Rachel Roegman
Biographic Data
| ID | 1606459 |
|---|---|
| NAME | Rachel Roegman |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Roegman |
| SIGNATURE | ROEGMAN R |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0002-4181-2502 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Researching Race
The purpose of this systematic review was to synthesize the literature to better understand how the field researched principal preparation in relation to race and racism. Using a critical race theory methodological lens (CRM), we analyzed 36 studies of current candidates or recent graduates with an emphasis on the research design and methods. The research chosen for inclusion was (1) empirical, (2) focused on principal preparation programs in the…
Advancing Racial Equity in Extended Clinical Practice
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 …
Determining Who Is Worthy
Background/Context: Scholars and practitioners continue to work to identify ways to change structural conditions, school-level policy, and stakeholder mindsets to support minoritized youth in advanced coursework. Open access policies, in which students do not need a previous teacher’s approval or a prerequisite grade to enroll in an advanced offering, that are coupled with teacher training and student support are one positive direction. However, …
How Conceptions of Equity Inform Principal Data Use
In this study, we examine principals’ data use within four districts are engaged in district-level professional learning around equity. Drawing on Gutierrez's framework for dimensions of equity, we consider how principals engage in data use in light of the dimensions of access, achievement, identity, and power. Findings suggest each district had its own definition of equity and engaged in work at advancing equity based on this unique definition. …
Social networks and policy coherence
In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the…
Complexity and Transformative Learning
Background: Racial inequities are a persistent reality in K–12 schools in the United States. There is a need for consensus and coordination between principals and teachers if they are to address the harm of racial inequities in education. Yet, despite this need and the interdependence of teachers and principals in schools, their preparation is profoundly distinct. Purpose: Although teacher and principal preparation practice and research are disti…
Satisfaction, Preparedness, and Implementation
In this study, we examine teacher perspectives of magnet school implementation in two recently converted elementary schools that had received federal grants to reduce minority group isolation. We draw on 2 years of data on teacher perspectives related to satisfaction, preparedness, and implementation of the magnet program. Surprisingly, we found that as involvement and a sense of preparation increased, teacher satisfaction decreased from the plan…
Central office foci and principal data use
In this comparative study, I examine principal data use in two sets of districts. One set of three districts has a district-wide focus on using data to improve instruction, and the other set, also with three districts, has a district-wide focus on analyzing disaggregated data by student demographic groups. Data sources include interviews with principals in each set (18 from data-focused districts, and 9 from disaggregation-focused districts), and…
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
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…
Cascading, Colliding, and Mediating
In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. We conclude by considering how this framework helps us to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates
Seen, unseen, and unforeseen dangers
Framed by autoethnographic methods, I use Milner’s framework for researching around race and culture to critically analyze my work as a researcher with a group of diverse educational administrators. I identify seen, unseen, and unforeseen dangers that I experienced in my research as a white doctoral student and university professor, and consider how they impact my development as an educational researcher. I conclude with implications for doctoral…
Between Extraordinary and Marginalized
The field of special education is in flux, with high shortages and attrition and increasing requirements around quality teachers and teaching contexts. In this study, we explore how preservice teachers develop identities as special education-certified teachers within this context. Data include focus groups, admissions essays, and class assignments from 3 years of a masters-level preparation program. Analysis began with open coding, and initial th…
The Promise of Payne
This article contributes to conversations of the widespread interest in Ruby Payne’s understandings of poverty and K-12 schooling in the United States. The author apply a conceptual framework of overlapping contexts to an in analysis of one superintendent’s perspectives on Payne’s work. In so doing, the author illustrates how leaders come to enact Payne’s ideas as part of their understandings of equity-focused reforms, even as these reforms negat…
The Elusiveness of Equity
The practice of instructional rounds is a recent innovation in educational administration, intended to support administrators’ understanding of instruction through the development of common language. This longitudinal study examines the rounds practice of a network of superintendents over 6 years to understand how rounds serves as a vehicle for addressing inequities in students’ educational experiences. Using Scott’s concept of normative, regulat…
Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching
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…
My American Dream
This article presents findings of a qualitative, interpretive case study of the experiences of 1.5- and 2nd-generation West African immigrants who self-identify as pursuing the American Dream, defined by them as academic attainment and career success. Employing structuration theory, the authors examine the interplay between structures and agency in participants’ educational and professional decision making. Participants’ perspectives on the Ameri…
Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement
In this article, we explore how organizational routines involving instructional rounds—collective, structured observations and reflections on classroom practice—might contribute to the development of social networks among administrators and support a common, district-wide focus on instruction. Building on work on communities of practice, we consider some of the mechanisms through which rounds might contribute to the development of the relationshi…
From microscope to mirror
This study examines the experiences of doctoral students in a qualitative research course that centers culture throughout the research process. Data sources include one-on-one interviews, written documentation of course assignments, research team meetings, and doctoral students’ conference proposals and publications examining civic learning and action and notions of citizenship of second- and 1.5-generation African immigrants in New York City. Us…
My American Dream
This article presents findings of a qualitative, interpretive case study of the experiences of 1.5- and 2nd-generation West African immigrants who self-identify as pursuing the American Dream, defined by them as academic attainment and career success. Employing structuration theory, the authors examine the interplay between structures and agency in participants’ educational and professional decision making. Participants’ perspectives on the Ameri…
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
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…
Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching
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…
Seen, unseen, and unforeseen dangers
Framed by autoethnographic methods, I use Milner’s framework for researching around race and culture to critically analyze my work as a researcher with a group of diverse educational administrators. I identify seen, unseen, and unforeseen dangers that I experienced in my research as a white doctoral student and university professor, and consider how they impact my development as an educational researcher. I conclude with implications for doctoral…
The Elusiveness of Equity
The practice of instructional rounds is a recent innovation in educational administration, intended to support administrators’ understanding of instruction through the development of common language. This longitudinal study examines the rounds practice of a network of superintendents over 6 years to understand how rounds serves as a vehicle for addressing inequities in students’ educational experiences. Using Scott’s concept of normative, regulat…
Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement
In this article, we explore how organizational routines involving instructional rounds—collective, structured observations and reflections on classroom practice—might contribute to the development of social networks among administrators and support a common, district-wide focus on instruction. Building on work on communities of practice, we consider some of the mechanisms through which rounds might contribute to the development of the relationshi…
Satisfaction, Preparedness, and Implementation
In this study, we examine teacher perspectives of magnet school implementation in two recently converted elementary schools that had received federal grants to reduce minority group isolation. We draw on 2 years of data on teacher perspectives related to satisfaction, preparedness, and implementation of the magnet program. Surprisingly, we found that as involvement and a sense of preparation increased, teacher satisfaction decreased from the plan…
Cascading, Colliding, and Mediating
In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. We conclude by considering how this framework helps us to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates
Between Extraordinary and Marginalized
The field of special education is in flux, with high shortages and attrition and increasing requirements around quality teachers and teaching contexts. In this study, we explore how preservice teachers develop identities as special education-certified teachers within this context. Data include focus groups, admissions essays, and class assignments from 3 years of a masters-level preparation program. Analysis began with open coding, and initial th…
From microscope to mirror
This study examines the experiences of doctoral students in a qualitative research course that centers culture throughout the research process. Data sources include one-on-one interviews, written documentation of course assignments, research team meetings, and doctoral students’ conference proposals and publications examining civic learning and action and notions of citizenship of second- and 1.5-generation African immigrants in New York City. Us…
From microscope to mirror
This study examines the experiences of doctoral students in a qualitative research course that centers culture throughout the research process. Data sources include one-on-one interviews, written documentation of course assignments, research team meetings, and doctoral students’ conference proposals and publications examining civic learning and action and notions of citizenship of second- and 1.5-generation African immigrants in New York City. Us…
Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching
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…
My American Dream
This article presents findings of a qualitative, interpretive case study of the experiences of 1.5- and 2nd-generation West African immigrants who self-identify as pursuing the American Dream, defined by them as academic attainment and career success. Employing structuration theory, the authors examine the interplay between structures and agency in participants’ educational and professional decision making. Participants’ perspectives on the Ameri…
Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement
In this article, we explore how organizational routines involving instructional rounds—collective, structured observations and reflections on classroom practice—might contribute to the development of social networks among administrators and support a common, district-wide focus on instruction. Building on work on communities of practice, we consider some of the mechanisms through which rounds might contribute to the development of the relationshi…
Between Extraordinary and Marginalized
The field of special education is in flux, with high shortages and attrition and increasing requirements around quality teachers and teaching contexts. In this study, we explore how preservice teachers develop identities as special education-certified teachers within this context. Data include focus groups, admissions essays, and class assignments from 3 years of a masters-level preparation program. Analysis began with open coding, and initial th…
The Promise of Payne
This article contributes to conversations of the widespread interest in Ruby Payne’s understandings of poverty and K-12 schooling in the United States. The author apply a conceptual framework of overlapping contexts to an in analysis of one superintendent’s perspectives on Payne’s work. In so doing, the author illustrates how leaders come to enact Payne’s ideas as part of their understandings of equity-focused reforms, even as these reforms negat…
The Elusiveness of Equity
The practice of instructional rounds is a recent innovation in educational administration, intended to support administrators’ understanding of instruction through the development of common language. This longitudinal study examines the rounds practice of a network of superintendents over 6 years to understand how rounds serves as a vehicle for addressing inequities in students’ educational experiences. Using Scott’s concept of normative, regulat…
Seen, unseen, and unforeseen dangers
Framed by autoethnographic methods, I use Milner’s framework for researching around race and culture to critically analyze my work as a researcher with a group of diverse educational administrators. I identify seen, unseen, and unforeseen dangers that I experienced in my research as a white doctoral student and university professor, and consider how they impact my development as an educational researcher. I conclude with implications for doctoral…
Central office foci and principal data use
In this comparative study, I examine principal data use in two sets of districts. One set of three districts has a district-wide focus on using data to improve instruction, and the other set, also with three districts, has a district-wide focus on analyzing disaggregated data by student demographic groups. Data sources include interviews with principals in each set (18 from data-focused districts, and 9 from disaggregation-focused districts), and…
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
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…
Cascading, Colliding, and Mediating
In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. We conclude by considering how this framework helps us to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates
Social networks and policy coherence
In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the…
Complexity and Transformative Learning
Background: Racial inequities are a persistent reality in K–12 schools in the United States. There is a need for consensus and coordination between principals and teachers if they are to address the harm of racial inequities in education. Yet, despite this need and the interdependence of teachers and principals in schools, their preparation is profoundly distinct. Purpose: Although teacher and principal preparation practice and research are disti…
Satisfaction, Preparedness, and Implementation
In this study, we examine teacher perspectives of magnet school implementation in two recently converted elementary schools that had received federal grants to reduce minority group isolation. We draw on 2 years of data on teacher perspectives related to satisfaction, preparedness, and implementation of the magnet program. Surprisingly, we found that as involvement and a sense of preparation increased, teacher satisfaction decreased from the plan…
How Conceptions of Equity Inform Principal Data Use
In this study, we examine principals’ data use within four districts are engaged in district-level professional learning around equity. Drawing on Gutierrez's framework for dimensions of equity, we consider how principals engage in data use in light of the dimensions of access, achievement, identity, and power. Findings suggest each district had its own definition of equity and engaged in work at advancing equity based on this unique definition. …
Determining Who Is Worthy
Background/Context: Scholars and practitioners continue to work to identify ways to change structural conditions, school-level policy, and stakeholder mindsets to support minoritized youth in advanced coursework. Open access policies, in which students do not need a previous teacher’s approval or a prerequisite grade to enroll in an advanced offering, that are coupled with teacher training and student support are one positive direction. However, …
Advancing Racial Equity in Extended Clinical Practice
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 …
Researching Race
The purpose of this systematic review was to synthesize the literature to better understand how the field researched principal preparation in relation to race and racism. Using a critical race theory methodological lens (CRM), we analyzed 36 studies of current candidates or recent graduates with an emphasis on the research design and methods. The research chosen for inclusion was (1) empirical, (2) focused on principal preparation programs in the…
Political science (15 works) · Pedagogy (14 works) · Sociology (14 works) · Psychology (13 works) · Teacher Education and Leadership Studies (10 works) · Public relations (6 works) · Social science (6 works) · Critical Race Theory in Education (5 works) · Educational Assessment and Improvement (5 works) · School Choice and Performance (5 works)