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.(2019). Recognizing Kierkegaard's existential despair within the lives of early-career teachers. Curriculum and Teaching Dialogue, 21(1-2), 7-20. 

Zimmerman, A. S.(2018). Helping early-career teachers to see the aesthetic dimension of mathematics within standards-based curricula. Curriculum and Teaching Dialogue, 20(1-2), 105-124. 

Zimmerman, A. S.(2018). Democratic teacher education: Preserving public education as a public good in an era of neoliberalism. The Educational Forum, 82(3), 351-368. 

Zimmerman, A. S.(2018). Cultivating virtue in teaching: The role of the personal, the professional, and the situational. The Educational Forum, 82(1), 97-110. 

Zimmerman, A. S.(2018). Illuminating teacher educators' self understanding through the study of relationships in the teacher education classroom. In E. Lyle (Ed.), Fostering a relational pedagogy: Self- study as transformative praxis (pp. 180-190). Leiden, The Netherlands: Brill. 

Zimmerman, A. S.(2017). Knots in thinking and the problem of enactment: Exploring the classroom thinking of three novice teachers. Midwestern Educational Researcher, 29(4), 355-376.