Barbara Bales teaches courses on the research, theory, and analysis of instruction for the curriculum and instruction Master's and Urban Education Doctoral programs. Her scholarly interests examine the relationships among teacher education policies, preparation programs, teacher learning and development and students' opportunities to learn. Exploring these relationships allows her to critically examine how the theory of action in local, state, and national policies supports and/or constrains the translation of teacher learning into program practices that ultimately influence students' opportunities to learn. This line of research provides a needed knowledge base from which to challenge policies and practices that limit and support the learning opportunities afforded children in public schools.
Dr. Bales received her M.S. and Ph.D. in curriculum and instruction from the University of Wisconsin-Madison. She was a practicing middle-level classroom teacher for many years.