Hala Ghousseini

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School of Education
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MadisonWI  53706

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Hala Ghousseini

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Hala Ghousseini

Curriculum and Instruction (CI)

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


Curriculum Vitae

Personal Biography

Hala Ghousseini is the John Grover Harvey Professor of Math Education and associate professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. Her scholarship focuses on understanding the nature of mathematics teacher learning and the design aspects of professional education that support the learning and enactment of ambitious 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.


Ph D, Mathematics Education, Teacher Education
University of Michigan
Ann Arbor

MA, Mathematics Education
American University of Beirut

BS, Mathematics
American University of Beirut

Teaching Diploma, Secondary Mathematics Education
American University of Beirut

Research Interests

Teacher Education, Teacher Learning, Student learning, Practice-based designs for professional education

Grants and Sponsorships

  • 2018-2023 - Amount: $2,500,000.00, "Advancing Teachers’ Pedagogical Reasoning And Practices With Tools," Awarded By: James S. McDonnell Foundation, Co-PIs: Elham Kazemi; Elizabeth Dutro; Sarah Kavanagh.
    Abstract: This project aims to understand how teachers' thinking and sensemaking may support or constrain their learning to promote disciplinary argumentation.
  • 2018-2023 - Amount: $1,900,000.00, "Video-Based Collaborative Learning To Improve Ventral Hernia Repair," Awarded By: Agency for Healthcare Research and Quality (AHRQ R01), C. Greenberg, Principal; J. Greenberg, Co-Principal; D. Wiegmann, Co-Principal; R. Chappell, Co-Principal; J. Schumacher, Co-Principal.
    Abstract: The study seeks to test the effectiveness of two approaches to video review and performance feedback: web-based surgical coaching versus asynchronous video-based feedback.
  • 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.


  • Greenberg, C., Ghousseini, H., Pavuluri Quamme, S., Beasley, H., Frasier, L., Brys, N., Dombrowski, J., & Wiegmann, D. (2018). A Statewide Surgical Coaching Program Provides Opportunity for Continuous Professional Development. Annals of Surgery. 267(5), 868-873.
  • Ghousseini, H. (2017). Rehearsals of teaching and opportunities to learn mathematical knowledge for teaching. Cognition and Instruction. 35(3), 188-211.
  • 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.
  • 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.


  • Ghousseini, H. (2019). Rehearsals of teaching: A simulation of complex practice, Simulations in Teacher Education Conference, Louisville, KY.
  • Ghousseini, H. (2018). What is Coaching? Perspectives from Other Disciplines, Surgical Coaching Summit panel, University of Wisconsin.
  • Ghousseini, H. (2017). Using generative routines to support learning ambitious mathematics teaching, National Council of Teachers of Mathematics Regional Conference, Chicago, IL.
  • Ghousseini, H. (2017). Supporting Productive Mathematics Talk, Wisconsin Mathematics Council, Wisconsin Dells, WI.
  • Ghousseini, H., Beasley, H., & Cardon, A. (2016). Re-contextualizing core instructional practices in beginning mathematics teaching: the co-evolution of tool use and identity, American Educational Research Association (AERA) Annual Conference, Washington, D.C.
  • Ghousseini, H., Franke, M., & Turrou, A. (2016). Educating Linguistically and Culturally Diverse Learners: New approaches to practice in teacher education, American Educational Research Association Annual Meeting.
  • Ghousseini, H., Lord, S., & Cardon, A. (2016). Classroom mathematics discourse in a Kindergarten classroom, National Council of Teachers of Mathematics Research Conference, San Francisco, CA.
  • Ghousseini, H. (2015). Selecting and Setting up Cognitively Demanding Tasks to Support Student Learning, New Educator Seminar, Madison Metropolitan School District, Madison, WI.
  • Ghousseini, H. (2014). Making a Difference: Examining the Impact of Focusing on High-leverage Practices in Teacher Preparation, Early career scholars and their work at American Educational Research Association Annual Meeting, Chicago, IL.
  • Ghousseini, H. (2013). Supporting Teachers to Learn the Practice of Ambitious Mathematics Teaching, The Center for Mathematics Education Colloquium Series, University of Maryland-College Park.

Awards and Honors

  • Other
    Organization: Other
    Purpose: Scholarship/Research
    Scope: UW Madison
    Description: The Harvey Professorship has been established in honor of Professor John Grover Harvey to recognize, encourage and support faculty working in mathematics education.
    Date(s): March 2019 - 2024
  • Other
    Organization: Other
    Date(s): 2019
  • Other
    Organization: Other
    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
  • Other
    Organization: Other
    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, Ph.D.; Megan Franke, Ph.D.; Elham Kazemi, Ph.D.; Angela Chan Turrou, Ph.D.; Heather Beasley, Ph.D.; Adrian Cunard Ph.D.; and Kathleen Crowe Ph.D.
    Date(s): February 19, 2014


  • 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.
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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