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Erin Nerlino’s always-evolving research interests include the status of teachers’ voices and influence, teacher preparation, teacher leadership, opportunities for second-stage teacher growth, the relationship between policy and teachers’ work, and the impacts of teacher working conditions on teacher performance. She taught various grades and levels of English and language arts for 11 years at a public, regional high school in Massachusetts, and was a semifinalist for Massachusetts teacher of the year in 2023. She earned her doctorate in curriculum and teaching at Boston University’s Wheelock College of Education and Human Development.
Degrees
- Ed.D. in Curriculum and Teaching, Boston University, 2023
- M.Ed. in Curriculum and Instruction , Boston College, 2015
- B.A. in English, Secondary Education, Boston College, 2013
Affiliated Department(s)
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Scholarly and Creative Works
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Shifting identity: A first year teacher-educators’ duoship
American Education Research Association Annual Meeting
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Denver, Colorado
April
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2025
Sponsored by American Education Research Association
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Even-handed treatment of all sides’: A critical policy analysis of Massachusetts anti-discriminatory school committee proposals.
American Education Research Association Annual Meeting
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Denver, Colorado
April
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2025
Sponsored by American Education Research Association
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‘Structure completely altered my approach’: Teacher research on adaptations to a yearlong inquiry project.
American Education Research Association Annual Meeting
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Denver, Colorado
April
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2025
Sponsored by American Education Research Association
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Preparing Antiracist Teachers Fostering Antiracism and Equity in Teacher Preparation
Chapter: Teaching for Social Justice as a White Educator in a Predominantly White School: Challenges and Opportunities to Make Change and Be ChangedPublished by Routledge
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2025
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'A sense of perspective': Investigating the effects of a sabbatical on a teacher's practice, professional perceptions, and career plans
The Educational Forum
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2024
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Preparing Antiracist Teachers: Fostering Antiracism and Equity in Teacher Preparation
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2024
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Edition #
Routledge
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‘Beyond Frustrated’: Teachers Perception of State Educational Agency Policy During the Pandemic-Impacted 2020-2021 School Year
Leadership and Policy in Schools
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2024
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An autoethnographic examination of challenges and experiences from the first decade of a teacher's career
The New Educator
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2024
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