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职称:Clinical Associate Professor
所属学校:University of Michigan-Ann Arbor
所属院系:Secondary Teacher Education
所属专业:Secondary Education and Teaching
联系方式:734.763.9672
Kathleen Graves has worked on curriculum renewal and language teacher education in the U.S., Algeria, Bahrain, Brazil, Japan, and Korea. Her research focuses on the role of classroom practice in curriculum renewal and supporting teachers’ professional development as central to successful educational and curricular reform. She is interested in helping teachers to ‘think curricularly’ as they develop a reflective practice both individually and collaboratively. She started her career as an English teacher in Taiwan and later taught English in the US, Japan, and Brazil. She became a full-time teacher educator in 1982 at the graduate School for International Training in Brattleboro, Vermont. She joined the faculty at the School of Education at the University of Michigan in 2009 as a clinical associate professor. She was appointed a faculty associate at the Institute for Social Research in 2010. She has a PhD in applied linguistics from Lancaster University, UK. She is the editor/author of two books on course design, Teachers as Course Developers (Cambridge University Press) and Designing Language Courses: A guide for Teachers (Heinle Cengage). She is the series editor of TESOL’s Language Curriculum Development series. She has also co-authored two textbook series for English language learners, East West (Oxford University Press) and ICON (McGraw-Hill.) Her current research grants at the School of Education include the Learning4Teaching Project, funded by the Pearson Foundation and a grant from the United Association of Plumbers and Pipefitters to redesign their instructor-training program. The Learning4 Teaching Project is conducting research in Chile and Turkey to document the availability of professional development for secondary school English teachers, as well as the supports and obstacles and reported uptake of professional development. Under the UA grant she is heading up the team that is redesigning the four-year curriculum for UA Instructors. Her recent consultancies include work in Bahrain in April 2010, where she consulted with the Ministry of Education to develop a literacy strategy for Basic English Education. In 2009 she was responsible for evaluating the English teacher preparation programs of key universities in Algeria, and designing a program for university faculty to meet the needs identified in the evaluation.
Kathleen Graves has worked on curriculum renewal and language teacher education in the U.S., Algeria, Bahrain, Brazil, Japan, and Korea. Her research focuses on the role of classroom practice in curriculum renewal and supporting teachers’ professional development as central to successful educational and curricular reform. She is interested in helping teachers to ‘think curricularly’ as they develop a reflective practice both individually and collaboratively. She started her career as an English teacher in Taiwan and later taught English in the US, Japan, and Brazil. She became a full-time teacher educator in 1982 at the graduate School for International Training in Brattleboro, Vermont. She joined the faculty at the School of Education at the University of Michigan in 2009 as a clinical associate professor. She was appointed a faculty associate at the Institute for Social Research in 2010. She has a PhD in applied linguistics from Lancaster University, UK. She is the editor/author of two books on course design, Teachers as Course Developers (Cambridge University Press) and Designing Language Courses: A guide for Teachers (Heinle Cengage). She is the series editor of TESOL’s Language Curriculum Development series. She has also co-authored two textbook series for English language learners, East West (Oxford University Press) and ICON (McGraw-Hill.) Her current research grants at the School of Education include the Learning4Teaching Project, funded by the Pearson Foundation and a grant from the United Association of Plumbers and Pipefitters to redesign their instructor-training program. The Learning4 Teaching Project is conducting research in Chile and Turkey to document the availability of professional development for secondary school English teachers, as well as the supports and obstacles and reported uptake of professional development. Under the UA grant she is heading up the team that is redesigning the four-year curriculum for UA Instructors. Her recent consultancies include work in Bahrain in April 2010, where she consulted with the Ministry of Education to develop a literacy strategy for Basic English Education. In 2009 she was responsible for evaluating the English teacher preparation programs of key universities in Algeria, and designing a program for university faculty to meet the needs identified in the evaluation.
