Matthew Stephen Ronfeldt

Associate Professor; Faculty Associate, Survey Research Center, Institute for Social Research

Contact

734-936-3656

Location

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 marginalized students. His research sits at the intersection of educational practice and policy and focuses on teacher preparation, teacher retention, teacher induction, and the assessment of teachers and preparation programs. Ronfeldt is primarily interested in whether and how pre-service teacher education and school/district factors, especially working conditions, are related to the employment, instructional quality, and retention of teachers. His current work mostly employs large-scale, quantitative methodologies, though he engages in qualitative and mixed-methods research as well.

Ronfeldt is currently principal investigator or co-principal investigator on a number of projects. In collaboration with Kavita Kapadia Matsko, and with the support of both the Spencer Foundation and Joyce Foundation, Ronfeldt is studying what characterizes the landscape of pre-service teacher preparation, and especially student teaching, across Chicago and which features of preparation predict the career plans, employment, and instructional effectiveness of recent graduates. In collaboration with the Tennessee Department of Education, and with support from the Institute of Education Sciences, Ronfeldt is helping with efforts to build, use, and learn from a statewide longitudinal data system in order to improve teacher preparation statewide. As part of this collaboration, he is analyzing historical data on teacher preparation to identify promising practices and developing and studying efforts to promote program improvement. Finally, in collaboration with Dan Goldhaber (AIR) and with support of the Bill and Melinda Gates Foundation, Ronfeldt is helping to design two initiatives – one for improving clinical placements and another for improving the feedback that student teachers/residents receive during clinical experiences. In partnership with many teacher education programs across three states, Ronfeldt and colleagues are using experimental methods to test whether these initiatives improve workforce outcomes in subsequent years.
 
Ronfeldt 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. Ronfeldt previously taught middle school mathematics and science for seven years.

Courses

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

T
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.

Grants

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