Roegman, R., Goodwin, A. L., Reagan, E. M., Vernikoff, L., Ahn, J., & Hoang, A. P. (Accepted/In press). Advancing Racial Equity in Extended Clinical Practice. Equity and Excellence in Education.  link >

Roegman, R., Tan, K., Tanner, N., & Yore, C. (2022). Following the data: an analysis of two schools' use of social emotional data. Journal of Educational Administration, 60(6), 561-578.  link >

Roegman, R., Perkins-Williams, R., Budzyn, M., Killian-Tarr, O., & Allen, D. (2022). How Conceptions of Equity Inform Principal Data Use: A Purposeful Examination of Principals From Four School Districts. Educational Administration Quarterly, 58(2), 183-222.  link >

Rummel, N., Tan, K. P. H., & Roegman, R. (2022). Leveraging Social-Emotional Learning to Promote Excellence and Diversity, Equity, and Inclusion: A District-University Partnership. Children and Schools, 44(1), 55-57.  link >

Austin, T., & Roegman, R. (2021). Satisfaction, Preparedness, and Implementation: Teacher Culture and Climate in Magnet School Conversions. Education and Urban Society, 53(8), 855-885.  link >

Reagan, E. M., Ahn, J., Roegman, R., & Vernikoff, L. (2021). What Makes Teacher Preparation Legitimate? An Analysis of Teacher Residency Websites. Action in Teacher Education, 43(2), 144-159.  link >

Roegman, R., & Collins, J. D. (2021). Activating and Sustaining Motivation for Social Justice Leadership in Secondary Education. In K. N. LaVenia, & J. J. May (Eds.), Case Studies in Leadership and Adult Development: Applying Theoretical Perspectives to Real World Challenges Routledge.  link >

Roegman, R., & Salloum, S. (2021). "I Never Touch Race": Teaching Race in Online Spaces with Future Indiana School Leaders. In J. E. Cohen, S. D. Raynor, & D. Mack (Eds.), Teaching Race in Perilous Times (Critical Race Studies in Education). SUNY Press.

Roegman, R., Reagan, E., Goodwin, A. L., Lee, C. C., & Vernikoff, L. (2021). Reimagining social justice-oriented teacher preparation in current sociopolitical contexts. International Journal of Qualitative Studies in Education, 34(2), 145-167.  link >

Roegman, R., Kenney, R., Maeda, Y., & Johns, G. (2021). When Data-Driven Decision Making Becomes Data-Driven Test Taking: A Case Study of a Midwestern High School. Educational Policy, 35(4), 535-565.  link >

Stosich, E. L., Hatch, T., Hill, K., Roegman, R., & Allen, D. (2021). Redes sociales y coherencia de políticas: Common core y redes de asesoramiento para la evaluación del profesorado de los administradores. Education Policy Analysis Archives, 29(60), 1-29. Article 60.  link >

Hatch, T., Hill, K., & Roegman, R. (2020). Instruction, equity, and social networks in district-wide improvement. Journal of Professional Capital and Community, 5(1), 72-91.  link >

Roegman, R., & Kolman, J. (2020). Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work. Journal of Teacher Education, 71(1), 108-121.  link >

Roegman, R. (2020). Central office foci and principal data use: A comparative study of equity-focused practice in six districts. Education Policy Analysis Archives, 28(181), 1-27.  link >

Hatch, T., Roegman, R., & Allen, D. (2019). Creating equitable outcomes in a segregated state. Phi Delta Kappan, 100(5), 19-24.  link >

Roegman, R., Allen, D., & Hatch, T. (2019). Dismantling roadblocks to equity? The impact of advanced placement initiatives on Black and Latinx students' access and performance. Teachers College Record, 121(5), Article 050305.

Roegman, R., Allen, D., Leverett, L., Thompson, S., & Hatch, T. (2019). Equity Visits: A New Approach to Supporting Equity-Focused School and District Leadership. Corwin.

Roegman, R., & Woulfin, S. (2019). Got theory? Reconceptualizing the nature of the theory-practice gap in K-12 educational leadership. Journal of Educational Administration, 57(1), 2-20.  link >

Lin Goodwin, A., Roegman, R., & Reagan, E. M. (2018). Lessons from a teacher residency. Educational Leadership, 75(8), 62-67.

Pavlakis, A., & Roegman, R. (2018). How dress codes criminalize males and sexualize females of color. Phi Delta Kappan, 100(2), 54-58.  link >

Roegman, R., Pratt, S., Sanchez, S., & Chen, C. (2018). Between Extraordinary and Marginalized: Negotiating Tensions in Becoming Special Education-Certified Teachers. New Educator, 14(4), 293-314.  link >

Roegman, R., Samarapungavan, A., Maeda, Y., & Johns, G. (2018). Color-Neutral Disaggregation? Principals’ Practices Around Disaggregating Data From Three School Districts. Educational Administration Quarterly, 54(4), 559-588.  link >

Roegman, R., Perkins-Williams, R., Maeda, Y., & Greenan, K. A. (2018). Developing Data Leadership: Contextual Influences on Administrators’ Data Use. Journal of Research on Leadership Education, 13(4), 348-374.  link >

Roegman, R., Lee, S., Hatch, T., Stumberger, N., & Hill, K. (2018). Responding to State Mandates around Instruction: The Development of Administrator Social Networks in an Urban District. Journal of School Leadership, 28(5), 672-705.  link >

Roegman, R. (2018). Seen, unseen, and unforeseen dangers: what a White emerging scholar learned about positionality in research with racially diverse practitioners. International Journal of Qualitative Studies in Education, 31(9), 836-850.  link >

Roegman, R. (2018). The Promise of Payne: How Overlapping Contexts Support One Superintendent’s Adherence to Ruby Payne’s Framework for Understanding Poverty. Journal of Poverty, 22(3), 191-208.  link >

Kolman, J. S., Roegman, R., & Goodwin, A. L. (2017). Learner-Centered Mentoring: Building from Student Teachers’ Individual Needs and Experiences as Novice Practitioners. Teacher Education Quarterly, 44(3), 93-117.

Reagan, E. M., Roegman, R., & Goodwin, A. L. (2017). Inquiry in the Round? Education Rounds in an Teacher Residency Program. Action in Teacher Education, 39(3), 239-254.  link >

Roegman, R., Pratt, S., Goodwin, A. L., & Akin, S. (2017). Curriculum, Social Justice, and Inquiry in the Field: Investigating Retention in an Urban Teacher Residency. Action in Teacher Education, 39(4), 432-452.  link >

Roegman, R. (2017). How Contexts Matter: A Framework for Understanding the Role of Contexts in Equity-Focused Educational Leadership. Journal of School Leadership, 27(1), 6-30.  link >

Roegman, R., Allen, D., & Hatch, T. (2017). The elusiveness of equity: Evolution of instructional rounds in a superintendents network. American Journal of Education, 124(1), 127-159.  link >

Allen, D., Roegman, R., & Hatch, T. (2016). Investigating discourses for administrators’ learning within instructional rounds. Educational Management Administration and Leadership, 44(5), 837-852.  link >

Goodwin, A. L., Roegman, R., & Reagan, E. M. (2016). Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching. Urban Education, 51(10), 1198-1225.  link >

Hatch, T., Hill, K., & Roegman, R. (2016). Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement. American Educational Research Journal, 53(4), 1022-1053.  link >

Knight, M. G., Roegman, R., & Edstrom, L. (2016). My American Dream: The Interplay Between Structure and Agency in West African Immigrants’ Educational Experiences in the United States. Education and Urban Society, 48(9), 827-851.  link >

Kolman, J. S., Roegman, R., & Goodwin, A. L. (2016). Context as mediator: teaching residents’ opportunity and learning in high-need urban schools. Teaching Education, 27(2), 173-193.  link >

Roegman, R., Knight, M. G., Taylor, A. M., & Watson, V. W. M. (2016). From microscope to mirror: doctoral students’ evolving positionalities through engagement with culturally sensitive research. International Journal of Qualitative Studies in Education, 29(1), 44-65.  link >

Roegman, R., Reagan, E. M., Goodwin, A. L., & Yu, J. (2016). Support and assist: approaches to mentoring in a yearlong teacher residency. International Journal of Mentoring and Coaching in Education, 5(1), 37-53.  link >

Roegman, R., & Hatch, T. (2016). The AP lever for boosting access, success, and equity. Phi Delta Kappan, 97(5), 21-25.  link >

Roegman, R., Goodwin, A. L., Reed, R., & Scott-McLaughlin, R. M. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability, 28(2), 111-137.  link >

Sanchez, S. R., Roegman, R., & Goodwin, A. L. (2016). The multiple roles of mentors. Phi Delta Kappan, 98(2), 66-71.  link >

Goodwin, A. L., Del Prete, T., Reagan, E. M., & Roegman, R. (2015). A closer look at the practice and impact of "rounds". International Journal of Educational Research, 73, 37-43.  link >

Reagan, E. M., Chen, C., Roegman, R., & Zuckerman, K. G. (2015). Round and round: Examining teaching residents' participation in and reflections on education rounds. International Journal of Educational Research, 73, 65-76.  link >

Roegman, R., & Riehl, C. (2015). Playing doctor with teacher preparation: An examination of rounds as a socializing practice for preservice teachers. International Journal of Educational Research, 73, 89-99.  link >

Roegman, R., Hatch, T., Hill, K., & Kniewel, V. S. (2015). Relationships, instruction, understandings: One district’s implementation of rounds. Journal of Educational Administration, 53(5), 625-641.  link >

Edstrom, L., & Roegman, R. (2014). Expanding Notions of Pedagogy: The Works of Carmen Luke. In S. Totten, & J. Pedersen (Eds.), Educating About Social Issues in the 20th and 21st Centuries: Critical Pedagogues and Their Pedagogical Theories (Vol. 4). (Research in Curriculum and Instruction). Information Age Publishing Inc..

Roegman, R. D., Hatch, T., & Riehl, C. (2012). Le leadership en des temps incertains: Pratiques clés pour les chefs d’établissement aux États-Unis. Revue internationale d'éducation de Sèvres, (60), 45-54.  link >

Roegman, R., & Riehl, C. (2012). Playing Doctor with Education: Considerations in Using Medical Rounds as a Model for Instructional Rounds. Journal of School Leadership, 22(5), 922-952.  link >

EOL 542: Leading Learning-Centered Schools (EOL 542) Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools. Same as EPOL 540. 4 graduate hours. No professional credit. Prerequisite: EOL 540 or consent of instructor. Priority will be given to department majors.

EOL 562: Law and School District Leader (EOL 562) Advanced study of public school law, addressing legal and fiscal policy issues related to effective management of public school districts. In-depth analysis of federal and state statutes, with an emphasis on recent court decisions and legal trends; emphasizes development of legal analytical skills.

EOL 568: Diversity, Leadership & Policy (EOL 568) Same as EPOL 531. See EPOL 531.

EPOL 199: Undergraduate Open Seminar (EPOL 199) Various special topics. See class schedule for offerings.

EPOL 531: Diversity, Leadership & Policy (EPOL 531) Intended to provide students with an opportunity to study both historical and contemporary perspectives on leadership and policy in diverse contexts and to prompt reflection on their own practice. As students read, discuss, reflect on, and critique a variety of perspectives and topics such as race, class, power, cultural leadership, policy, change, diversity, and building community, they will consider how the literature informs the development of a personal philosophy of education leadership, takes into consideration moral and ethical issues, the implementation of educational policy, the purposes and nature of the task, and the complexity and diversity of educational contexts.

EPOL 540: Leading Learning-Centered Schools (EPOL 540) Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools.

EPOL 546: Law and School District Leader (EPOL 546) Advanced study of public school law, addressing legal and fiscal policy issues related to effective management of public school districts. In-depth analysis of federal and state statutes, with an emphasis on recent court decisions and legal trends; emphasizes development of legal analytical skills.

EPOL 590: Advanced Graduate Seminar (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

ERAM 575: Action Research and Educational Leadership (ERAM 575) Encourages the development of an inquiry stance by enabling students to design action research projects grounded in authentic practice-based questions. The course examines action research as a vehicle for teacher and administrator growth and instructional reform. Practitioner inquiry is characterized by the careful documentation and systematic analysis of practice over time. In this class, students will ask critical questions about teaching and learning, curriculum, school management, student development, and educational change, while applying various methods of data collection and analysis, in the design of action research projects based within practitioners' school sites. This course introduces students to the foundations, purposes, and practices of action research and practitioner inquiry.