B.S. in Elementary Education, Mississippi State University, 1993
M.A.T. in Early Childhood Education, Piedmont College, 1997
Ph.D. in Elementary Education with Minors in Mathematics Education and Educational Research, University of Alabama, 2004
Elementary mathematics education
Mathematics teacher education
Teacher knowledge, beliefs, and classroom practice
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. She currently serves as the principal investigator (PI) 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 particular focus on the outcomes of mathematical knowledge for teaching, beliefs and 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, Curriculum and Instruction Ed.D. 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.
Swars Auslander, S., Smith, S. Z., Smith M. E., & Myers, K. (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
Jacobs, T., & Swars Auslander, S. (2020). “Understanding a high stakes teacher performance assessment in mathematics through elementary prospective teachers’ lived experiences.” Journal of Mathematics Teacher Education, 1-22. Advance online publication. doi: 10.1007/s10857-020-09467-z
Myers, K., Swars Auslander, S., Smith, S. Z., & Smith M. E. (2020). “Prospective Elementary Mathematics Specialists’ developing instructional practices: Support and mentorship during an authentic residency.” Journal of Mathematics Teacher Education, 1-22. Advance online publication. doi: 10.1007/s10857-020-09460-6
Myers, K., 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. (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. (2018). “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, S. L., Smith, S. Z., Smith, M. E., Carothers, J., & Myers, K. (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., 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.
Jacobs, T., Smith, M. E., Swars Auslander, S., Smith, S. Z., & Myers, K. (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 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.
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
Swars Auslander, S. (2016). “Attending to elementary teachers’ affect during university mathematics content courses.” In L. C. Hart, S. Oesterle, S. Swars Auslander, & A. Kajander (Eds.), The mathematics preparation of elementary teachers: Issues and strategies for content courses (pp. 87-102). Charlotte, NC: Information Age Publishing.
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