B.S. in Elementary Education, Mississippi State University
M.A.T. in Early Childhood Education, Piedmont College
Ph.D. in Elementary Education with Minors in Mathematics Education and Educational Research, University of Alabama
Elementary mathematics education
Mathematics teacher education
Teacher knowledge and responsive classroom practice
Susan Swars Auslander is the interim chair of the Department of Early Childhood and Elementary Education and a professor of mathematics education (grades Pre-K-5). She serves as the principal investigator on a $2.3 million, five-year National Science Foundation Noyce Track 3 project that focuses on the development of elementary mathematics specialists in Gwinnett County Public Schools. Her research interests include the study of elementary teacher change and learning during mathematics teacher education, with a current focus on the outcomes of mathematical knowledge for teaching and responsive classroom practice. Her studies involve qualitative and quantitative methods as well as mixed methods. Recent publications are in Elementary School Journal, Educational Studies in Mathematics, Journal of Teacher Education, Journal of Mathematics Teacher Education, Mathematics Teacher Educator, International Journal of Teacher Development, Action in Teacher Education, International Journal of Social Research Methodology: Theory and Practice and Journal of Mixed Methods Research.
Swars Auslander teaches mathematics methods and content courses for undergraduate and graduate students in early childhood and elementary education, including number and operations, algebra and rational number, and geometry and measurement. She also serves as program coordinator for the M.Ed. in elementary education and kindergarten through fifth-grade mathematics endorsement programs. Her work in local schools is extensive and has included providing professional development in mathematics, supporting collaborative research and teaching university courses onsite.
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
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
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
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). Lanham, MD: Rowman & Littlefield.
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., 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
Swars Auslander, S., Smith, S. Z, & Smith, M. E. (2017). Cognitively Guided Instruction as a means of preparing elementary teacher candidates for edTPA Mathematics Assessment Task 4. In J. E. Many & R. B. Bhatnagar (Eds.), Implementing and analyzing performance assessments in teacher education (pp. 121-146). Charlotte, NC: Information Age Publishing.
Jacobs, T., Smith, M. E., Swars Auslander, S., Smith, S. Z., & Myers, K. D. (2017). Building synergy: Cognitively Guided Instruction and implementation of a simulated edTPA elementary mathematics task during an undergraduate methods course. Mathematics Teacher Educator, 6, 40-51. doi: 10.5951/mathteaceduc.6.1.0040
Swars, S. L., & Chestnutt, C. (2016). Transitioning to the Common Core State Standards for Mathematics: A mixed methods study of elementary teachers’ experiences and perspectives. School Science and Mathematics, 116(4), 212-224. doi: 10.1111/ssm.12171
Lack, B., Swars, S. L., & Meyers, B. (2014). Low- and high-achieving sixth grade students’ access to participation during mathematics discourse. The Elementary School Journal, 115(1), 97-123. doi: 10.1086/676947
Swars, S. L., Smith, S. Z., Smith, M. E., Hart, L. C., & Carothers, J. (2013). Providing space for elementary prospective teachers’ viewpoints on mathematics content courses: A two-dimensional model of learning. Action in Teacher Education, 35, 372-386. doi: 10.1080/01626620.2013.846174
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. doi: 10.1007/s10649-012-9464-0
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. doi: 10.1080/01626620.2012.712745