Scholarly agenda and expertise encompass teacher education program development and policies, rural teacher residency programs, school-university partnerships, and field-based qualitative research design and methods
Ph.D., Curriculum and Instruction, University of Oregon
M.Ed., Curriculum and Instruction, University of Oregon
B.A., Education, Dartmouth College
B.A., Elementary Education, University of Wyoming
Field-based qualitative research design and methods
Rural teacher residency programs
Scholarly agenda and expertise encompass teacher education program development and policies
EDUC 900: 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.
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).
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 http://gateway.webofknowledge.com/