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.
Ph.D., Educational Research, Measurement, and Evaluation, Boston College
M.S., Elementary Education, Saint Joseph's University
B.S., International Culture and Politics, Georgetown University
Assessment and accountability in teacher education
EDUC 881: Stats/Inqury, Anal, & Dec Mkng
EDUC 885: Introduction to Assessment
EDUC 901A: Intrnshp & Sem/Teaching
Reagan, E., Terrell, D., Rogers, A., Schram, T., Tompkins, P., Ward, C., . . . McHale, G. (2019). Performance Assessment for Teacher Candidate Learning: A Localized Policy Context. Teacher Education Quarterly, 114-141.
Reagan, E. M., Hambacher, E., Schram, T., McCurdy, K., Lord, D., Higginbotham, T., & Fornauf, B. (2019). Place matters: Review of the literature on rural teacher education. Teaching and Teacher Education, 80, 83-93. doi:10.1016/j.tate.2018.12.005
Reagan, E. (2019). Book review of The Promise and Practice of Next Generation Assessment by David T. Conley. Teachers College Record. Retrieved from http://www.tcrecord.org/
Goodwin, A. L., Roegman, R., & Reagan, E. N. (2018). Lessons from a teacher residency. Educational Leadership, 75(8), 62-67.
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/
Goodwin, A. L., Roegman, R., & Reagan, E. M. (2016). Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching. Urban Education, 51(10), 1198-1225. doi:10.1177/0042085915618720
Reagan, E. M., Chen, C., & Vernikoff, L. (2016). “Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice. Teaching and Teacher Education, 59, 213-227. doi:10.1016/j.tate.2016.05.011
Goodwin, A. L., Del Prete, T., Reagan, E. M., & Roegman, R. (2015). A closer look at the practice and impact of “rounds”. International Journal of Educational Research, 73, 37-43. doi:10.1016/j.ijer.2015.06.006
Ludlow, L., Mitescu, E., Pedulla, J., Cochran‐Smith, M., Cannady, M., Enterline, S., & Chappe, S. (2010). An accountability model for initial teacher education. Journal of Education for Teaching, 36(4), 353-368. doi:10.1080/02607476.2010.513843
Ludlow, L., Pedulla, J., Enterline, S., Cochran‐Smith, M., Loftus, F., Salomon‐Fernandez, Y., & Mitescu, E. (2008). From students to teachers: using surveys to build a culture of evidence and inquiry. European Journal of Teacher Education, 31(4), 319-337. doi:10.1080/02619760802420842