Emilie Mitescu Reagan

Biographic Data

ID1604054
NAMEEmilie Mitescu Reagan
GIVEN NAMESEmilie Mitescu
FAMILY NAMEReagan
SIGNATUREREAGAN E M
AFFILIATIONSClaremont Graduate University
ORCID0009-0004-1160-9863
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS44
WORKS AS AUTHOR11
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2016
LATEST PUBLICATION YEAR2026
H-INDEX5

  • Let’s Stop Asking Whether Teachers Are Professionals

    Open AccessEmilie Mitescu Reagan, A Lin GoodwinARTICLEJournal of Teacher Education2026

  • Moving Toward Sustainability

    Open AccessEmilie Mitescu Reagan, Eliud Partida et al.ARTICLEThe Educational Forum2026

    This conceptual article advances understanding of teacher residency partnerships between educator preparation programs and local education agencies. Drawing on established educational partnership frameworks and emerging research on residency partnerships, we propose a structural–relational model highlighting purposeful planning, shared values and goals, leadership, trust, communication, and commitment. Using two residency partnerships as illustra…

  • Advancing Racial Equity in Extended Clinical Practice

    Rachel Roegman, A Lin Goodwin et al.ARTICLEEquity & Excellence in Education2024

    In this conceptual essay, we analyze a recent trend in teacher preparation: extended clinical practice. We unearth how this practice continues to perpetuate the racial status quo instead of achieving educational change. We draw on institutionalized racism to examine how and why clinical practice in P-12 schools, often viewed as the most important or impactful component of teacher preparation, preserves and supports racist schooling practices and …

  • Interrogating Side Effects in Critical and Quantitative Research in Education

    Open AccessLaura Vernikoff, Emilie Mitescu ReaganARTICLEReview of Research in Education2024

    Quantitative education research is often perceived to be “objective” or “neutral.” However, quantitative research has been and continues to be used to perpetuate inequities; these inequities arise as both intended effects and unintended side effects of traditional quantitative research. In this review of the literature, we synthesize how quantitative researchers have attempted to use critical paradigms to address questions of equity in education …

  • Beyond “best practices”

    Open AccessMarilyn Cochran‐smith, Emilie Mitescu Reagan et al.ARTICLEEducation Policy Analysis Archives2022

    Over the last decade, there have been multiple recommendations for evaluating, assessing, or holding teacher preparation accountable. This article analyzes recent policy proposals regarding “best practices for evaluating teacher preparation programs” by critiquing 19 major reports explicitly focused on evaluation. The analysis revealed that the reports’ primary goal was identifying preferred evaluation metrics using rigorous criteria for accuracy…

  • Centering Equity in Teacher Education Evaluation

    Open AccessMarilyn Cochran‐smith, Marilyn Cochran-Smith et al.ARTICLEJournal of Teacher Education2022Cited by: 5References: 39

    Since the early 2000s, accountability and evaluation have been regarded by policymakers as key mechanisms for "fixing" teacher education and by many teacher education leaders as vehicles for elevating the status of the profession and uniting a fragmented field. Although educational inequity has been an enduring and endemic problem during the same time period, most major policy proposals regarding teacher education evaluation and accountability ha…

  • Teacher preparation for social justice

    Open AccessEmilie Mitescu Reagan, Elyse HambacherARTICLETeaching and Teacher Education2021Cited by: 6References: 14

  • Reimagining social justice-oriented teacher preparation in current sociopolitical contexts

    Rachel Roegman, Emilie Mitescu Reagan et al.ARTICLEInternational Journal of…2020Cited by: 5References: 15

    In this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented p…

  • Place matters

    Open AccessEmilie Mitescu Reagan, Elyse Hambacher et al.ARTICLETeaching and Teacher Education2019Cited by: 13References: 3

  • Teachers are works in progress”

    Open AccessEmilie Mitescu Reagan, Crystal Chen et al.ARTICLETeaching and Teacher Education2016Cited by: 10References: 14

  • Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching

    Open AccessA Lin Goodwin, Rachel Roegman et al.ARTICLEUrban Education2016Cited by: 5References: 10

    This article presents a study of mentor teachers who work with residents in an urban teacher residency program in New York City. Forty-six mentor teachers (i.e., cooperating teachers) were asked to describe moments of effective mentoring, as well as their own strengths, weaknesses, and goals as mentors. Implicit in mentor teachers’ descriptions of effective mentoring were their perspectives on effective teaching. These perspectives offer much ins…