Cannata,
Marisa
Marisa’s
research interests focus on policies surrounding teacher quality.
In particular, she is interested in how teachers make decisions
about where to teach, and the implications of these decisions
for the distribution of high quality teachers. Her dissertation
pushes on the theoretical foundations through which we view
teachers’ career decisions, introducing a new conceptual
framework to understand teachers’ preferences for schools.
Marisa
received a 2006-07 Spencer Dissertation Fellowship. Her graduate
study has also been supported by a Michigan State University
Distinguished Fellowship and a Spencer Research Training Grant.
She has also worked with research projects on the National Board
for Professional Teaching Standards, the undergraduate mathematics
preparation of elementary teachers, and professional community
in charter schools. She also taught an undergraduate education
policy class and serves on the graduate student editorial board
of the Education Policy Analysis Archives.
After
graduating from Stanford University with a BA in Human Biology
and a concentration in Educational Policy, Marisa worked for
a non-profit education research organization in Washington,
DC, where she wrote a book chapter on the qualifications of
charter-school teachers. Marisa also enjoys creative pursuits
such as crocheting, quilting, and scrapbooking.
Publications/Presentations
Cannata,
M. (2006). Teacher Collaboration in Charter Schools. Paper presented
at the annual meeting of American Educational Research Association,
San Francisco, CA.
McCrory,
R. Cannata, M., Anagnostopoulos, D., Sykes, G., Chard, L., &
Frank, K. (2006). A Profile of National Board Certified Teachers
in Two States. Paper presented at the annual meeting of American
Educational Research Association, San Francisco, CA.
Burian-Fitzgerald,
M. & Anagnostopoulos, D. (2005). Where to Teach? Career
Decisions of First-Year Teachers. Paper presented at the annual
meeting of American Educational Research Association, Montreal,
Quebec, Canada.
Burian-Fitzgerald,
M. (2005). Average Teacher Salaries and Returns to Experience
in Charter Schools. Paper presented at the annual meeting of
American Education Finance Association, Louisville, KY.
Sykes,
G., with Burian-Fitzgerald, M. (2004). “Cultivating Quality
in Teaching: A Brief for Professional Standards.” In Hess,
F., Rotherham, A., Walsh, K. (Eds.) A Qualified Teacher in Every
Classroom: Appraising Old Answers and New Ideas. Cambridge,
MA: Harvard University Press.
Burian-Fitzgerald,
M., Luekens, M. T., Strizek, G. A. (2004). “Less Red Tape
or More Green Teachers: Charter School Autonomy and Teacher
Qualifications.” In Bulkley, K. and Wohlstetter, P. (Eds.)
Taking Account of Charter Schools: What’s Happened and
What’s Next, pp. 11-31. New York: Teachers College Press.
Burian-Fitzgerald,
M. & Harris, D. (2004). Giving 110%: A Portrait of a Michigan
Teacher’s Work Week. The Education Policy Center at MSU.
Policy Report Number 22.
Website:
www.msu.edu/~burianfi
