Associate Professor of Education
Co-Chair of the Education Department, Fall 2015
Joined Connecticut College: 2013
On sabbatical Fall 2016Education
M.S.Ed., Bank Street College
Ph.D., University of California, Los Angeles
Lauren Anderson's research interests are situated at the intersections of education policy, teacher education, and K-12 school and classroom practice. In particular, she explores how teachers and school leaders make sense of and mediate federal, state and local policy in the context of their daily work. Lauren teaches courses focused on educational foundations, urban schooling, literacy pedagogy and elementary teaching.
Lauren's most recent studies focus specifically on equity-minded educators' responses to the implementation of the Common Core State Standards, as well as what teacher candidates learn from pre-service clinical experiences in urban schools and how that learning impacts their in-service (post-graduate) teaching practice. Her scholarship remains centrally concerned with how educators build, maintain, utilize, and maximize resource-rich networks to enhance learning, engender school change, and advance educational justice. Related publications have appeared in the "Review of Educational Research," "Journal of Teacher Education," "Teachers College Record," and "Language Arts."
Lauren joined Connecticut College in 2013. Prior to her appointment, she served as an Assistant Professor of Education at the University of Southern California’s Rossier School of Education and as a Post Doctoral Fellow at the School of Education and Social Policy at Northwestern University.
Lauren holds a B.A. in Political Science from Yale University, an M.S.Ed. in Early Childhood and Elementary Education from Bank Street College, and a Ph.D. in Education from the University of California, Los Angeles.
Recent Publications (Selected)
Anderson, L. & Stillman, J. (2013). "Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts." Review of Educational Research, 83(1), 3-69.
Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2012). "Teaching to change the world" (4th Ed.). Boulder, CO: Paradigm Publishers.
* Resources (open access) available at: www.teachingtochangetheworld.org
Anderson, L. & Stillman, J. (2012). "Making learning the object: Using Cultural Historical Activity Theory to analyze and organize student teaching in urban high-needs schools." Teachers College Record, 115(3).
* Video available at: https://vialogues.com/vialogues/play/9345
Anderson, L. & Stillman, J. (2011). "Student teaching for a Specialized View of Professional Practice? Opportunities to learn in and for urban, high-needs schools." Journal of Teacher Education, 62(5), 446-464.
Anderson, L. (2010). "Embedded and emboldened: Support-seeking and teacher agency in urban, high-needs schools." Harvard Educational Review, 80(4), 541-572.
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