Erin Nerlino
Doctoral Candidate
Erin Nerlino is a doctoral candidate in the Curriculum & Teaching Program. She is also a full-time public high school English teacher in her 10th year of teaching. Her dissertation examines the status of teachers’ voices and influence in decisionmaking forums, the relationship between policy and teachers’ work, teachers as experts versus technicians and teacher demoralization throughout the pandemic by drawing upon teacher survey data from 122 full-time public school teachers in Massachusetts.
Advisor: Christina Dobbs
Pronouns: she/her/hers
Education
MEd, Curriculum & Instruction, Boston College
BA, English & Secondary Education, Boston College
Courses
Online Facilitator for Classroom Assessment CT556
Teaching Fellow for Introduction to Education ED110
Online Facilitator for Historical Literacy SO566
Full Practicum Student Teacher Supervisor
Research
Erin’s research interests consist of the status of teachers’ voices and influence, teacher preparation, teacher leadership, opportunities for second stage teacher growth, the relationship between policy and teachers’ work, teacher collaboration, and the impacts of teacher working conditions on teacher performance.
Selected Publications
Leider, C.M., Colombo, M.W., & Nerlino, E. (2021). Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of ELs?. Educational Policy Analysis Archives, 29(100), 1-44.
Nerlino, E. (in press). ‘Annoying but helpful…’: Action research examining secondary students’ active reading of assigned texts. Educational Action Research.
Nerlino, E. (2023). ‘A powerful synergy’: The benefits and challenges of completing a doctoral program part-time while teaching full-time. Studies in Graduate and Postdoctoral Education. https://doi.org/10.1108/SGPE-08-2022-0053
Nerlino, E. (2020). A Theoretical Grounding of Teacher Leadership. Journal of Professional Capital and Community, 5(2), 1-25.
Nerlino, E. (2023). From heroes to scapegoats: Teacher perceptions of the media and public’s portrayal of teachers during COVID-19. The Educational Forum. https://doi.org/10.1080/00131725.2023.2169874
Nerlino, E. (2023). Making curriculum matter to students. Educational Leadership, 80(5), 68-72.
Nerlino, E. (2022). Navigating ‘the chaos’: Teacher considerations while adapting curriculum and instruction during the COVID-19 pandemic. Qualitative Research Journal, 22(4), 433-447.
Nerlino, E. (2020). Using Roxane Gay’s “Peculiar Benefits” Essay on Privilege. English Journal, 110(2), 95-97.
Selected Presentations
Nerlino, E. (April 2022). “Beyond frustrated”: Teacher perceptions of state educational agency support and policies during COVID-19. Presentation to be presented at the annual meeting of the American Educational Research Association. San Diego.
Nerlino, E. (April 2022). Navigating the “chaos”: Teacher considerations while adapting curriculum and instruction during the COVID-19 pandemic. Presentation to be presented at the annual meeting of the American Educational Research Association. San Diego.
Nerlino, E., Leider, C.M., & Colombo, M. (May 2020). State Certification: Are secondary content teachers prepared to teach ELs? Presentation to be presented at the annual meeting of the Massachusetts Educators of English Language Learners. Framingham, MA. (conference cancelled).**
Leider, C.M., Nerlino, E. (April 2021). Do State Education Agencies Hold Teachers Accountable for Meeting the Needs of Multilingual Learners? Presented at the annual meeting of the American Educational Research Association. Virtual.
Martinelle, R., Funk, L., Foye, B., Nerlino, E. Towards a Culturally Competent Pedagogy of Teacher Education: Tensions in Teaching International Pre-Service Teachers. Presented at the annual meeting of the American Educational Research Association. Virtual.