Emilie Mitescu Reagan is an associate professor of education in the Claremont Graduate University School of Educational Studies. Reagan’s research focuses on social-justice oriented teacher education policy and practice, using primarily quantitative and mixed methods research. Specifically, she examines how teacher education programs and policies support preservice teacher learning and practice. Additionally, she critically analyzes assessment and accountability systems in teacher education.
As part of her research, Reagan has secured external funding to develop programs and conduct research on multiple processes and outcomes of teacher education; including a multi-million dollar grant from the U.S. Department of Education Teacher Quality Partnership to design and implement a rural teacher residency program (as co-principal investigator); and a grant from the Spencer Foundation to conduct a multi-institutional mixed methods study examining the relationship between teacher candidate performance assessments and novice teacher learning (as principal investigator). She has published articles in peer-reviewed journals including Journal of Teacher Education, Teaching and Teacher Education, Action in Teacher Education, Urban Education, and Education Policy Analysis Archives. Reagan is also a past-president of the New England Educational Research Organization (2020-2022).
Prior to joining the CGU faculty, Reagan was associate professor in the University of New Hampshire (UNH) Department of Education. While at UNH, Reagan taught courses in statistics and quantitative research methods, education policy, assessment, and teacher education. Reagan began her career in education as a fifth-grade teacher in Philadelphia, PA.
Co-authored with R. Roegman, et al. “Advancing racial equity in extended clinical practice,” Equity & Excellence in Education (2023).
Co-authored with M. Cochran-Smith. “Centering equity in teacher education evaluation: From principles to transformative enactment,” Journal of Teacher Education (2022).
Co-authored with M. Cochran-Smith. “Beyond ‘best practices’: Centering equity in teacher preparation evaluation.” Education Policy Analysis Archives (2022).
Co-authored with B. Fornauf, et al. “Analyzing barriers, innovating pedagogy: Applying Universal Design for Learning in a teacher residency.” Teacher Educator, (2020).
Co-authored with R. Roegman, et al. “Reimagining social justice-oriented teacher preparation in current sociopolitical contexts.” International Journal of Qualitative Studies in Education, (2020).
Co-authored with E. Hambacher, et al. “Place matters: Review of the literature on rural teacher education.” Teaching and Teacher Education 80, (2019): 83-93.
Co-authored with D.G. Terrell, et al. “Performance assessment for teacher candidate learning: A localized policy context.” Teacher Education Quarterly 46, no. 2 (2019): 114-41.
Co-authored with R. Roegman and A.L. Goodwin. “Inquiry in the round? Education rounds in a residency program.” Action in Teacher Education 39, no. 3 (2017): 1-16.
Co-authored with C. Chen and L. Vernikoff. “‘Teachers are works in progress’: A mixed methods study of teaching residents’ beliefs and articulations on teaching for social justice.” Teaching and Teacher Education 59, (2016): 213-27.
Co-authored with T. Schram, et al. “Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA.” Education Policy Analysis Archives 24, no. 9 (2016).
Co-authored with C. Chen, et al. “Examining teaching residents’ reflections on education rounds in an urban teacher residency program.” International Journal of Educational Research 73, (2015): 65-76.
Co-authored with K. Viesca, et al. “Developing a system of program assessment within teacher education: Lessons learned.” The Teacher Educator 48, no. 4 (2013): 257-75.
Co-authored with R. Lahann. “Teach for America and the politics of Progressive Neoliberalism.” Teacher Education Quarterly 38, no. 1 (2011): 7-27.