Susan Auslander

Degree	Area of Study	University
Ph.D.	Elementary Education (Grades K-6), Concentration: Mathematics Education	The University of Alabama
M.A.T.	Early Childhood Education (Grades PreK-5)	Piedmont College, Demorest, Georgia
B.S.	Elementary Education (Grades K-8)	Mississippi State University

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Swars Auslander, S., Bingham, G. E., Tanguay, C. L., & Fuentes, D. S. (2024). Developing Elementary Mathematics Specialists as teacher leaders during a preparation program. Journal of Mathematics Teacher Education, 27, 665–689. doi: 10.1007/s10857-023-09582-7

Swars Auslander, S. & Rigelman, N. R., et al. (not ordered, co-lead writers and co-chairs of task force). Association of Mathematics Teacher Educators. (2024). Guidelines for preparing and supporting Elementary Mathematics Specialists (88 pp.). http://amte.net/sites/amte.net/files/EMS%20Standards%202024_AMTE.pdf

Swars Auslander, S., Myers, K. D., Bingham, G. E., & Tanguay, C. L. (2023). Exploring the pedagogical practices of seasoned elementary mathematics teachers and connections with their content knowledge and beliefs. School Science and Mathematics, 123(4-5), 168-183. https://doi.org/10.1111/ssm.12591 

Swars Auslander, S., Tanguay, C. L., Myers, K. D., Bingham, G. E., Caldwell, S., & Vo., M. (2023). Elementary Mathematics Specialists as emergent informal teacher leaders in urban schools: Engagement and navigations. Investigations in Mathematics Learning, 15, 50-66. doi: 10.1080/19477503.2022.2139096

Swars Auslander, S., Tanguay, C. L., Myers, K. D., Phillips, K. L., & Sanders, T. (2022). Preparing and supporting Elementary Mathematics Specialists through school-university-community partnerships. PDS Partners: Bridging Research to Practice, 17(2), 155-169. https://napds.org/wp-content/uploads/2023/03/10-Preparing-and-Supporting-Elementary-Mathematics-Specialists-through-School-University-Community-Partnerships.pdf

Clements, G., & Swars Auslander, S. (2022). The Singapore Modeling Method: Possibilities for improving elementary teacher mathematics preparation. Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS), 32(10), 1125-1139. doi: 10.1080/10511970.2021.1993396 

Swars Auslander, S., & Myers, K. D.  (2022). Keep inquiring: A collective examination of Elementary Mathematics Specialist preparation. In T. Bourke, D. Henderson, R. Spooner-Lane, & S. White (Eds.), Reconstructing the work of teacher educators: Speaking back to policy through agentic approaches (pp. 51-69). Cham, Switzerland: Springer International.  https://doi.org/10.1007/978-981-19-2904-5_3 

Swars Auslander, S., Tanguay, C. L., & Jones, T. R. (2021). A program’s early implementation of a high stakes teacher performance assessment: Inquiry on teacher candidates. Issues in Teacher Education, 30, 32-61. https://www.itejournal.org/wp-content/pdfs-issues/fall-2021/06auslanderetal.pdf

Jacobs, T., & Swars Auslander, S. (2021). Understanding a high stakes teacher performance assessment in mathematics through elementary prospective teachers’ lived experiences. Journal of Mathematics Teacher Education, 24, 459-480. doi: 10.1007/s10857-020-09467-z 

Swars Auslander, S., Meyers, B., Tanguay, C., Smith, S. Z., & Myers, K. D. (2021). High stakes assessment in an elementary teacher preparation program: A case study of multiple stakeholders. Teacher Development, 25, 366-388. doi: 10.1080/13664530.2021.1915371

Myers, K. D., Swars Auslander, S., Smith, S. Z., & Smith, M. E. (2021). Prospective Elementary Mathematics Specialists’ developing instructional practices: Support and mentorship during an authentic residency. Journal of Mathematics Teacher Education, 24, 309-330. doi: 10.1007/s10857-020-09460-6 

Swars Auslander, S., Smith, S. Z., Smith, M. E., & Myers, K. D. (2020). A case study of elementary teacher candidates’ preparation for a high stakes teacher performance assessment. Journal of Mathematics Teacher Education, 23, 269-291. doi: 10.1007/s10857-018-09422-z 

Myers, K. D., Swars Auslander, S., Smith, S. Z., Smith, M. E., & Fuentes, D. S. (2020). Developing the pedagogical capabilities of Elementary Mathematics Specialists during a K-5 Mathematics Endorsement program. Journal of Teacher Education, 71, 261-274. doi: 10.1177/0022487119854437 

Hughes, P., Swars Auslander, S., Stinson, D, & Fortner, C. (2019). Elementary teachers’ mathematical beliefs and mathematics anxiety: How do they shape instructional practices? School Science and Mathematics, 119, 213–222. doi: 10.1111/ssm.12329

Swars Auslander, S., Hart, L. C., Carothers, J., Jacobs, T., & Chestnutt, C. (2019). University mathematics content courses and elementary prospective teachers: A review of research from 1990-2014. Action in Teacher Education, 41, 23-42. doi: 10.1080/01626620.2018.1533902 

Swars Auslander, S., Smith, S. Z, & Smith, M. E. (2019). Preparing Elementary Mathematics Specialists: Aspirations for a university endorsement program. In N. P. Gallavan & L. G. Putney (Eds.), ATE teacher education yearbook XXVI, building upon inspirations and aspirations with hope, courage, and strength (v.2): Tomorrow’s leaders in classroom and schools (pp. 223-240). Rowman & Littlefield. 

Swars Auslander, S., Meyers, B., Shafer, N., Kavanagh, K., & Haardoerfer, R. (2018). Becoming critical friends: Developmental portraits of three professional learning communities. National Teacher Education Journal, 11(2), 23-40.

Swars, S. L., Smith, S. Z., Smith, M. E., Carothers, J., & Myers, K. D.  (2018). The preparation experiences of Elementary Mathematics Specialists: Examining influences on beliefs, content knowledge, and teaching practices. Journal of Mathematics Teacher Education, 21(2), 123-145. doi: 10.1007/s10857-016-9354-y 

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• Vice-President of Publications and Board Member, Association of Mathematics Teacher Educators, 2024-2027
• Task Force Co-chair, Elementary Mathematics Specialist Standards, Association of Mathematics Teacher Educators, 2022-2024 
• Associate Vice-President, Publications Division, Association of Mathematics Teacher Educators, 2020-2024
• Member, Professional Journals Committee, Association of Teacher Educators, 2020-2023
• Alabama Commission on Higher Education Appointed Member, Elementary Mathematics Task Force, Alabama State Department of Education, 2024-present
• Member, Postsecondary Mathematics Task Force Educator Preparation Program Subcommittee, Alabama State Department of Education, 2024-present
• Advisory Board Member, K-12 Mathematics Education, Georgia Department of Education, 2016-2022

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Dr. Susan Auslander is a Professor of Elementary Mathematics Education in the Department of Curriculum and Instruction. Her research over time has emphasized elementary teacher development during mathematics teacher education. She currently focuses on the development of Elementary Mathematics Specialists, specifically their content knowledge for teaching, teacher leader capabilities, and responsive classroom instruction in culturally and linguistically diverse school settings. She largely uses mixed methods in her research. Recent publications are in Elementary School Journal, Educational Studies in Mathematics, Journal of Teacher Education, Journal of Mathematics Teacher Education, Investigations in Mathematics Learning, and Mathematics Teacher Educator. She currently serves as the principal investigator on a 5-year National Science Foundation-funded project focused on the development and use of Elementary Mathematics Specialists in urban school contexts. ​

Dr. Auslander has largely taught mathematics methods, content, and research-focused courses for undergraduate and graduate students in elementary education. She has provided service and leadership in a number of capacities, including as coordinator of several graduate programs, STEM Coordinator of the college, and department chair. Her current work in the Association of Mathematics Teacher Educators includes the roles of Vice-President of Publications and Co-chair of the Task Force for Elementary Mathematics Specialist Standards. She also presently serves as the higher education appointed member of Alabama’s statewide Elementary Mathematics Task Force. Her service in local schools is extensive and has included providing professional development in mathematics, supporting collaborative research, and teaching university courses onsite.