Simona Goldin is the Lead Research and Design Specialist for the Organizing to Learn Practice Project.
Her research interests include the relationship between policy and practice, efforts to improve teaching and learning in urban schools, and the work that students do in classrooms to learn. Her early work on studenting examined historically rooted arguments about the activities and tasks that students must engage in to learn, and examined how educators, theorists, researchers, and sociologists have understood studenting.
More recently, she has studied ways to transform the preparation of beginning teachers to teach in more equitable ways, and has elaborated the teaching practices that bridge children’s work in schools on academic content with their home and community-based experiences. With colleagues, she has designed and studied innovative instructional resources and unique opportunities–namely, home visits, performance assessments, and new pedagogies of teacher education. Across each of these has been the focus on supporting novice teachers’ capabilities to develop instructionally rich, respectful relationships with families. With her colleagues, Goldin has presented and written widely about this research.
Goldin holds a master’s degree in management and urban policy analysis from the New School University and a PhD in educational studies from the University of Michigan.
Foundational Perspectives on Educational Reform
Critically examines selected contemporary reform efforts in education from the perspective of one or more of the foundation disciplines. Aims to develop in the career educator a broader and deeper understanding of the tensions between ideas and practice in dynamic social environments. Graduate course required of all new Educational Studies master’s students.
Introduction to Education: Schooling and Multicultural Society
Education affects the lives of everyone in this country. As future professionals, voters, teachers, parents, and leaders, students at the University of Michigan will help shape the quality of life in the United States, and education will matter – a lot. This course will introduce students to the role of education in today’s world. Topics will include the implications for schooling our increasingly diverse population; principles of how kids learn; ways schools facilitate student achievement (or not); and the changing nature of literacy in the information age. In addition to readings and discussions, there will be opportunities for hands-on experience and interactions with K-12 students in schools.
EDUC 118 is an approved course to satisfy the LSA Race and Ethnicity Requirement.
Room 1309 Whitney Auditorium
Homelessness in Schools and Society: Engaged Practice in School Serving Organizations
In this course students extend what they have learned about U.S. schools and the institutions that serve public schools through extensive and varied practicums in these organizations and institutions. Students will acquire hands-on experience, in work nested inside an institution that serves and supports children, schools, and their communities.
Marsal Family School of Education, room 2310
Education Policy in a Multicultural Society
This class meets the Race & Ethnicity requirement.
Education Policy in a Multicultural Society explores policy and school improvement, and focuses in particular on the U.S. public school system, with an emphasis on both equity and access. In this course we begin by asking: what is public education for, and then consider how schools can be improved so that educational outcomes are ambitious and equitable. We build on students' understandings of the practice of teaching, developed in ED118, to investigate the dynamics of education reform.
We closely examine authentic texts – including artifacts from our own experiences in schools, as well as mandates and legislative texts, policies, data on school improvement, and other resources designed for the improvement of schools. We critically examine each of these, looking for assumptions about teaching and learning and their improvement, assessing the key levers for improvement that they provide, and extrapolating implications for the design and valuation of change. In so doing students will develop critical skills of analysis and interpretation that will enable them to (1) better understand and evaluate efforts to improve schooling in the United States, (2) collaborate substantively, (3) and write and speak about educational policy persuasively. Given the courses strong focus on equity and access, issues of inclusion, voice, and rigor will be consistent through-lines.
Marsal Family School of Education, Room 1315
"Don’t Be Fooled, Trauma Is a Systemic Problem: Trauma as a Case of Weaponized Educational Innovation."
Khasnabis, D., & Goldin, S. (2020). Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs. Occasional Paper Series, 2020 (43), 44–57. https://educate.bankstreet.edu/occasional-paper-series/vol2020/ iss43/13.
"Supporting student learning practices: Redefining participation and engagement."
Goldin, S., O’Neill, M.K., Naik, S.S., & Zaccarelli, F.G. (2019). The Elementary School Journal, 119(3), 417-442.
"Mining gems, nurturing relationships, building teacher practice."
Goldin, S., Khasnabis, D., & Atkins, S. (2018). School Community Journal, Vol. 28(2) 189-212.
"The Practice of Partnering: Simulated Parent–Teacher Conferences as a Tool for Teacher Education."
Khasnabis, D., Goldin, S., & Ronfeldt, M. (2018). Action in Teacher Education, 1-19.
“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society.”
Goldin, Simona, Erin Elizabeth Flynn, and Cori Mehan Egan. SAGE open 7.4 (2017).
"Learning From Escuela: Using Documentary Film as a Context for Shared Teacher Learning."
Khasnabis, D., & Goldin, S. (2016). Multicultural Perspectives, 18(1).
"Designing a case-study assessment protocol to measure growth in planning culturally responsive teaching practice."
Goldin, S., Khasnabis, D., & McMahon, K. (2016). SAGE Research Methods Cases.
"Critiquing Colbert: Using Case Study as a Tool for Supporting Culturally Responsive Teaching Practice."
Khasnabis, D., Goldin, S., & McMahon, K. (2015). In L. G. Putney & N. P. Gallavan (Eds.), ATE yearbook XXIV: Establishing a sense of place for all learners in 21st century classrooms and schools. Landham, MD: Roman and Littlefield.
"Improvement by Design: The Promise of Better Schools."
Cohen, D.K., Purach, D.J., Glazer, J.L., Gates, K., Goldin, S. (2013). University of Chicago Press.
"Policy and Practice: The Dilemma."
Cohen, D.K., Moffitt, S. L., & Goldin, S. (2007). American Journal of Education. 113:515-548.