Erin Nerlino
Biographic Data
| ID | 4467997 |
|---|---|
| NAME | Erin Nerlino |
| GIVEN NAMES | Erin |
| FAMILY NAME | Nerlino |
| SIGNATURE | NERLINO E |
| AFFILIATIONS | Boston University |
| ORCID | 0000-0003-3923-0586 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Perceptions of teachers and teaching in the United States: A document analysis of one State’s policy memos during Covid-19
Purpose This study aims to examine policy artifacts produced by state governance in the wake of COVID-19 and the way they communicate certain perceptions of teachers and the work of teaching. Design/methodology/approach This study uses a document analysis methodology to systemically evaluate policy memos from one state’s educational agency. Findings This study's findings include that conceptualizations of teachers as technicians persist within th…
“A Sense of Perspective”: Investigating the Effects of a Sabbatical on a Teacher’s Practice, Professional Perceptions, and Career Plans
Attention on career cycle literature focuses on the intense difficulties that beginning teachers encounter; however, second-stage teachers remain at risk for attrition and disengagement. Using my own experience taking a sabbatical, this study investigates sabbaticals for K–12 teachers as a potential antidote to plateauing. Currently in my second year back from the sabbatical, I use a combination of documents and reflexive dyadic interviews as dat…
‘Annoying but helpful…’: Action research examining secondary students’ active reading of assigned texts
Despite the value of reading, research documents declining reading rates among American adolescents – a decline that exacerbates student dropout rates and academic performance. As a high school English teacher in a public, regional, suburban school, increasing the number of students who deeply read the assigned texts for class has been a career-long focus. Therefore, one of my goals for the 2021–2022 school year was to promote better reading prac…
An Autoethnographic Examination of Challenges and Experiences from the First Decade of a Teacher's Career
Despite research examining why teachers leave at such high rates, the intractable problem of attrition persists. Recently, teacher preparation programs have reported lower enrollment trends, and K-12 schools have reported higher attrition rates. Considering that one critical component of the problem is retention, more work is necessary to explore the nuances of the career trajectory to better retain teachers. Drawing upon my 10 years of teaching,…
“From Heroes to Scapegoats”: Teacher Perceptions of the Media and Public’s Portrayal of Teachers during Covid-19
This study examines teacher perceptions of the media and public’s portrayal of teachers and teaching during COVID-19 from the initial school closures in March 2020 through the reopening process of the 2020–2021 school year. Drawing upon data from 122 full-time, public-school teachers in Massachusetts, findings include teacher perceptions of such portrayals as mischaracterizations, not inclusive of authentic teacher voices, and lacking in complexi…
Navigating “the chaos”: Teacher considerations while adapting curriculum and instruction during the Covid-19 pandemic
Purpose The pandemic has presented many new challenges tasking teachers with meeting the various social-emotional, academic and logistical needs of students in the midst of an ever-changing landscape. The onset of COVID-19 has drastically impacted schools and inevitably raised questions about nearly all aspects of teaching including but not limited to: how to deliver instruction, grade students, engage students, deliver materials to students, cre…
Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of Els
English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the responsibility of states to develop respective plans of action. This decentralization means that states play …
No prominent works on this page.
Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of Els
English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the responsibility of states to develop respective plans of action. This decentralization means that states play …
Navigating “the chaos”: Teacher considerations while adapting curriculum and instruction during the Covid-19 pandemic
Purpose The pandemic has presented many new challenges tasking teachers with meeting the various social-emotional, academic and logistical needs of students in the midst of an ever-changing landscape. The onset of COVID-19 has drastically impacted schools and inevitably raised questions about nearly all aspects of teaching including but not limited to: how to deliver instruction, grade students, engage students, deliver materials to students, cre…
“From Heroes to Scapegoats”: Teacher Perceptions of the Media and Public’s Portrayal of Teachers during Covid-19
This study examines teacher perceptions of the media and public’s portrayal of teachers and teaching during COVID-19 from the initial school closures in March 2020 through the reopening process of the 2020–2021 school year. Drawing upon data from 122 full-time, public-school teachers in Massachusetts, findings include teacher perceptions of such portrayals as mischaracterizations, not inclusive of authentic teacher voices, and lacking in complexi…
‘Annoying but helpful…’: Action research examining secondary students’ active reading of assigned texts
Despite the value of reading, research documents declining reading rates among American adolescents – a decline that exacerbates student dropout rates and academic performance. As a high school English teacher in a public, regional, suburban school, increasing the number of students who deeply read the assigned texts for class has been a career-long focus. Therefore, one of my goals for the 2021–2022 school year was to promote better reading prac…
An Autoethnographic Examination of Challenges and Experiences from the First Decade of a Teacher's Career
Despite research examining why teachers leave at such high rates, the intractable problem of attrition persists. Recently, teacher preparation programs have reported lower enrollment trends, and K-12 schools have reported higher attrition rates. Considering that one critical component of the problem is retention, more work is necessary to explore the nuances of the career trajectory to better retain teachers. Drawing upon my 10 years of teaching,…
“A Sense of Perspective”: Investigating the Effects of a Sabbatical on a Teacher’s Practice, Professional Perceptions, and Career Plans
Attention on career cycle literature focuses on the intense difficulties that beginning teachers encounter; however, second-stage teachers remain at risk for attrition and disengagement. Using my own experience taking a sabbatical, this study investigates sabbaticals for K–12 teachers as a potential antidote to plateauing. Currently in my second year back from the sabbatical, I use a combination of documents and reflexive dyadic interviews as dat…
Perceptions of teachers and teaching in the United States: A document analysis of one State’s policy memos during Covid-19
Purpose This study aims to examine policy artifacts produced by state governance in the wake of COVID-19 and the way they communicate certain perceptions of teachers and the work of teaching. Design/methodology/approach This study uses a document analysis methodology to systemically evaluate policy memos from one state’s educational agency. Findings This study's findings include that conceptualizations of teachers as technicians persist within th…
Pedagogy (6 works) · Psychology (6 works) · Sociology (5 works) · Medicine (4 works) · Political science (4 works) · Mathematics education (3 works) · Medical education (3 works) · Perception (3 works) · Teacher Education and Leadership Studies (3 works) · Career development (2 works)