Global Educators Cohort Program - Teacher Education

Click here for Site Map
Jump to Main Content


Timothy Ford


I am a fourth-year in the Curriculum, Teaching, and Ed Policy program. My research interests lie in field of sociology of education, with a primary orientation towards understanding how schools and families contribute to social inequality and/or social stratification. Within schools, I am particularly interested in understanding the effects of various aspects of the social organization of schooling (in particular social trust), and in making them work for school improvement as well as social justice for disadvantaged groups such as the children of migratory workers. At MSU, I am currently an instructor for TE 250, Human Diversity, Power, and Opportunity in Social Institutions, and a graduate research associate for the John A. Hannah chair, Dr. Barbara Schneider. I am also a member of the Educational Policy Analysis Archives New Scholar editorial board, a graduate student editor of the Sociology of Education journal, and the editorial manager for the AERA Handbook of Educational Policy Research—a handbook containing over 70 chapters and commentaries from leading scholars in educational policy to be published in early 2009.

Before coming to MSU, I worked with migrant children and their families for over 5 years in various capacities. I was a volunteer English instructor at a community-based ESL program for migrant families, and served as a graduate assistant for the College Assistance Migrant Program (CAMP) at the University of Kansas. My last position was as an Instructional Specialist/Migrant Recruiter in the Kansas City MO metro area. I provided ESL and migrant professional development and support services for 22 districts.
I have a Master's degree in Teaching English as a Second Language from the University of Kansas and a bachelor’s degree in linguistics from Truman State University in Missouri.

Publications:
Maier, K. S., Ford, T. G., & Schneider, B. (2008). Are middle-class families advantaging their children? In L. Weis (Ed.), The way class works: Readings on school, family, and the economy. New York: Routledge.
Schneider, B., Ford, T. G., & Perez-Felkner, L. (in press). Social networks and the education of children and youth. In The 3rd International Encyclopedia of Education. London: Elsevier.
Sykes, G., O’Day, J., & Ford, T. G. (forthcoming). The district role in instructional improvement. In, D. Plank, G. Sykes, & B. Schneider (Eds.), AERA Handbook on Educational Policy Research. Mahwah, NJ: Lawrence Erlbaum.
Ford, T. G., & Youngs, P. (under review). How policy context shapes trust in schools: Understanding how Success for All promotes trust in a high-performing urban Midwestern district. Educational Policy.
Selected Presentations:
Maier, K. S., Ford, T. G., & Schneider, B. (2008, August). Adolescent parent involvement and school advantage: Gendered understandings of how competitive home and school experiences mediate adolescents’ academic achievement and well-being. Paper presented at the Annual Meeting of the American Sociological Association.
Ford, T. G. (2008, March). Building social trust between ELL migrant students and ESL program staff: An examination of two school districts’ staff development opportunities. Poster presented at the Annual Meeting of the American Educational Research Association, New York, NY.
Maier, K. S., Ford, T. G., Schneider, B. (2008, March) Social class and child-rearing practices: Are middle-class families advantaging their children? Poster presented at the Biennial Meeting of the Society for Research on Adolescence, Chicago, IL.


Email Tim: fordtim1@msu.edu
Phone: (517) 432-0410