Bachelor of Science in Elementary Education, Mississippi State University, 1993.
Master of Arts in Teaching in Early Childhood Education, Piedmont College, 1997.
Ph.D. in Elementary Education with Minors in Mathematics Education and Educational Research, University of Alabama, 2004
Mathematics teacher preparation and education
Mathematical knowledge for teaching
Susan Swars Auslander is an associate professor of Mathematics Education in the Department of Early Childhood and Elementary Education (Grades PreK-5) at Georgia State University. Her work includes serving as STEM Coordinator for the College of Education & Human Development, providing support for STEM projects and faculty members in departments across the college. She teaches mathematics methods and content courses for undergraduate and graduate students in Early Childhood and Elementary Education, including Number and Operations for the Elementary Classroom, Algebra for the Elementary Classroom, and Geometry and Measurement for the Elementary Classroom. She also serves as program coordinator for the K-5 Mathematics Endorsement program.
Her work in local schools is extensive, including serving as the University Liaison to a Professional Development School (PDS). In this role, she provides professional development in mathematics, supports collaborative research, and teaches university courses onsite at the PDS. Her research interests include the study of teacher change and learning during mathematics teacher preparation and education, with a particular focus on the outcomes of mathematical knowledge for teaching and mathematical beliefs.
Recent publications are in: Elementary School Journal, Educational Studies in Mathematics, Journal of Teacher Education, Journal of Mathematics Teacher Education, International Journal of Teacher Development, Action in Teacher Education, International Journal of Social Research Methodology: Theory and Practice, and the Journal of Mixed Methods Research.
Lack, B.,* Swars, S. L., & Meyers, B. (in press). Low- and high-achieving sixth grade students’ access to participation during mathematics discourse. Elementary School Journal.
Hart, L. C., Oesterle, S., & Swars, S. L. (2013). The juxtaposition of instructor and student perspectives on elementary mathematics for teachers courses. Educational Studies in Mathematics, 83, 429-451.
Smith, M. E., Swars, S. L., Smith, S. Z., Hart, L. C., & Haardoerfer, R. (2012). Effects of an additional mathematics content courses on elementary teachers’ mathematical beliefs and knowledge for teaching. Action in Teacher Education, 4, 336-348.
Swars, S. L., Smith, S. Z., Smith, M. E., & Hart, L. C. (2009). A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs. Journal of Mathematics Teacher Education, 12, 47-66.
Swars, S. L., Meyers, B., Mays, L. C., & Lack, B (2009). A two-dimensional model of teacher retention and mobility: Classroom teachers and their university partners take a closer look at a vexing problem. Journal of Teacher Education, 60(2), 168-183.