Scholarship in Equity, Diversity and Inclusion
2016 to present
Roegman, R., Reagan, E.M., Goodwin, A.L., Chen Lee, C. & Vernikoff, L. (2020). Reimagining social justice-oriented teacher preparation in current sociopolitical contexts, International Journal of Qualitative Studies in Education https://doi.org/10.1080/09518398.2020.1735557
Hambacher, E. & Silva, B., Panelist. “Conversations About Race with Young Children,” New Hampshire National Public Radio, The Exchange, June 22, 2020. https://www.nhpr.org/post/conversations-about-race-young-children
Sharkey, J. (2020). The word jail and sneaky E: racist ideologies in monolingual literacy instruction. NH Educators of English Learners, NH Dept of Education, August 6, 2020.
Hambacher, E. & Ginn, K. (2020). Race-visible teacher education: A review of the literature from 2002-2018. Journal of Teacher Education. https://doi.org/10.1177/0022487120948045.
Lee, J. C. (2019, October). “The Drop-out Dilemma: Evaluating Factors Related to Persistence of Low-Income Students in STEM Majors.” Paper accepted at the Annual Meeting of the Northeastern Educational Research Association. Trumbull, CT.
Coppens, A. D. (2019). Cultural Research and Teacher Education. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 1–7). Springer Singapore. https://doi.org/10.1007/978-981-13-1179-6_368-1
Hambacher, E. (2017). Resisting punitive discipline: Perspectives and practices of exemplary urban elementary teachers. International Journal of Qualitative Studies in Education, 31(2), 102-118.
Rogoff, B., Coppens, A. D., Alcalá, L., Aceves-Azuara, I., Ruvalcaba, O., López, A., & Dayton, A. (2017). Noticing learners’ strengths through cultural research. Perspectives on Psychological Science, 12(5), 876888. https://doi.org/10.1177/1745691617718355
Hambacher, E. & Bondy, E. (2016). Creating communities of culturally relevant critical teacher care. Action in Teacher Education, 38(4), 327-343.
Bondy, E. & Hambacher, E. (2016). Let care shine through. Educational Leadership, 74(1), 50-54.
Hambacher, E., Acosta, M., Bondy, E., & Ross, D. D. (2016). Elementary preservice teachers as warm demanders in an African American school. The Urban Review, 42(2), 175-197.
Current Funded Research Projects
EC-SEAT Project - Leslie Couse and Eun Kyeong Cho (US Department of Education Office of Special Education funded)
Project Blog: http://ecseat.blogspot.com
Federal funding for this project has concluded.The opportunity to study Early Childhood Special Education and Assistive Technology is still available.
- Link to: Early Childhood Education: Special Needs-Master of Education webpage.
- Link to: Assistive Technology Grad Certificate webpage
UNH Teacher Residency for Rural Education (UNH-TRRE) - Leslie Couse, Emilie Reagan and Tom Schram. This is a 15-month graduate level program designed to prepare elementary and secondary STEM teachers to teach in rural New Hampshire communities. Read full UNH Today article...
Brief #19-02: Removing Ineffective Educators
Brief #19-01: Does Dosage Matter
Brief #18-02: Mapping out the terrain_Evans and DeMitchell
Brief #18-01: Competency-Based Education
Brief #17-01: Confederate Symbols In Our Schools
Brief #16-01: Policy Short Takes October 2016
Brief #15-02: School Uniforms in New Hampshire Public Schools
Brief #15-01: Student Internet Speech
Brief #14-01: The School Uniform and Compelled Speech
Brief #13-01: Social Media and Teaching Interns
Brief #12-02: Constitutional Amendment
Brief #12-01: HB 542
Brief #11-04: Teacher Privacy and the Internet
Brief #11-03: Deliberate Indifference to the Sexual Abuse of Students
Brief #11-02: Student Free Speech
Brief #11-01: Student Outcomes
Brief #10-01: Canine Drug Searches of Student Possessions: Law and Policy
Brief #08-01: The Effects of Heterogenous Grouping of Middle School Math Students
Brief #06-01: Third Grade State Testing