in small groups. Teaching Children Mathematics, 23(7), 422-428.
  • Beasley, H., Ghousseini, H., Weigmann, D., Brys, N., Pavuluri Quamme, S., & Greenberg, C. (2017). Strategies for building peer surgical coaching relationships. JAMA Surgery. 152(4), :e165540.
  • Ghousseini, H., & Herbst, P. (2016). Pedagogies of practice and opportunities to learn about classroom mathematics discussions. Journal of Mathematics Teacher Education. 19(1), 79-103.
  • Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A.C. (2016). Getting inside rehearsals: Insights from teacher educators to support work on complex practice. Journal of Teacher Education. 67(1), 18-31.
  • Ghousseini, H., Beasley, H., & Lord, S. (2015). Investigating the potential of an enactment tool in supporting adaptive performance. Journal of the Learning Sciences. 24(3), 461-497.
  • Lampert, M., Ghousseini, H., & Beasley, H. (2015). Positioning novice teachers as agents in learning teaching. In L. Resnick, C. Asterhan, S. Clarke (Eds.), Socializing Intelligence Through Academic Talk and Dialogue, (pp. 363-374). Washington D.C.: American Educational Research Association.
  • Ghousseini, H. (2015). Core practices and problems of practice in learning to lead classroom discussions. The Elementary School Journal. 115(3), 334-357.
  • Greenberg, C., Ghousseini, H., Pavuluri, S.Q., Beasley, H., & Weigmann, D. (2015). Surgical coaching for individual performance improvement. Annals of Surgery, 261(1), 32-34.
  • Lampert, M., Franke, M., Kazemi, E., Ghousseini, H., Chan Turrou, A., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping It complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226-243.
  • Ghousseini, H., & Sleep, L. (2011). Making Practice Studyable. ZDM-The International Journal on Mathematics Education. 43(1), 147-160.
  • Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching. In M.K. Stein,& L. Kucan (Eds.), Instructional Explanations in the Disciplines.
  • Silver, E., Clark, L.M., Ghousseini, H., Charalambous, C.Y., & Sealy, J. (2009). Where is the Mathematics? Examining Teachers’ Mathematical Learning Opportunities in Practice-based Professional Learning Tasks. Journal of Mathematics Teacher Education. pp. 261-277.
  • Silver, E.A., Ghousseini, H., Charalambous, C.Y., & Mills, V. (2009). Exploring the curriculum implementation plateau: Understanding and confronting issues and challenges. In J. Remillard, G. Lloyd, & B. Herbel-Eisenmann (Eds.), Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. London: Routledge.
  • Ghousseini, H. (2009). Designing opportunities to learn to lead classroom mathematics discussions in pre-service teacher education: Focusing on enactment. In D. Mewborn, & H. Lee (Eds.), Scholarly Practices and Inquiry in the Preparation of Mathematics Teachers. San Diego, CA: Association of Mathematics Teacher Educators.

Awards and Honors

  • Spencer Postdoctoral Fellowship
    Organization: National Academy of Education /Spencer Foundation
    Purpose: Scholarship/Research
    Scope: International
    Description: The National Academy of Education/Spencer Postdoctoral Fellowship Program supports early career scholars working in critical areas of education research.The program also develops the careers of its recipients through professional development activities involving National Academy of Education members.
    Date(s): September 2012 - August 2014
  • 2014 Outstanding Journal of Teacher Education (JTE) Article Award
    Organization: American Association of Colleges for Teacher Education (AACTE)
    Purpose: Scholarship/Research
    Scope: National
    Description: The winning article -- "Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching," -- was co-authored with Magdalene Lampert, Ed.D. (BPE/Boston Teacher Residency); Megan Loef Franke, Ph.D. (University of California Los Angeles); Elham Kazemi, Ph.D. (University of Washington); Angela Chan Turrou, Ph.D. (UCLA); Heather Beasley, Ph.D. (University of Michigan); Adrian Cunard (University of Washington); and Kathleen Crowe (University of Washington).

Memberships

  • Special Interest Group in Research in Mathematics Education (SIG-RME)
    Position Held: Board Member, Scope of Organization: International, Membership Period: June 2015 - June 2017
  • Core Practices Consortium (CPC)
    Scope of Organization: National, Member Since: June 2013
  • American Educational Research Association (AERA)
    Scope of Organization: International, Member Since: September 2004
  • Association of Mathematics Teacher Educators (AMTE)
    Position Held: Mentoring Committee member, Scope of Organization: National, Member Since: January 2004

The following is a representative sample of media contributions.

"Episode 206 -Teacher Education," Big Ten Network's Out of the Blue Series, 2009.
Television,
U-M School of Education's plan to refocus its teacher education program on skills of professional practice
Episode 206 -Teacher Education

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