Thomas H. Schram

Phone: (603) 862-2383
Office: Education, Morrill Hall Rm 202AA, Durham, NH 03824
Thomas Schram


  • Ph.D., Curriculum and Instruction, University of Oregon
  • M.Ed., Curriculum and Instruction, University of Oregon
  • B.A., Elementary Education, University of Wyoming
  • B.A., Education, Dartmouth College

Research Interests

  • Field-based qualitative research design and methods
  • Rural teacher residency programs
  • Scholarly agenda and expertise encompass teacher education program development and policies
  • School-university partnerships

Courses Taught

  • EDUC 500: Exploring Teaching
  • EDUC 780: Belize/NH Teacher Program
  • EDUC 803: Teaching Elem Social Studies
  • EDUC 806: Intro to Reading Instruction
  • EDUC 880: Belize/NH Teacher Program
  • EDUC 900: Intrnshp & Sem/Teaching
  • EDUC 901: Intrnshp & Sem/Teaching
  • EDUC 935: Seminar & Practicum Teaching

Selected Publications

Terrell, D. G., McCurdy, K., Birch, M. L., Schram, T. H., & Tompkins, P. (2018). FORCING ME TO REFLECT Preservice and Novice Teachers' Reflective Thinking in Varied School Contexts. In IMPLEMENTING AND ANALYZING PERFORMANCE ASSESSMENTS IN TEACHER EDUCATION (pp. 167-189). Retrieved from

McCurdy, K., Reagan, E., Rogers, A., & Schram, T. (2018). Integrating Performance Assessments across a PK-20 Continuum: A Locally Developed Collaboration.. education policy analysis archives, 26(14).

Reagan, E., Terrell, D., Rogers, A., Schram, T., Tompkins, P., Ward, C., . . . McHale, G. (n.d.). Performance Assessment for Teacher Candidate Learning: A Localized Policy Context. Teacher Education Quarterly.