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.
Ph.D., Education, University of Florida
M.A., Education, Columbia University in the City of New York
B.A., Elementary Education, University of Florida
Social justice education
Teacher learning and development across the career span
EDUC 500: Exploring Teaching
EDUC 703: Classroom Management
EDUC 718: Critical Social Justice Ed
EDUC 803: Classroom Management
EDUC 818: Critical Social Justice Educ
EDUC 904: Qualitative Inquiry in Educatn
EDUC 935: Seminar & Practicum Teaching
INCO 590: Rsrch Exp/Education
Reagan, E. M., Coppens, A. D., Couse, L. J., Hambacher, E., Lord, D., McCurdy, K., & Pimentel, D. S. (2018). TOWARD A CONCEPTUAL FRAMEWORK FOR DESIGNING AND IMPLEMENTING THE TEACHER RESIDENCY FOR RURAL EDUCATION. In INNOVATION AND IMPLEMENTATION IN RURAL PLACES: SCHOOL-UNIVERSITY-COMMUNITY COLLABORATION IN EDUCATION (pp. 81-106). Retrieved from http://gateway.webofknowledge.com/
Hambacher, E. (2017). Resisting punitive school discipline: perspectives and practices of exemplary urban elementary teachers. International Journal of Qualitative Studies in Education, 102-118.
Bondy, E., & Hambacher, E. (2016). Let Care Shine Through. Educational Leadership, 74, 50-54.
DeMitchell, T., & Hambacher, E. (2016). Zero Tolerance, Threats of Harm, and the Imaginary Gun:" Good Intentions Run Amuck. Brigham Young University Education and Law Journal, 16.
Hambacher, E., Acosta, M. M., Bondy, E., & Ross, D. D. (2016). Elementary Preservice Teachers as Warm Demanders in an African American School. The Urban Review, 48, 175-197.
Hambacher, E. (2015). Culturally responsive classroom management: Going beyond behavioral learning. The New Hampshire Journal of Education, 18.
Bondy, E., Hambacher, E., Murphy, A. S., Wolkenhauer, R., & Krell, D. (2015). Developing critical social justice literacy in an online seminar. Equity & Excellence in Education, 48, 227-248.
Shannon, P., & Hambacher, E. (2014). Authenticity in Constructivist Inquiry: Assessing an Elusive Construct. The Qualitative Report, 19, 1-13.
Bondy, E., Ross, D. D., Hambacher, E., & Acosta, M. (2013). Becoming warm demanders: Perspectives and practices of first year teachers. Urban Education, 48, 420-450.
Ross, D. D., Bondy, E., Bondy, E., & Hambacher, E. (2008). Promoting academic engagement through insistence: Being a warm demander. Childhood Education, 84, 142-146.