Erin Nerlino
Doctoral Student
Erin Nerlino is a doctoral student in the Curriculum & Teaching program at Boston University Wheelock College of Education & Human Development. She is also a full-time public high school English teacher.
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. Her dissertation examines the status of teachers’ voices and influence in decision-making 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
Selected Publications
Leider, C.M., Colombo, M.W., & Nerlino, E. 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. https://doi.org/10.14507/epaa.29.5279
Nerlino, E. (2020). A Theoretical Grounding of Teacher Leadership. Journal of Professional Capital and Community, 5(2), 1-25. https://doi.org/10.1108/JPCC-12-2019-0034
Nerlino, E. (2022). Navigating ‘the chaos’: Teacher considerations while adapting curriculum and instruction during the COVID-19 pandemic. Qualitative Research Journal, Advance online publication. https://doi.org/10.1108/QRJ-02-2022-0026
Nerlino, E. (2020). Using Roxane Gay’s “Peculiar Benefits” Essay on Privilege. English Journal, 110(2), 95-97.
Nerlino, E. (in press). From heroes to scapegoats: Teacher perceptions of the media and public’s portrayal of teachers during COVID-19. The Educational Forum.
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.