Hala Ghousseini

Medical imaging Carillon Tower Glass blowing Laptop and lecture A smiling student Sunrise over the Education Building Chairs on the Memorial Union Terrace Bascom hall staircase Graduating students in silhouette Crowd of people on Bascom Hill A student tutoring Student with diploma Dance Department performance Night view of Bascom in the winter Memorial Union Terrace in autumn Memorial Union Terrace chairs Dance department performance Bucky Badger in front of a parade float Bascom Hall in the summertime Lincoln statue Students walking in the snow University of Wisconsin - Madison Crest Lincoln statue in the snow Forward Logo Student at graduation Bicycle in the snow Rathskellar Fireplace Sailboat with Capitol Building in the background A sailboat at the Memorial Union Bascom Hill in Autumn Bucky Badger studying with a student. Students among blooming trees at UW-Madison Bucky reading a book University flag on Bascom Hill Video camera view screen Student on a frozen lake Lincoln Statue on Bascom Hill Bascom Hill in winter Students collaborating Memorial Union Terrace chairs in the snow Kohl Center logo Graduates with diplomas A hands-on project Stacked, illuminated figures View from the top of Van Hise
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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

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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

Personal Biography

Professor Ghousseini is an assistant 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 novice teachers for 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. Her current work focuses on elementary mathematics education.



 

 

Grants and Sponsorships

  • 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. The model builds on the work of Grossman et al. (2009) in their studies of preparation of other professions by “decomposing” the work of mathematics teaching into high-leverage practices. Also, in close collaboration with school districts, the model provides repeated opportunities for pre-service teachers to move back and forth between engaging with actual enactments of teaching and investigations of the core practices, knowledge, and principles of high quality teaching involved in those enactments. This study will investigate the teaching practice of graduates of this model during their initial years of teaching and the factors that shape their use of the high-leverage practices they learned. 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

  • 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

  • American Educational Research Association (AERA)
    Scope of Organization: International, Member Since: September 2004
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