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Matthew Stephen Ronfeldt

Associate Professor, Marsal Family School of Education; Faculty Associate, Survey Research Center, Institute for Social Research


(734) 936-3656


Room 4031
610 E. University Ave.
Ann Arbor, Michigan 48109-1259

Matt Ronfeldt seeks to understand how to improve teaching quality, particularly in schools and districts that serve minoritized and marginalized students. His research sits at the intersection of educational practice and policy and focuses on teacher preparation, induction, and professional development (including mentoring), the recruitment and retention of teachers and especially teachers of color, and the assessment of teachers and preparation programs. Ronfeldt utilizes and promotes mixed methodologies including a wide range of quantitative and qualitative approaches, including experimental, survey, causal inference, case study, regression, grounded theory, and action research. 

Ronfeldt has three grant-funded, mixed-methods projects in progress. The first aims to understand how to increase the racial diversity of the teaching workforce in Tennessee (with Jason Grissom and Kelly Slay; Institute of Education Sciences). The second will develop and assess a professional development program intending to promote belonging-centered instruction among mathematics teachers, an approach thought to be especially critical for marginalized and minoritized mathematics learners (with Jamaal Matthews; Chan Zuckerberg Initiative). Finally, the Mentoring Mentors Matters (M3) Project will develop and assess a mixed-reality and hybrid (online, in-person) professional development program aimed at supporting mentor teachers in providing more powerful instructional coaching to mathematics teacher candidates (with Julie Cohen, Meghan Shaughnessy, and Nicole Wagner; National Science Foundation.)

For more than a decade, Ronfeldt has been a national leader in developing and utilizing large-scale quantitative methodologies, including innovative field experiments, in the study and improvement of teacher education. In particular, since 2013 Ronfeldt has helped to build and sustain a research practice partnership with the Tennessee Department of Education (TDOE) using statewide data systems to examine and improve teacher preparation across the state. In related work, Ronfeldt partnered with Dan Goldhaber and teacher education programs across three states to develop and experimentally evaluate the Improving Student Teaching Initiatives (ISTI) to improve clinical placements and the feedback given to student teachers during clinical experiences. In collaboration with Kavita Kapadia Matsko, Ronfeldt utilized large-scale survey methodologies to better understand the features of teacher education programs related to better graduate outcomes the Chicago area. 

Ronfeldt has been awarded three outstanding journal article awards. With Shanyce Campbell, he received the Palmer I. Johnson Memorial Award for the outstanding article appearing in any AERA-sponsored publication in 2019. He has twice received the American Association of Colleges for Teacher Education (AACTE) Outstanding Journal of Teacher Education (JTE) Article Award – in 2016 and in 2022 (with Kavita Kapadia Matsko and Hillary Greene Nolan). 

Ronfeldt was a middle school mathematics and science teacher for seven years, mostly in Oakland, California. During that time, he served as a professional development coordinator and a mentor teacher. His experiences as a practitioner continue to motivate his commitments to educational equity and the improvement of teaching. Ronfeldt subsequently earned his PhD from Stanford University, where he concentrated on teacher education. After receiving his doctoral degree, he completed two more years at Stanford as an IES postdoctoral fellow in the Institute for Research on Educational Policy and Practice (now CEPA), focusing on large-scale quantitative research in education policy.


Number Course Name Location Days
EDUC 413
Teaching Secondary School Mathematics

Prerequisites: Concurrent or previous election of EDUC 391 or equivalent.

Discusses pertinent aspects of recent pedagogical and research literature, as well as new instructional materials, methods, and curricular trends and regarding procedures useful for constructing and improving curricular units.

Room 2310

EDUC 776
The Practice of Teaching

Examines and investigates issues related to teacher education as a field of inquiry. Explores how current research agendas might be enhanced and new research agendas created. Topics may include themes and issues in teacher education research; research on teacher education programs, curricula, faculty, and students; and research on student knowledge and beliefs.

EDUC 737
Topics in Educational Studies

Prerequisites: Graduate standing.
Explores new topics in educational studies based on the interests of faculty and students. Topics change each term. Consult the program office for the current list of offerings.

EDUC 791
Foundations of Teaching and Learning

Prerequisites: Doctoral standing or permission of instructor.
Situated at the intersection of teaching, learning, and subject matter, this course supports understanding of basic theories of learning and development, and the role of psychological and educational theory in the: (a) design of curriculum, (b) conduct of teaching, (c) assessment of learning.


Award Start Date
Jun 01, 2021
Award End Date
Sep 30, 2021
Award Start Date
Mar 01, 2021
Award End Date
Sep 01, 2021
Award Start Date
Aug 01, 2020
Award End Date
May 31, 2021
Award Start Date
Sep 05, 2016
Award End Date
Sep 01, 2020
Award Start Date
Dec 01, 2015
Award End Date
Dec 01, 2017
Award Start Date
Nov 02, 2015
Award End Date
Dec 31, 2021
Award Start Date
Jul 01, 2014
Award End Date
Jul 01, 2018
Award Start Date
Nov 01, 2011
Award End Date
Jun 30, 2012