Texas Tech University

Aaron Samuel Zimmerman, Ph.D.

Assistant Professor
Curriculum and Instruction

Email: aaron.zimmerman@ttu.edu

Phone: 806-834-7375

Office: EDUC 158 

Vita

Aaron S. Zimmerman is an Assistant Professor of Curriculum Studies and Teacher Education in the Department of Curriculum and Instruction within the College of Education at Texas Tech University. He earned his doctorate in Curriculum, Instruction, and Teacher Education from Michigan State University.  His research is focused on exploring meaning within the phenomena of teaching and teacher development.  Specifically, he is interested in the tensions involved in the endeavor of learning to teach and the identity development of teacher educators.

Aaron Samuel Zimmerman, Ph.D.

Education

  • Ph.D., 2016, Michigan State University – Curriculum, Instruction, and Teacher Education
  • M.A., 2010, National-Louis University – Psychology
  • M.A., 2007, National-Louis University – Mathematics Teaching
  • B.A., 2005, Harvard University – Statistics 

Areas of Expertise

  • Teachers’ Classroom Decision-Making
  • The Development of Early-Career Teachers
  • The Curriculum and Pedagogy of Teacher Education

Selected Publications

Zimmerman, A. S. (in press). Cultivating Virtue in Teaching: The Role of the Personal, the Professional, and the Situational. The Educational Forum.

Zimmerman, A. S. (in press). Core reflection as self-fulfilling prophecy: Implications for teacher education. Midwest Educational Researcher.  

Zimmerman, A. S. (2017). The role of organic intellectuals in the era of Trump. Berkeley Review of Education, Call for Conversations: Education in the Era of Trump.

Zimmerman, A. S. (2017). Examining the construct of vision in real time: Implications for teacher education. Critical Issues in Teacher Education, 24, 33-41. 

Zimmerman, A. S. (2016). Developing confidence in STEAM: Exploring the challenges that novice elementary teachers face. The STEAM Journal.2(2). DOI: 10.5642/steam.20160202.15 

Zimmerman, A. S. (2015). The simultaneity of beginning teachers' practical intentions. Midwest Educational Researcher, 2(2), 100-116.