Positions

Research Areas research areas

Overview

  • Emilie Reagan specializes in assessment of and accountability in teacher education using quantitative and mixed methods research.  Prior to her arrival at UNH, Emilie worked as the lead research associate and partnership schools coordinator for the Teaching Residents at Teachers College program at Teachers College, Columbia University.  Emilie also served as doctoral fellow on the Boston College Teachers for a New Era initiative and as a research team member on the Boston College Ford Foundation Retention Study.  Emilie began her career in education as a fifth grade teacher in Philadelphia, PA.
  • Publications

    Academic Article

    Year Title
    2019 Performance Assessment for Teacher Candidate Learning: A Localized Policy ContextTeacher Education Quarterly.  114-141. 2019
    2019 Place matters: Review of the literature on rural teacher educationTeaching and Teacher Education.  80:83-93. 2019
    2019 Book review of The Promise and Practice of Next Generation Assessment by David T. ConleyTeachers College Record2019
    2018 Lessons from a teacher residencyEducational Leadership.  75:62-67. 2018
    2018 Integrating Performance Assessments across a PK-20 Continuum: A Locally Developed Collaboration.Education Policy Analysis Archives.  26. 2018
    2017 Inquiry in the Round? Education Rounds in an Teacher Residency ProgramAction in Teacher Education.  39:239-254. 2017
    2016 Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective TeachingUrban Education.  51:1198-1225. 2016
    2016 “Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justiceTeaching and Teacher Education.  59:213-227. 2016
    2016 Support and assist: approaches to mentoring in a yearlong teacher residencyInternational Journal of Mentoring and Coaching in Education.  5:37-53. 2016
    2016 Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPAEducation Policy Analysis Archives.  24:9. 2016
    2015 A closer look at the practice and impact of “rounds”International Journal of Educational Research Evaluation in Education Evaluation in Education. International Progess.  73:37-43. 2015
    2015 Round and round: Examining teaching residents’ participation in and reflections on education roundsInternational Journal of Educational Research Evaluation in Education Evaluation in Education. International Progess.  73:65-76. 2015
    2013 Developing a System of Program Assessment Within Teacher Education: Lessons LearnedTeacher Educator Supervisors Quarterly.  48:257-275. 2013
    2011 Design and implementation issues in longitudinal researchEducation Policy Analysis Archives.  19. 2011
    2011 Measuring practices of teaching for social justice in elementary mathematics classroomsEducational Research Quarterly.  34:15-15. 2011
    2011 Teach for America and the Politics of Progressive NeoliberalismTeacher Education Quarterly.  38:7-27. 2011
    2010 An accountability model for initial teacher educationJournal of Education for Teaching.  36:353-368. 2010
    2010 Exploring the link between reformed teaching practices and pupil learning in elementary school mathematicsSchool Science and Mathematics.  110:309-326. 2010
    2009 Just Measures: Social Justice as a Teacher Education Outcome.Teacher Education and Practice.  22:237-263. 2009
    2008 From students to teachers: using surveys to build a culture of evidence and inquiryEuropean Journal of Teacher Education.  31:319-337. 2008
    2008 Learning to teach for social justice: Measuring change in the beliefs of teacher candidatesThe New Educator.  4:267-290. 2008

    Chapter

    Year Title
    2018 Beyond Urban or Rural.  256-279. 2018
    2018 TOWARD A CONCEPTUAL FRAMEWORK FOR DESIGNING AND IMPLEMENTING THE TEACHER RESIDENCY FOR RURAL EDUCATION.  81-106. 2018

    Conference Proceeding

    Year Title
    2007 From students to teachers: Teacher candidates’/graduates perceptions and experiencesAmerican Educational Research Association Annual Meeting. Chicago, IL. 2007

    Teaching Activities

  • Introduction to Assessment Taught course 2019
  • Introduction to Assessment Taught course 2019
  • Stats/Inqury, Anal, & Dec Mkng Taught course 2018
  • Introduction to Assessment Taught course 2018
  • Introduction to Assessment Taught course 2018
  • Stats/Inqury, Anal, & Dec Mkng Taught course 2017
  • Introduction to Assessment Taught course 2016
  • Stats/Inqury, Anal, & Dec Mkng Taught course 2016
  • Intrnshp & Sem/Teaching Taught course 2016
  • Educational Structure & Change Taught course 2015
  • Intrnshp & Sem/Teaching Taught course 2015
  • Intrnshp & Sem/Teaching Taught course 2015
  • Educational Structure & Change Taught course 2014
  • Intrnshp & Sem/Teaching Taught course 2014
  • Educational Assessment Taught course 2014
  • Intrnshp & Sem/Teaching Taught course 2014
  • Education And Training

  • B.S. International Culture and Politics, Georgetown University
  • M.S. Elementary Education, Saint Joseph's University
  • Ph.D. Educational Research, Measurement, and Evaluation, Boston College
  • Full Name

  • Emilie Reagan