Positions

Research Areas research areas

Overview

  • Elyse Hambacher is an Assistant Professor of Education and a core faculty member in the Women’s Studies Program at the University of New Hampshire. She earned her Ph.D. in Curriculum and Instruction from the University of Florida and an M.A. in Curriculum and Teaching from Teachers College, Columbia University. Dr. Hambacher’s research focuses on using critical justice-oriented perspectives to strengthen equity in elementary education and in the preparation of preservice and inservice educators. Interested in the sociocultural and political contexts of learning, her research strands include the development of teachers’ critical social justice literacy; how teachers resist punitive school disciplinary practices; and teacher care for minoritized students. She has authored publications in the journals Teaching and Teacher Education, Urban Education, Equity and Excellence in Education, Educational Leadership, and The International Journal of Qualitative Studies in Education. In 2019, Dr. Hambacher was a recipient of Diverse: Issues in Higher Education’s Emerging Scholar Award, a national recognition to scholars in the academy striving to make society more just. Prior to working in higher education, she was a kindergarten and fourth grade teacher in Miami, FL and also taught English in the Japanese Exchange and Teaching Programme in Kumamoto, Japan.
  • Publications

    Academic Article

    Year Title
    2019 Place matters: Review of the literature on rural teacher educationTeaching and Teacher Education.  80:83-93. 2019
    2018 From Serial Monologue to Deep Dialogue: Designing Online Discussions to Facilitate Student Learning in Teacher Education CoursesAction in Teacher Education.  40:239-252. 2018
    2018 Letting Students Lead: Preservice Teachers' Experiences of Learning in Online DiscussionsJournal of Computing in Teacher Education.  34:151-165. 2018
    2017 Resisting punitive school discipline: perspectives and practices of exemplary urban elementary teachersInternational Journal of Qualitative Studies in Education.  102-118. 2017
    2016 Elementary Preservice Teachers as Warm Demanders in an African American SchoolThe Urban Review.  48:175-197. 2016
    2016 Let Care Shine ThroughEducational Leadership.  74:50-54. 2016
    2016 Zero Tolerance, Threats of Harm, and the Imaginary Gun:" Good Intentions Run AmuckBrigham Young University Education and Law Journal.  16. 2016
    2015 Culturally responsive classroom management: Going beyond behavioral learningThe New Hampshire Journal of Education.  18. 2015
    2015 Developing critical social justice literacy in an online seminarEquity and Excellence in Education.  48:227-248. 2015
    2014 Authenticity in Constructivist Inquiry: Assessing an Elusive ConstructThe Qualitative Report.  19:1-13. 2014
    2013 Becoming warm demanders: Perspectives and practices of first year teachersUrban Education.  48:420-450. 2013
    2008 Promoting academic engagement through insistence: Being a warm demanderChildhood Education.  84:142-146. 2008
    Breaking the mold: Thinking beyond deficitsJournal of Educational Controversy.  9.
    Creating communities of culturally relevant critical teacher careAction in Teacher Education.  38:327-343.

    Chapter

    Year Title
    2018 TOWARD A CONCEPTUAL FRAMEWORK FOR DESIGNING AND IMPLEMENTING THE TEACHER RESIDENCY FOR RURAL EDUCATION.  81-106. 2018

    Teaching Activities

  • Critical Social Justice Ed Taught course 2019
  • Critical Social Justice Educ Taught course 2019
  • Rsrch Exp/Education Taught course 2019
  • Classroom Management Taught course 2019
  • Classroom Management Taught course 2019
  • Exploring Teaching Taught course 2018
  • Exploring Teaching Taught course 2018
  • Seminar & Practicum Teaching Taught course 2018
  • Critical Social Justice Ed Taught course 2018
  • Critical Social Justice Educ Taught course 2018
  • Classroom Management Taught course 2018
  • Classroom Management Taught course 2018
  • Exploring Teaching Taught course 2017
  • Classroom Management Taught course 2017
  • Classroom Management Taught course 2017
  • Classroom Management Taught course 2017
  • Critical Social Justice Ed Taught course 2017
  • Critical Social Justice Educ Taught course 2017
  • Exploring Teaching Taught course 2017
  • Exploring Teaching Taught course 2016
  • Classroom Management Taught course 2016
  • Classroom Management Taught course 2016
  • Exploring Teaching Taught course 2016
  • Classroom Management Taught course 2016
  • Classroom Management Taught course 2016
  • Exploring Teaching Taught course 2015
  • Qualitative Inquiry in Educatn Taught course 2015
  • Exploring Teaching Taught course 2015
  • Classroom Management Taught course 2014 - 2015
  • Classroom Management Taught course 2014 - 2015
  • Exploring Teaching Taught course 2014
  • Education, Poverty, Developmnt Taught course 2014
  • Exploring Teaching Taught course 2014
  • Exploring Teaching Taught course 2014
  • Education And Training

  • B.A. Elementary Education, University of Florida
  • M.A. Education, Columbia University in the City of New York
  • Ph.D. Education, University of Florida
  • Full Name

  • Elyse Hambacher