Rate My Professor Joni Kolman

Dr. Kolman's research and teaching center on teaching and teacher quality within low-resource, high-accountability schools, situated at the intersections of education policy, inclusive classroom practice, and teacher education. Her recent studies explore how context shapes the work of experienced teachers, the mentoring of teacher candidates during clinical placements, and the preparation of teachers at Minority Serving Institutions. She has published her findings in refereed journals such as Teacher Education Quarterly, Action in Teacher Education, and Education Policy Analysis Archives, as well as in book chapters. Key publications include Silencing Equity-Minded Teacher Preparation: How Do Teacher Educators Respond? (2023), Teacher Performance Assessments as Policy: Perspectives from New York State (2022), Where Is Antisemitism in Teacher Preparation? An Exploration of the Perspectives and Practices of Equity-Oriented Teacher Educators (2022), Complexity and Transformative Learning: A Review of the Principal and Teacher Preparation Literature on Race (2021), and Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work (2019). Her scholarship has been presented at numerous national conferences. At CSUSM, Dr. Kolman contributes to faculty governance as co-chair of the School of Education Faculty Governance Committee and serves on the Budget and Academic Planning Committee and the Institutional Review Board.