CURRICULUM VITAE Timothy G. Reagan, Ph.D. · Nazarbayev University Назарбаев...
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CURRICULUM VITAE Timothy G. Reagan, Ph.D. Addresses: Graduate School of Education Высшая Школа Образования Nazarbayev University Назарбаев Университет Kabanbay Batyr Avenue, 53 Проспект Кабанбай Батыра 53 010000 Astana Г. Астана, 010000 Republic of Kazakhstan Республика Казахстан Telephone: +7.7172.70.66.32 (office) +7.701.100.69.02 (mobile) +7.7172.424.594 (home) E-Mail: [email protected] [email protected] [email protected] Skype: timothy.reagan1 timothy.reagan2 Updated 10/2015 Summary: Timothy Reagan is currently the Dean of the Graduate School of Education at Nazarbayev University in Astana, Kazakhstan . He has held a variety of senior faculty and administrative positions at institutions in the United States and South Africa, including Gallaudet University, the University of Connecticut, Roger Williams University, Central Connecticut State University, and the University of the Witwatersrand. He is the author of more than a dozen books and 150 refereed journal articles and book chapters, dealing with issues related to educational and applied linguistics, educational policy studies, educational reform, comparative education, and philosophy of education. Among his areas of expertise are language policy and planning in education, foreign language education, signed languages, and education in South Africa. Objective: A position as dean of a School or College of Education in the United States which possesses a commitment to issues of social justice, educational reform, innovation, and collegial governance as well as being committed to faculty and student research.
Transcript of CURRICULUM VITAE Timothy G. Reagan, Ph.D. · Nazarbayev University Назарбаев...
CURRICULUM VITAE
Timothy G. Reagan, Ph.D.
Addresses: Graduate School of Education Высшая Школа Образования
Nazarbayev University Назарбаев Университет Kabanbay Batyr Avenue, 53 Проспект Кабанбай Батыра 53 010000 Astana Г. Астана, 010000 Republic of Kazakhstan Республика Казахстан
Telephone: +7.7172.70.66.32 (office)
+7.701.100.69.02 (mobile) +7.7172.424.594 (home)
E-Mail: [email protected]
[email protected] [email protected]
Skype: timothy.reagan1
timothy.reagan2 Updated 10/2015
Summary: Timothy Reagan is currently the Dean of the Graduate School of Education at Nazarbayev University in Astana, Kazakhstan . He has held a variety of senior faculty and administrative positions at institutions in the United States and South Africa, including Gallaudet University, the University of Connecticut, Roger Williams University, Central Connecticut State University, and the University of the Witwatersrand. He is the author of more than a dozen books and 150 refereed journal articles and book chapters, dealing with issues related to educational and applied linguistics, educational policy studies, educational reform, comparative education, and philosophy of education. Among his areas of expertise are language policy and planning in education, foreign language education, signed languages, and education in South Africa.
Objective: A position as dean of a School or College of Education in the United States which possesses a commitment to issues of social justice, educational reform, innovation, and collegial governance as well as being committed to faculty and student research.
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EDUCATION Ph.D. University of Illinois (Urbana-Champaign) (1982)
Educational Policy Studies Dissertation: Language, ideology and education.
M.A. University of Illinois (Urbana-Champaign) (1980) Educational Policy Studies
Thesis: Bilingual education: The new Americanization.
B.A. Michigan State University (East Lansing) (1977)
Magna Cum Laude, Honor’s College European History/Russian Language Russian and Eastern European Studies Program Honor’s Thesis: Jews in the Byzantine empire during the reign of Justinian, 527-565 C.E. PROFESSIONAL TRAINING American TESOL Institute’s Foundation Program (2011) Thesis: Addressing verbal interference of Russian first-language students in the TESOL classroom context. American TESOL Institute’s ‘TESOL for Business’ Certification Program (2011)
Immersion Training in American Sign Language (ASL) for New Faculty, Gallaudet University, Washington, DC. (June 1983 to December 1983)
HONORS
Award of Gratitude from the President of the Republic of Kazakhstan (Nursultan Nazarbayev) (June 2015) CSU Professor Emeritus and Professor of Teacher Education Emeritus, Central Connecticut State University, New Britain, Connecticut (August 2012)
Appointed ‘CSU Professor’ (Distinguished Professor), Central Connecticut State University, New Britain, Connecticut (May 2010)
Nominated as an ‘A-Rated Scientist’, National Research Foundation (South Africa) (October 2006) Neag School of Education ‘Outstanding Researcher Award’ (May 2003) Phi Beta Kappa (1976) United States Army Four-Year Reserve Officers’ Training Corps Scholarship (1974)
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UNIVERSITY-LEVEL TEACHING AND ADMINISTRATIVE EXPERIENCE Dean, Graduate School of Education, Nazarbayev University, Astana, Republic of Kazakhstan. As the
founding Dean of the Graduate School of Education, I serve as the chief academic, administrative and financial officer of the School. I am responsible for all M.A., M.Sc. and Ph.D. programs (including both on-campus and hybrid/blended programs), student recruitment and admissions, curricula and program development, faculty and staff recruitment and evaluation, promotion of research and scholarship, budgeting, quality assurance activities, and other strategic initiatives of the School. The Graduate School of Education has a total academic and support staff of approximately 90 individuals, and is expanding at a rate of approximately 12 to 15 faculty members per year. The School is unique among the academic Schools at Nazarbayev University in that it is a separate legal entity, and thus has its own founding Charter and Board of Overseers. As Dean, I report directly to the Provost of the University. (August 2012 to present)
CSU Professor, Professor of Educational Studies and Foreign Language Education, and Chair,
Department of Teacher Education, School of Education and Professional Studies, Central Connecticut State University, New Britain, Connecticut. The Department of Teacher Education, with a total of sixteen full-time faculty members and more than twenty adjunct faculty members, consisted of three Divisions: Early Childhood/ Elementary Education, Educational Studies, and Secondary Education. In addition, the Department offered an innovative and respected M.A.T. program for students in critical shortage areas (English, Mathematics, Sciences, Spanish, and Technology/ Engineering Education). As the Department Chair, I reported directly to the Dean of the School of Education and Professional Studies, and served on the Council of Chairs. August 2006 to August 2012)
Executive Dean and Professor of Linguistics, Faculty of Humanities, University of the Witwatersrand,
Johannesburg, South Africa. The Faculty of Humanities, the largest single Faculty at the University, consisted of six Schools (the Wits School of Arts, the School of Human and Community Development, the School of Literature and Language Studies, the School of Social Sciences, the Wits School of Education, and the Graduate School for the Humanities and Social Sciences). Included under the auspices of the Faculty were also several internationally recognized research centers and institutes, including the Centre for Africa’s International Relations (CAIR), the Centre for Deaf Studies, the Educational Policy Unit (EPU), the Marang Centre for Maths and Science Education, the Sociology of Work Unit, and the Wits Institute for Social and Economic Research (WISER). As Executive Dean, I was responsible for all undergraduate and postgraduate academic programs, curricula and program development, faculty and staff recruitment and evaluation, promotion and tenure decisions, as well as the promotion of research and scholarship, budgeting, fund-raising, and other strategic initiatives of the Faculty. As a member of the University’s Senior Executive Team, I reported directly to the Vice Chancellor. (August 2005 to August 2006)
Dean and Professor of Linguistics, School of Education, Roger Williams University, Bristol, Rhode Island.
The School of Education was non-departmentalized, and consisted of a total of twelve tenured and tenure-track faculty members. An additional fifteen to twenty adjunct faculty members were employed by the School each semester. My duties as Dean included responsibility for undergraduate and graduate academic programs, curricula and program development, serving as the legal certification officer for the University, faculty and student recruitment, determination of annual faculty merit awards, promotion and tenure decisions, as well as the promotion of research and scholarship, budgeting, program accreditation, and other strategic initiatives of the School and University, including efforts to internationalize the curriculum, to increase both student and faculty diversity, to create the Center for University Teaching and Assessment, to supervise the federally
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funded Institute for Teaching and Learning, and to expand graduate programs. As the Dean of the School of Education, I reported directly to the Provost/Vice President for Academic Affairs. (June 2004 to August 2005)
Department Head and Professor, Department of Educational Leadership, Neag School of Education,
University of Connecticut, Storrs, Connecticut. The Department of Educational Leadership consisted of eleven tenured and tenure-track faculty members, as well as several visiting positions and approximately the same number of adjunct and clinical faculty. The Department offered graduate programs in Adult Learning, Educational Leadership, and Higher Education Administration. My duties included administrative responsibility for both on- and off-campus programs in educational administration, educational policy studies, higher education administration and adult learning, departmental annual merit, promotion and tenure processes, faculty recruitment and hiring, course and program scheduling, departmental budget matters, and service on the Dean’s Administrative Council of the Neag School of Education. I reported directly to the Dean of the Neag School of Education. (January 2003 to June 2004)
Executive Associate Dean, Professor of Educational Studies and Foreign Language Education, Neag School of Education, University of Connecticut, Storrs, Connecticut. The Neag School of Education
consisted of approximately 75 tenured and tenure-track faculty members in four departments, including the Department of Curriculum and Instruction, the Department of Educational Leadership, the Department of Educational Psychology, and the Department of Kinesiology. Total student enrollment in the Neag School of Education included approximately 450 undergraduate and 1,200 graduate students; grant funding exceeded $4.5 million per year. My duties as the Executive Associate Dean included responsibility for all undergraduate and graduate academic programs in the School, grant and research activities, merit, promotion and tenure processes, diversity, technology and program development initiatives, oversight of facilities management for the School, budget preparation and monitoring, NCATE and state accreditation, serving as the legal certification officer for the University, and serving as the Co-Chair of the Dean’s Administrative Council of the Neag School of Education. I reported directly to the Dean of the Neag School of Education. (December 1999 to January 2003)
Professor of Educational Studies and Foreign Language Education, Department of Curriculum and
Instruction, Neag School of Education, with joint appointments as Professor of Educational Policy Studies, Department of Educational Leadership, and Professor of Pediatrics, Department of Pediatrics, School of Medicine, University of Connecticut, Storrs, Connecticut. (August 1990 to August 2004)
Associate Professor of Educational Foundations, Department of Teacher Education, School of Education and
Professional Studies, Central Connecticut State University, New Britain, Connecticut. (January 1986 to August 1990)
Assistant Professor of Educational Foundations, Department of Educational Foundations and Research,
Gallaudet University, Washington, DC. (December 1983 to December 1985) Senior Chief Researcher, Division of Sociolinguistic Research, Raad vir Geesteswetenskaplike Navorsing
(Human Sciences Research Council), Pretoria, Republic of South Africa. (January 1985 to August 1985; on leave from Gallaudet University)
Post-Doctoral Fellow, Program for the Study of Institutional Racism, Department of Psychology, University
of Illinois, Champaign-Urbana, Illinois. (June 1983 to January 1983)
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RELATED ACADEMIC EXPERIENCE Visiting Professor, Linguistics and English Language Studies, Universidad Arturo Hurtado, Santiago de Chile, Chile. (August 2008) Fulbright Senior Specialist, Applied Linguistics and Teaching English as a Foreign Language, École Normale Supérieure de Nouakchott, Nouakchott, Mauritania. (April 2008) Fulbright Senior Specialist, English Language Teaching, Embassy of the United States of America, Brasilia, Brazil, and Asunción, Paraguay. (July 2005) Fulbright Senior Specialist, Education/English Language Teaching, Universidad Metropolitana de Ciencias de la Educación, Santiago, Chile. (August 2003) Stafford Faculty Fellow, National Institute on Leadership, Disability, and Students Placed at
Risk, College of Education and Social Services, University of Vermont, Burlington, Vermont. (June 2003 to May 2005)
Leadership Associate, Leadership Program, Institute for Educational Inquiry, University of Washington,
Seattle, Washington. (August 1993 to August 1994)
Overseas Research Fellow, South African Sign Language Research Programme, University of the Witwatersrand, Johannesburg, South Africa. (September 1991)
CIVIC ACTIVITIES AND SERVICE
Member, Farmington Town Council Strategic Planning Committee, Subcommittee on Education, Farmington, Connecticut.
Member, Board of Control, University Art Galleries, University of the Witwatersrand, Johannesburg, South
Africa. Chair, Faculty Board, Faculty of Humanities, University of the Witwatersrand, Johannesburg, South Africa. Member, Advisory Board, Wits Journalism Programme, University of the Witwatersrand, Johannesburg,
South Africa. Member, Advisory Board, WitsPlus Programme, University of the Witwatersrand, Johannesburg, South
Africa. Member, Faculty Board, School of Health Sciences, University of the Witwatersrand, Johannesburg, South
Africa. Member, Advisory Board, Centre for Learning and Teaching Development, University of the Witwatersrand,
Johannesburg, South Africa. Chair, Advisory Board, Centre for Deaf Studies, University of the Witwatersrand, Johannesburg, South Africa.
Executive Board Member, Advisory Board Member, Esperantic Studies Foundation.
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Executive Board Member, Operation Respect Connecticut, Inc., Hartford, Connecticut.
Member, Bristol Warren Regionalization Study Commission (Bristol, Rhode Island; mandated by an Act of the Rhode Island General Assembly.)
Executive Board Member, Farmington Educational Foundation, Inc., Farmington, Connecticut.
Member, Board of Education, including service as a member of the Budget Committee, Personnel and
Negotiations Committee, and Transportation Committee, Farmington, Connecticut.
Member, East Farms Elementary School Development Council, Farmington, Connecticut.
Member, Dwight Elementary School Governance Team, Hartford, Connecticut.
Member, Capitol Region Education Council (CREC) Early Childhood Magnet School Governing Board, New Britain, Connecticut.
United States Army National Guard, Army Reserve Officers’ Training Corps Cadet.
ACCREDITATION EXPERIENCE
Institutional Preparation for Accreditation Executive Dean, Faculty of the Humanities, University of the Witwatersrand, during the successful accreditation of the Wits School of Education. Executive Dean, Faculty of the Humanities, University of the Witwatersrand, during the successful accreditation for the Audiology and Speech Pathology Programme. Steering Committee Chairperson, State of Rhode Island Accreditation, School of Education, Roger Williams University. Steering Committee Chairperson, NCATE/State of Connecticut Accreditation, Neag School of Education, University of Connecticut.
Service on Accreditation Teams Chair, State of Connecticut Accreditation Team, Connecticut College. Chair, State of Connecticut Accreditation Team, Sacred Heart University NCATE/State of Connecticut accreditation visit. Member, State of Connecticut Accreditation Team, Teach for American (Connecticut). MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS American Association for Applied Linguistics (AAAL) (2010 Conference Strand Coordinator:
Language Policy and Language Planning; 2011 Conference Strand Reviewer: Language and Ideology) American Council on the Teaching of Foreign Languages (ACTFL) American Educational Research Association (AERA)
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American Educational Studies Association (AESA) Comparative and International Education Society (CIES) International Linguistics Association (ILA) International Network of Philosophers of Education International Society for Language Studies (ISLS) (Past President, Executive Board Member) International Network for Language Education Policy Studies (INLEP) Kazakhstan Educational Research Association (KERA) (Founding Member) Linguistic Society of America (LSA) Linguistic Society of Southern Africa (LSSA) New England Philosophy of Education Society (NEPES) (Past President, Executive Board Member) Philosophy of Education Society (PES) (Fellow) South African Association of Language Teaching (SAALT) Southern African Applied Linguistics Association (SAALA) Teachers of English to Speakers of Other Languages (TESOL) University Council for Educational Administration (UCEA) World Educational Research Association (WERA) EDITORIAL EXPERIENCE Editor-in-Chief
Language Problems and Language Planning
Founding Co-Editor (with T. Osborn)
Critical Inquiry in Language Studies: An International Journal Series Co-Editor (with H. Tonkin)
Studies in World Language Problems Series, John Benjamins Publishers, Amsterdam, The Netherlands.
Editorial Board Member (Past and Present) (Journals) African Educational Review (South Africa) (Senior Consultant) Boletin de Investigatión Educational (PUC, Chile) (Comité Asesor Internacional) Critical Inquiry in Language Studies Educational Theory Journal of Language Policy and Language Planning (People’s Republic of China) Journal of Language Teaching (South Africa) Journal of Professional Studies Journal of Research and Development in Education Sign Language Studies
Advisory Editorial Board Member Multilingualism and Linguistic Diversity Series, Multilingual Matters, Ltd., Clevedon, United Kingdom. Contemporary Language Education Series, Bergin and Garvey Publishers, Westport, Connecticut. Contemporary Language Studies Series, Praeger Publishers, Westport, Connecticut. Scientific Advisory Board, Deep University Press, Madison, Wisconsin.
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Ad Hoc Manuscript Reviewer (Selected Journals)
Acta Academica (South Africa) Curriculum Inquiry Educational Foundations Educational Policy Education & Equity Heritage Language Journal Hispania International Journal of Intercultural Relations International Review of Applied Linguistics Journal of Language, Identity and Education Journal of Multilingual and Multicultural Development Journal of Teacher Education Language and Education Language Matters (South Africa) Review of Educational Research Stellenbosch Papers in Linguistics (South Africa)
Ad Hoc Reviewer (Selected Publishers)
Allyn & Bacon Bergin & Garvey Corwin Press Falmer Press Gallaudet University Press Greenwood Press Kluwer Academic Publishers Lawrence Erlbaum Associates Maskew Miller Longman (South Africa) McGraw-Hill Routledge Sage Publications St. Martin’s Press Taylor & Francis
UNIVERSITY COMMITTEE AND FACULTY GOVERNANCE EXPERIENCE
My involvement with university governance includes active participation, including service as Chair, on a significant number of committees at the Department, School/College/Faculty, and University levels. Among the committees on which I have served at various institutions are:
Academic Council (NU) Academic Freedom Committee (CCSU) Admissions Committee*(CCSU, UCONN, NU) Contract and Negotiations Committee (UCONN, RWU) Council of Deans* (UCONN) Courses and Curricula Committee*(CCSU, UCONN, WITS) Deans’ Council (NU)
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Dissertation Review Committee*(UCONN, WITS, NU) Faculty Search Committee*(CCSU, UCONN, RWU, WITS, NU) Faculty Evaluation and Merit Committee* (UCONN, RWU, WITS) Faculty/University Senate (CCSU, UCONN, WITS) Faculty Senate By-Laws Committee (CCSU) Faculty Senate Steering Committee (CCSU) Faculty Termination Appeals Committee (UCONN) General Education Review Committee (CCSU) Graduate Faculty Council (CCSU, UCONN) Graduate Admissions Committee (CCSU, UCONN, RWU, NU) Human Subjects Approval Board* (UCONN) Infrastructure Committee (NU) Institutional Quality Audit Committee (NU) Instructional Technology Committee (NU) Promotion and Tenure Review Committee*(CCSU) Research Council (NU) Senior Executive Team (WITS) University Council (WITS, NU) University Curriculum Committee (CCSU, UCONN, WITS) University Forum (RWU) University Web Committee (NU) *Served as Committee Chair or Co-Chair TEACHING EXPERTISE
My university-level teaching experience has consistently been rated ‘outstanding’ by both students and peers. I have extensive teaching experience in a number of related areas: applied linguistics and language studies, educational policy studies and educational leadership, social and cultural foundations of education, teacher education, and research methodologies in education and the social sciences. Among the specific courses in these areas that I have taught at the undergraduate (UG) and postgraduate (PG) levels are:
Applied Linguistics and Language Studies Applied Linguistics (PG) Educational Linguistics (PG) English for Academic Purposes I, I, III, IV (UG) Foundations of Bilingual Education (PG) Grammar of the English Language (UG) History of the English Language (UG / PG) Introduction to Linguistics (UG / PG) Language, Ideology and Education (PG) Language Planning and Policy (PG) Linguistics of American Sign Language (PG) Multilingual Education (PG) Multilingualism and Plurilingualism (PG) Sociolinguistics (PG) Teaching English as a Second/Foreign Language (UG / PG)
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Educational Policy Studies and Educational Leadership Administration I, II (PG) Administration in Multicultural Settings (PG) Contemporary Educational Policy (PG) Educational Policy and Politics (PG) Leadership and School Organizations I, II (PG) Leadership in Teaching and Learning (PG) Understanding the External Environments of School Leadership I, II (PG) Social and Cultural Foundations of Education Analysis of Teaching (UG) Comparative and International Education (PG) Contemporary Educational Issues (PG) History of Education in the United States (UG / PG) History of Western Educational Thought (PG) Introduction to Critical Pedagogy (UG / PG) Non-Western Educational Traditions (PG) Philosophical Analysis in Education (PG) Philosophy of Education (UG / PG) Professional Ethics for Educators (UG) School and Society (UG) Teacher Education Classroom Assessment and Evaluation (UG) Curriculum Design and Development (UG / PG) Introduction to Teaching (UG) Learning Theories for Teachers (UG) Methods of Second/Foreign Language Education (UG / PG) Teaching and Learning in Higher Education (PG) Teaching and Learning in Higher Education: Practicum (PG) Research Methodologies in Education and the Social Sciences Action Research for the Classroom Teacher (UG / PG) Advanced Methods of Qualitative Research (PG) Introduction to Educational Research (PG) Methods of Inquiry for Educators (UG) Qualitative Research Methods (PG)
In addition to the courses listed above, my teaching has also included honor’s seminars at the University of Illinois and the University of Connecticut, clinical and student teaching supervision at both the elementary (grades K though 6) level and the secondary (grades 7 through 12) level (social studies, English, and foreign languages), as well as administrative internship supervision.
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UNIVERSITY-LEVEL COURSE AND PROGRAM DEVELOPMENT
I have been involved in the development of new courses and programs as well as in the review and revision of existing courses and programs. Among the programs in whose development I have played a key role are: M.A. Program in Foreign Language Education (UCONN)* M.A. Program in Multilingual Education (NU) M.S. Program in Educational Foundations (CCSU) M.Sc. Program in Educational Leadership (NU)
Higher Education Inclusive Education School Leadership
Ph.D. Program in Education (NU) Ph.D. Program in Educational Studies (UCONN) Ph.D. Program in Language, Literacy and Society (UCONN)
* Recognized by the ‘New Visions in Action Task Force’ of the National K-12 Foreign Language Resource Center as a ‘Nationally Exemplary Program in Foreign Language Teacher Education’.
THESIS AND DISSERTATION SUPERVISION
I have been a member of the Graduate Faculties at Gallaudet University, the University of Connecticut, and the University of the Witwatersrand, and have served as the Supervisor for more than 25 doctoral dissertations. I have also served as a Supervisor for both Master’s and Honor’s theses. In addition, I have been an external examiner at the M.A. and Ph.D. levels for the University of Cape Town, the University of the Free State, the University of KwaZulu-Natal, the University of the Witwatersrand, and the University of Hartford, and as an external reviewer for the U.S. National Science Foundation (Linguistics) and the South African National Research Foundation (Education, Linguistics, and Psychology). A list of all of the completed theses and dissertations supervised follows, as does a list of theses and dissertations for which I served as an associate advisor.
Major Supervisor
Abisheva, I. Staff perceptions of the tutoring system in Nazarbayev Intellectual School of Physics and Mathematics (M.Sc., 2014) Abramson, J. Reason and revelation: The educational philosophy of Dr. Timothy Dwight, 1752-1817. (Ph.D., 1997)
Akimenko, O. Investigating the effectiveness of private small-group tutoring of English in Kazakhstan: Perceptions of teachers and students. (M.Sc., 2014) Alspaugh, B. Working with students with hearing impairments in our schools. (University Scholar Honor’s Thesis, 1999)
Ayala, V. English language learners with learning disabilities interacting in a science class within an inclusion setting. (Ph.D., 2002)
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Bessett, E. Teacher termination for incompetence caused by mental and physical disabilities: Litigation and policy development. (Ph.D., 1991)
Condos, A. The Greek language school as a transmitter of ethnicity: A study of linguistic, cultural and religious maintenance. (Ph.D., 1997)
Day, W. Retention efforts for first-year hospitality students at a career-focused institution. (Ph.D., 2004)
Flesor, A. Current feminist theory applied to practices at a university-based women’s center. (M.A., 1994) French, J. Culturally responsive pre-service teacher development: A case study of the impact of community and school fieldwork. (Ph.D., 2005)
Gadd, M. Teacher conceptualization of ‘collaboration’: A discourse analysis study. (Ed.D, 2010)
Grant, L. The process of creating tradition within high-tech classrooms in a rural Jamaican school and community. (Ph.D., 2002)
Ibekwe, J. Educational language policy in Nigeria: A critical analysis. (Ph.D., 2005)
Iyldyz, L. Language policy in Kazakhstan: Experiences of trilingual education. (Ph.D., in process) Kaye, M. Conceptualizations of factors influencing career choices of Cuban youth during times of economic instability. (Ph.D., 2002) Kennedy, G. An analysis of the philosophic foundations of multicultural education in the United States and the United Kingdom. (Ph.D., 1992)
Kirk, R. Spirituality and education: A conceptual analysis. (Ph.D., 2000)
Lee, Hsiung-huei. Education in Taiwan during the Ch’ing dynasty, 1683-1895: A case study in cultural colonialism? (Ph.D., 1995)
Okwu, B. Traditional Igbo educational thought and practice: Processes and products in philosophical perspective. (Ph.D., 1995)
Osborn, D. Resisting ‘secular humanism’: A critical analysis of the A Beka history curriculum. (Ph.D., 2005)
Osborn, T. The concept of ‘foreignness’ in U.S. secondary language curricula: A critical philosophical analysis. (Ph.D., 1998)
Pelletier, L. American Sign Language in elementary education: A critical perspective on curriculum and policy. (Ph.D., 2005) Pikiell, J. The role of liberal arts colleges in the preparation of teachers: An assessment based on the reform proposals of John I. Goodlad. (M.A., 1995)
Pion, P. An analysis of teacher-student interaction in the mainstream classroom. (Honor’s Thesis, 1993)
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Pittman, A. ‘Whited out’: The influence of collegiate honor’s education on Black student racial identity. (Ph.D., 2003)
Rojas, E. NCTM standards for school mathematics and the school reform in Chile. (Ph.D., 2000)
Ryan, T. Consiliō et animīs: Tracing a path to social justice through the Classics. (Ed.D., 2011)
Sabbagh, T. Adults in transition: An examination for life-changing events in adult students’ lives prior to readmission and graduation from a community college. (Ph.D., 2003)
Sebo, R. Introduction to tourism textbooks: A descriptive content analysis. (Ph.D., 1996)
Shah, P. Perceptions of Malaysian E.S.L. low achievers about English language learning. (Ph.D., 1999)
Smikle, H. A study of parental involvement practices of Jamaicans in an urban area of Connecticut. (Ph.D., 2003) Stambekova, A. Teachers’ perceptions of personality traits of effective school leaders. (M.Sc., 2014)
Tavana, S. Attitudes and beliefs of international teaching assistants regarding teaching practice: A case study. (Ph.D., 2005)
Thornberry, C. Connecticut’s political culture regarding higher education utilizing Elazar’s political culture typology. (Ph.D., 1997)
Whiteside, R. An analysis of information needs and information delivery preferences of college-bound secondary school students. (Ph.D., 2004)
Wilson, S. Censorship and religion: Issues in American public education. (M.S., 1990)
Yoo, Byung-Hwa. Teacher as scholar or shaman? An analysis of metaphors in Korean education journals, 1948-1990. (Ph.D., 1994)
Associate Advisor
Abbruzzese, T. The public school leadership of two recent Connecticut state education commissioners. (Ph.D., 1995)
Alba, A. An analysis of secondary mathematics teachers’ beliefs and classroom practices in relationship to the NCTM standards. (Ph.D., 2001) Alfano, M. Preservice teachers’ perceptions toward the meaning and purpose of democratic education: A case study. (Ph.D., 2001)
Aslanian, A. Family-school collaboration: A systems approach and intervention for solving student problems. (Ph.D., 1997)
Bedard, L. Native voices: The experiences and perceptions of Native American students enrolled in culturally responsive writing courses at a university in the Southwest. (Ph.D., 1999)
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Billings, S. Resiliency of successful high-risk females in an alternative setting. (Ph.D., 1997) Bonner, P. The influence of secondary science teachers’ pedagogical knowledge, educational beliefs, and perceptions of the curriculum on implementation and science reform. (Ph.D., 2001)
Bossé, M. Teaching theory as truth and its effects on student creativity. (Ph.D., 1996)
Brown, M. Institutionally-related foundations -- Issues of autonomy and independence: An analysis of selected components of a National Council for the Advancement and Support of Education survey. (Ph.D., 1995) Casa, T. An investigation of teacher decision-making with respect to discourse in the mathematics classroom at the elementary level. (Ph.D., 2004)
Cascella, P. Understanding communication in context: An ethnographic inquiry of communication style among adults with mental retardation. (Ph.D., 1994)
Cohen, C. The effectiveness of peer-coaching on classroom teachers’ use of differentiation for gifted middle school students. (Ph.D., 1997)
Cunningham, M. An ethnography of an urban black Seventh-Day Adventist school. (Ph.D., 1996) DeLeon, A. Are we simulating the status quo? A critical analysis of selected simulations used in social studies classrooms. (Ph.D., 2007)
DeRonck, N. The impact of family structure and involvement on the college enrollment of potential first-generation college students. (Ed.D., 2007)
Douglas, B. Teacher burnout: The interrelationship among psychological, institutional and environmental factors. (Ph.D., 1994)
Douglas, G. An investigation of an accelerated multi-age program for at-risk middle school students. (Ph.D., 2000)
Elliott, S. The relationship between teacher efficacy and principal leadership behaviors and teacher background variables in elementary schools. (Ph.D., 2000)
Falcone, S. A comparative case study of the ethical functioning of a public and Catholic high school. (Ph.D., 1999)
Forlenza-Bailey, A. Professional commitment: A qualitative analysis of collaboration, inquiry, and reflective practice. (Ph.D., 1996)
Frank-Saraceni, J. Multidimensional aspects of the counseling process: Contributions to models of the counseling process from chaos theory, creativity, and Gestalt therapy. (Ph.D., 1997)
Fuller, J. Narrative thinking: Cognitive tool or trap? A study of students’ cognitive operations when writing narratives for three different purposes. (Ph.D., 1998)
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García, M. The impact of school size on the rate of decline of student participation in extracurricular activities due to external employment. (Ed.D., 2011)
Geraci, J. Students’ post near-death experience: Attitude and behavior toward education and learning. (Ph.D., 1997)
Gilmore, D. An analysis of the politics of the policy implementation environment of Connecticut’s ‘Public Act 93-263: An act improving educational quality and diversity’. (Ph.D., 1998)
Graseck, P. Quaker, teacher, abolitionist: The life of educator-reformer Enoch Lewis, 1776-1856. (Ph.D., 1996)
Harrison, E. Distance learning: Faculty and student interactions in 18 to 24 year old university students. (Ph.D., 2002)
Hernandez, R. Teaching fingerspelling: The role of transfer of learning strategies, self-efficacy, and serial ability. (Ph.D., 1997)
Hlavac, C. How do academic department chairpersons align decision-making with their organizational mission? (Ed.D., 2012)
Inga, S. A cultural perspective on adult learning: Personhood and community among rural Nigerian caretakers. (Ph.D., 2000) Kloosterman, V. Talent identification and development in high ability, hispanic, bilingual students in an urban elementary school. (Ph.D., 1997)
Kolodny, K. Collaborating in support of inner city children: The relationships between urban families and community agencies and organizations in a poverty level neighborhood. (Ph.D., 2000)
Kraut, E. An analysis of the school prayer controversy since 1962 and its effects on the balance between church and state. (Ph.D., 1995)
Lee, J. Overcoming barriers to achieve successful adulthood for low-income African-American students with disabilities (Ph.D., 2001)
Love, P. Contributions of forensic evaluator attributes to recommendations for competency to stand trial for defendants with mental retardation. (Ph.D., 2002)
Mandell, N. Integration of community service with academic courses in Connecticut institutions of higher education. (Ph.D., 1995)
Mays, N. Muslim students at an American university: A postmodern ethnography in the new millennium. (Ph.D., 2003)
McKenna, S. The application of a corporate cultural change model to an institution of higher education. (Ph.D., 1998)
Molina, S. When bilingual students speak and invent: A cultural historical activity. (Ed.D., 2010)
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Monroe, T. Empowered students/engaged parents: A case study of student-led conferences in middle level education. (Ed.D., 2009)
Morey, M. Enculturation and collective behavior in Kamabai, Sierre Leone. (M.A., 1994) Morrison, M. The life of Elise Boulding: Educating toward a culture of peace. (Ph.D., 2000)
Mulready, A. An investigation of the role of a teacher education program in supporting retention in an urban setting up to and during the critical third to fifth year attrition period. (Ph.D., 2005)
Ndoye, A. Experiential learning and productivity: Prior experience, reflective practice, deliberate practice and farmers’ productivity in Senegal. (Ph.D., 2001)
Nelson, S. A study of the moral voice of the college president. (Ph.D., 1995)
Nieves, T. Language, learning, and the achievement gap: The influence of classroom practices and conversational interactions on academic performance. (Ed.D., 2008)
O’Donnell, M. Court-ordered school desegregation and the public school system of Boston, Massachusetts: Paradox and promise. (Ph.D., 1996)
Orszulak, E. Successful students identified as socially and emotionally maladjusted: A case study of their perspective on attributes of effective teaching. (Ph.D., 1995) Parrillo, J. Images of blacks, Native Americans, and women in textbooks authored by Yankee educators of southern New England during the Age of Reform, 1830-1860. (Ph.D., 1996)
Poulos, F. Teachers’ perceptions of procedural fairness: Their impact on teachers’ efficacy and commitment to their school. (Ph.D., 2004)
Ratnaparkhi, B. Towards a theory of adult education for older women: A study of their voices and their ways of knowing. (Ph.D., 1995)
Robinson, L. How should educators best integrate technology into the classroom? (M.S., 2011)
Roberts, S. Arming or disarming the literary canon: Tradition and innovation in the secondary English text-selection process. (Ph.D., 2002)
Rubano, G. Imagery and student poetic responses to literature. (Ph.D., 1999)
Sanford, R. The meaning of patient education within the Planetree Model, from the perspective of the patient. (Ph.D., 2000)
Santucci, K. An examination of the knowledge base for teaching among undergraduate mathematics faculty teaching calculus. (Ph.D., 2004)
Saxton, C. An historical examination of Harry Stack Sullivan’s contributions concerning childhood education for world-mindedness. (Ph.D., 1995)
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Sharkey-McCarthy, P. Educating through celebrations: An examination of tradition-as-process within the Narragansett Indian tribe’s August meeting. (Ph.D., 1995)
Sotiropoulos, C. Frictions, fictions, and forms: Woman’s coming of age in eighteenth-century educational discourses. (Ph.D., 2001) Stave, S. Desegregating the schools: Four policy studies and their meaning for Hartford, Connecticut. (Ph.D., 1993) Synnott, C. Effect of clarifying students’ misperceptions associated with alcohol consumption at a Connecticut public university. (Ph.D., 2000)
Tasan, A. Teaching efficacy: Context of diversity. (Ph.D., 2000)
Upadhyay, P. The role of English language proficiency in the social life of Nepalese immigrants in the United States. (Ph.D., 1991)
Veth, J. Cooperative learning, job search behaviors, and employment outcomes of unemployed white collar workers. (Ph.D., 1994)
Vandersloot-Richards, K. Teachers’ assessment decisions during literacy portfolio reviews: Four descriptive case studies. (Ph.D., 1998)
Wallerstein, S. Connecticut regional educational service centers: Equity, efficiency, effectiveness, and the political culture. (Ph.D., 1999)
Walz-Michaels, G. Implications of the new science movement for educational thought and practice. (Ph.D., 1995)
Wang, Dan. Family-school relations as social capital: Chinese immigrant parents in the U.S. (M.A., 2003)
Wellek, A. Teaching change and student evaluations: Are the types and categories of institutions determinative of faculty attitudes? (Ph.D., 1996)
West, L. Teacher education at the Rhode Island Normal School for Americanizing immigrants in the public schools, 1871-1920. (Ph.D., 1995)
Wiley, P. The ecological mandala of M. K. Gandhi. (Ph.D., 1997)
Williams, M. The effects of professional development school relationships on the school and the teacher in the urban setting: The teacher’s perspective. (Ph.D., 1999)
Woodworth, G. An analysis of the concept of ‘anti-intellectualism’: Implications for the education of gifted and talented students. (Ph.D., 1995)
Zhu, Ping Ping. Developing a theory concerning the intercultural academic adaptation of Chinese graduate students at an American university. (Ph.D., 1996)
Znamenskaia, E. Future teacher misconceptions concerning educational technology. (Ph.D., 2000)
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RESEARCH AGENDA
My research interests are focused largely on issues related to language and linguistic diversity in education. Specifically, I have conducted research and published in the areas of applied and educational linguistics, educational policy studies, foreign language education, language planning and policy studies, sign language and the education of deaf children, and the reform of teacher education, as well as educational policy and reform in the context of developing societies more generally. I have also published extensively on issues related to critical pedagogy in foreign language education, non-western educational traditions, reflective practice, and educational reform.
GRANTS AND EXTERNALLY FUNDED ACTIVITIES
I have been involved in grant-writing, and, with colleagues, have been awarded research and development grants in excess of $3.8 million. Among my externally funded activities have been:
Reagan, T. (2014). The linguistics of Kazakh Sign Language. Social Policy Research Grant funded by the Nazarbayev University Research Council.
Reagan, T., et al. (2004-2009). Rhode Island Teacher Education Renewal Project. U.S. Department of Education, Teacher Quality Enhancement-Partnership Grant (Principal Investigator).
Reagan, T. (2005). Creation of Draft ACTFL Foreign Language Learning Standards for Esperanto. Research and Development Grant, Esperantic Studies Foundation (Lead Investigator).
Kazerounian, K., Reagan, T. & Vieth, R. (2002-2004). The Galileo Engineering Project: Engineering Ambassadors in K-12 Classrooms. National Science Foundation, Graduate Teaching Fellows Program.
Hertzberger, D. & Reagan, T. (2000-2002). A National Study on Secondary to Post-Secondary Foreign Language Articulation. U.S. Department of Education, International Research and Studies Program (Co-Principal Investigator).
Reagan, T., McLean, L. & Rucker, C. (1999-2000). Connecticut Tech Act Project: Training and Evaluation. Connecticut Bureau of Rehabilitation Services.
Lindsey, B., Brown, C. & Reagan, T. (1998-2000). High School to College Language Articulation Project: The University of Connecticut and Glastonbury Public Schools. Modern Language Association, in conjunction with the Coalition of Foreign Language Organizations.
Reagan, T., Norlander, K., Case, C. & Brubacher, J. (1997-1998). Establishing a Center of Pedagogy: The University of Connecticut and Partnership Schools, Phase II. National Network for Educational Renewal Matching Grant.
Shaw, S., Norlander, K., Case, C., Reagan, T. & Campbell, P. (1996-2000). University/ School Partnerships: Leadership Preparation Dedicated to Collaboration, Urban Education, and Inclusion. U.S. Department of Education, Office of Special Education.
Reagan, T., Norlander, K., Case, C. & Brubacher, J. (1995-1997). Establishing a Center of Pedagogy: The University of Connecticut and Partnership Schools. William Caspar Graustein Memorial Fund, New Haven, Connecticut; Connecticut State Department of Education; National Network for Educational Renewal Matching Grant.
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Vengroff, R., et al. (1993). Democratic Government and Private Sector Development in Sénégal. USAID University Development Linkage Project Between the University of Connecticut and the School of Applied Economics, Dakar, Sénégal.
Norlander, K., Reagan, T., Case, C. & Strauch, J. (1993-1997). Linking Schools and Universities in Preparing Special Educators for Urban Education and Collaboration. Office of Special Education, U.S. Department of Education.
Reagan, T. (1991). Normative Principles in Education: Implications for Educational Language Policies. Human Sciences Research Council, Pretoria, South Africa. Language Policy in Education Programme Grant (Principal Investigator).
PUBLICATIONS Books Reagan, T. (Under contract). Nonwestern educational traditions: Indigenous approaches to educational thought and practice (4th ed.). London: Routledge. [3rd ed. published in 2005, 2nd ed. published in 2000, 1st ed. published in 1996] Reagan, T. (Under contract). Language politics, language policy and language planning in South Africa: An eternal taalstryd. Charlotte, NC: Information Age Publishing. Reagan, T. (2012). Comparative case studies in educational policy analysis. Charlotte, NC: Information Age Publishing. Reagan, T. (2010). Language planning and language policy for sign languages (Volume 16 in the ‘Sociolinguistics in Deaf Communities Series’). Washington, DC: Gallaudet University Press. Reagan, T. (2009). Language matters: Reflections on educational linguistics. Charlotte, NC: Information Age Publishing. Rallis, S., Grossman, G., Cobb, C., Reagan, T. & Kuntz, A. (2007). Leading dynamic schools: How to create and implement ethical policies. Thousand Oaks, CA: Corwin Press. Reagan, T. (2005). Nonwestern educational traditions: Indigenous approaches to educational thought and practice (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. [2nd ed. published in 2000, 1st ed. published in 1996] Reagan, T. (2005). Critical questions, critical perspectives: Language and the second language educator. Greenwich, CT: Information Age Publishing. Reagan, T. (2002). Language, education and ideology: Mapping the linguistic landscape of U.S. schools. Westport, CT: Praeger. Reagan, T., & Osborn, T. (2002). The foreign language educator in society: Toward a critical pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates. Reagan, T., Case, C. & Brubacher, J. (2000). Becoming a reflective educator: How to build a culture of inquiry in the schools (2nd edition). Thousand Oaks, CA: Corwin Press. [1st ed. published 1994; translated and published in Spanish in 2000, in Chinese, 2010]
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Norlander-Case, K., Reagan, T. & Case, C. (1999). The professional teacher: Preparation and nurturance of the reflective practitioner. San Francisco: Jossey-Bass. Cordeiro, P., Reagan, T. & Martinez, L. (1994). Multiculturalism and total quality education: Addressing cultural diversity in schools. Newbury Park, CA: Corwin Press. [Translated and published in Japanese, 2003] Reagan, T. (1986). A sociolinguistic model of communication and communication problems in industry. Pretoria: Human Sciences Research Council. Edited Books / Special Issues of Journals Reagan, T. (Ed.). (Under contract). Language problems and language planning: An historical retrospective. Amsterdam: John Benjamins. Kamwangamalu, N. & Reagan, T. (Guest Eds.). (2004). Language Problems and Language Planning: Special issue on South Africa, 28 (2). Tonkin, H. & Reagan, T. (Eds.). (2003). Language in the twenty-first century. Amsterdam: John Benjamins. Reagan, T. (Ed.). (1984). Philosophical issues in education: 1983. Bloomington, IN: Ohio Valley Philosophy of Education Society. Book Chapters Reagan, T. (In press). Linguistic hegemony and ‘official languages’. In A. Canestrari & B. Marlowe (Eds.), The handbook of educational foundations. Hoboken, NJ: Wiley Blackwell. Reagan, T. (In press). Language teachers in foreign territory: A call for a critical pedagogy-infused curriculum. In L. Cammarata, T. Osborn & D. Tedick (Eds,), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills. New York: Routledge. Reagan, T. (2015). Bilingual deaf education. In W. Wright, S. Boun & O. Garcia (Eds.), Handbook of bilingual and multilingual education (pp. 391-408). London: Wiley-Blackwell. Reagan, T. (2015). Language policy in education in Kazakhstan: Practical and ideological constraints. In F. Touchon (Ed.), Language education policy in theory and practice (pp. 54-76). Blue Mounds, WI: Deep University Press. Reagan, T. (2015). The ecology of languages and education in an intercultural perspective. In J. Seibt and J. Garsdal (Eds.), How is global dialogue possible? Foundational research on values, conflicts, and intercultural thought (pp. 463-489). Berlin: De Gruyter. Reagan, T. (2012). Should there be a sixth ‘C’? Critical pedagogy in the foreign language teaching and learning context. In P. C. Miller, J. Watzke & M. Mantero (Eds.), Readings in language studies, Volume 3: Language and identity (pp. 541-564). Lakewood Ranch, FL: International Society for Language Studies. Reagan, T. (2012). The DEAF^WORLD and competence in ASL: Identity and language issues. In P. C. Miller, J. Watzke & M. Mantero (Eds.), Readings in language studies, Volume 3: Language and identity (pp. 233-246). Lakewood Ranch, FL: International Society for Language Studies.
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Reagan, T. (2012). ‘Wat is ’n Suid-Afrikaner?’ Constructions of identity in the new South Africa. In P. C. Miller, J. Watzke & M. Mantero (Eds.), Readings in language studies, Volume 3: Language and identity (pp. 411-423). Lakewood Ranch, FL: International Society for Language Studies. Reagan, T. (2011). Liberal education, the ‘educated person’, and foreign language study: Revisiting an ideal. In M. Mantero, P. Miller & J. Watzke (Eds.), Readings in language studies, Volume 2: Language and power (pp. 255-271). St. Louis, MO: International Society for Language Studies. Reagan, T. (2010). Critical pedagogy in the foreign language education context: Teaching Esperanto as a subversive activity. In D. Moss & T. Osborn (Eds.), Resistance in education (pp. 47-66). New York: Peter Lang. Reagan, T. (2010). Translating and interpreting sign language: Mediating the DEAF-WORLD. In H. Tonkin & M. Frank (Eds.), The translator as mediator of cultures (pp. 53-72). Amsterdam: John Benjamins. Reagan, T. (2009). The professional status of teachers. In R. Bailey, D. Carr, R. Barrow & C. McCarthy (Eds.), The Sage handbook of philosophy of education (pp. 209-221). London: Sage. Juaristi, P., Reagan, T. & Tonkin, H. (2008). Language diversity in the European Union: An overview. In X. Arzoz (Ed.), Respecting linguistic diversity in the European Union (pp. 47-72). Amsterdam: John Benjamins. Reagan, T. (2007). Multilingualism and exclusion: The case of signed languages. In P. Cuvelier, T. du Plessis, M. Meeuwis & L. Teck (Eds.), Multilingualism and exclusion: Policy, practice and prospects (pp. 162-173). Pretoria: Van Schaik. Reagan, T. (2005). Language policy and sign languages. In T. Ricento (Ed.), An introduction to language policy: Theories and methods (pp. 329-345). Oxford: Blackwell. Reagan, T. & Scheffler, S. (2005). Higher education language policy and the challenge of linguistic imperialism: A Turkish case study. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 115-130). Clevedon: Multilingual Matters. Reagan, T. (2005). The deaf as a linguistic minority: Educational considerations. Reprinted in L. Katzman, A. Gruner Gandhi, W. Harbour & J. LaRock (Eds.), Special education for a new century (pp. 39-52). Cambridge, MA: Harvard Educational Review. (Original publication 1985; reprinted 1992) Reagan, T. (2005). A case study in cultural and linguistic difference: The DEAF-WORLD. In T. Osborn (Ed.), Language and cultural diversity in the United States (pp. 53-64). Westport, CT: Praeger. Reagan, T. (2005). Accents and dialects: Ebonics and beyond. In T. Osborn (Ed.), Language and cultural diversity in the United States (pp. 39-52). Westport, CT: Praeger. Reagan, T. (2003). Language and language education in the twenty-first century. In H. Tonkin & T. Reagan (Eds.), Language in the twenty-first century (pp. 133-143). Amsterdam: John Benjamins. Reagan, T. (2002). Language planning and language policy: Past, present and future. In R. Mesthrie (Ed.), Language in South Africa (pp. 419-433). Cambridge: Cambridge University Press. Reagan, T. (2002). ‘Knowing’ and ‘learning’ a foreign language: Epistemological reflections on classroom practice. In T. Osborn (Ed.), The future of foreign language education in the United States (pp. 45-61). Westport, CT: Bergin & Garvey.
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Reagan, T. (2002). Toward a political economy of the less commonly taught languages in American public schools. In T. Osborn (Ed.), The future of foreign language education in the United States (pp. 125-138). Westport, CT: Bergin & Garvey. Penn, C. & Reagan, T. (2001). Linguistic, social and cultural perspectives on sign language in South Africa. Reprinted in E. Ridge, S. Makoni & S. Ridge (Eds.), Freedom and discipline: Essays in applied linguistics from Southern Africa (pp. 49-69). New Delhi: Bahri Publications. (Original publication 1997) Reagan, T. (2001). The emancipatory power of language: Critical language awareness and the legacy of Clarence J. Karier. In K. Graves, T. Glander & C. Shea (Eds.), Inexcusable omissions: Clarence Karier and the critical tradition in history of education scholarship (pp. 245-262). New York: Peter Lang. Reagan, T. (2001). Language planning and language policy. In C. Lucas (Ed.), The sociolinguistics of sign languages (pp. 145-180). Cambridge: Cambridge University Press. Reagan, T. (2000). A South African perspective: Second language teaching and learning in the university. In J. Rosenthal (Ed.), Handbook of undergraduate second language education: English as a second language, bilingual, and foreign language instruction for a multilingual world (pp. 253-272). Mahwah, NJ: Lawrence Erlbaum Associates. Norlander, K., Case, C., Reagan, T., Campbell, P. & Strauch, J. (1997). The power of integrated teacher preparation: The University of Connecticut. In L. Blanton, C. Griffin, J. Winn & M. Pugach (Eds.), Teacher education in transition: Collaborative programs to prepare general and special educators (pp. 39-65). Denver, CO: Love Publishers. Reagan, T. (1996). The contribution of language planning and language policy to the reconciliation of diversity and unity in the post-Cold War era. In K. Müller (Ed.), Language status in the post-Cold War era (pp. 59-66). Lanham, MD: University Press of America and the Center for Research and Documentation on World Language Problems. Reagan, T. & Case, K. (1996). Linguistic pluralism for internationalization: The case for nontraditional approaches to language study for U.S. schools. In K. Müller (Ed.), Language status in the post-Cold War era (pp. 97-107). Lanham, MD: University Press of America and the Center for Research and Documentation on World Language Problems. Case, C., Norlander, K. & Reagan, T. (1995). Cultural transformation in an urban professional development center: Policy implications for school-university collaboration. Reprinted in H. Petrie (Ed.), Professionalization, partnership and power: Building professional development schools (pp. 113-132). Albany: State University of New York Press. (Original publication 1993) Reagan, T. (1995). Language planning and language policy in South Africa: A perspective on the future. In R. Mesthrie (Ed.), Language and social history: Studies in South African sociolinguistics (pp. 319-328). Cape Town: David Philip. Ribbens, R. & Reagan, T. (1995). Language policy in South Africa: Trade, industry and the business community. In V. Webb (Ed.), Language in South Africa: An input to language planning for a post-apartheid South Africa (pp. 289-308). Pretoria: LiCCA Research and Development Programme. Reagan, T. (1992). The comparative analysis of sign languages: Issues and challenges. In K. Müller (Ed.), Language as barrier and bridge (pp. 103-114). Lanham, MD: University Press of America and the Center for Research and Documentation on World Language Problems.
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Penn, C., Ogilvy-Foreman, D. & Reagan, T. (1992). The nature of sign language and the deaf community. In C. Penn, Dictionary of Southern African signs, vol. 1 (pp. 621-632). Johannesburg: Human Sciences Research Council and South African National Council for the Deaf. (Reprinted in volumes 2 through 5) Reagan, T. (1992). The deaf as a linguistic minority: Educational considerations. Reprinted in T. Heir & T. Latus (Eds.), Special education at the century’s end: Evolution of theory and practice since 1970 (pp. 305-320). Cambridge, MA: Harvard Educational Review. (Original publication 1985) Reagan, T. (1990). The development and reform of sign languages. In I. Fodor & C. Hagège (Eds.), Language reform: History and future, vol. 5 (pp. 253-267). Hamburg: Buske Verlag. Reagan, T. (1990). Cultural considerations in the education of the deaf. In D. Moores & K. Meadow- Orlans (Eds.), Research in educational and developmental aspects of deafness (pp. 73-84). Washington, DC: Gallaudet University Press. Reagan, T. (1989). More of the same: Reforms of American public schooling and the minority language student. In C. M. Shea, P. Sola & E. Kahane (Eds.), The new servants of power: A critique of the 1980s school reform movement (pp. 103-112). Westport, CT: Greenwood Press. Reagan, T. (1987). Ideology and language policy in education: The case of Afrikaans. In H. du Plessis & L. T. du Plessis (Eds.), Afrikaans en taalpolitiek [Afrikaans and language politics] (pp. 132-139). Pretoria: Haum. Refereed Journal Articles Reagan, T. (2012). Between Scylla and Charybdis: Foreign language education as a portal to the future. Connecticut COLT World News Exchange (Winter), 14-19. Reagan, T. (2011). Ideological barriers to American Sign Language: Unpacking linguistic resistance. Sign Language Studies, 11(4), 594-624. Osborn, T., Reagan, T. & Freiberg, J. (2011). Textual concept critical analysis: Toward a research approach for language studies. Critical Inquiry in Language Studies, 8(1), 1-26. Reagan, T. (2009). Proposed high school reform and world language education in Connecticut: How The Connecticut Plan misrepresents the evidence. NECTFL Review, 64, 18-33. Reagan, T. (2008). South African Sign Language and language-in-education policy in South Africa. Stellenbosch Papers in Linguistics 38, 165-190. Reagan, T., Rojas, E. & Veneros Ruiz-Tagle, D. (2008). La práctica reflexiva como herramienta cientifica en la preparación, inducción y evaluación de la carrera docente [Reflective practice as a scientific tool to prepare, induct and evaluate the future teacher]. Boletín de Investigación Educacional, 23(2), 123-148. Fonseca-Greber, B. & Reagan, T. (2008). Developing K-16 student standards for language learning: A critical examination of the case of Esperanto. Critical Inquiry in Language Studies, 5(1), 44-63. Reagan, T. (2007). Language-in education policy in South Africa: The challenge of sign language. Africa Education Review, 4(2), 26-41.
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Reagan, T. (2007). The times of our signs: Aspect and aspectual markers in American Sign Language. South African Linguistics and Applied Language Studies, 25(1), 17-26. Reagan, T. & Rojas, E. (2007). Metaphorical discourse and foreign language teaching and learning theories. Boletín de Investigación Educacional, 22(1), 61-73. Reagan, T. (2006). The explanatory power of critical language studies: Linguistics with an attitude. Critical Inquiry in Language Studies, 3(1), 1-22. Reagan, T. (2006). Learning theories as metaphorical discourse: Reflections on second language learning and constructivist epistemology. Semiotica, 161(1/4), 291-308. Reagan, T., Penn, C. & Ogilvy, D. (2006). From policy to practice: Sign language developments in post-apartheid South Africa. Language Policy, 5(2), 187-208. Reagan, T. (2004). ‘Don’t know much about the French I took’: A contemporary case for second language study in the liberal arts. Arts and Humanities in Higher Education, 3(2), 231-241. Reagan, T. (2004). Objectification, positivism and the teaching of languages: A reconsideration. Critical Inquiry in Language Studies, 1(1), 53-80. Reagan, T. & Osborn, T. (2004). Reflections on critical language studies and the genesis of a counter- paradigm. Critical Inquiry in Language Studies, 1(4), 237-241. Reagan, T. (2003). Critical constructivism and language teaching. Tydskrif vir Taalonderrig / Journal of Language Teaching, 37(1), 120-141. Reagan, T. (2003). Paideia redux: A contemporary case for the classics. Journal of Thought, 38(3), 21-39. Rojas, E. & Reagan, T. (2003). Linguistic human rights: A new perspective on bilingual education. Educational Foundations, 17, 5-19. Reagan, T. (2002). Teaching and learning sign language as a ‘foreign’ language. Tydskrif vir Taalonderrig / Journal of Language Teaching, 36(3/4), 175-205. Reagan, T. (2002). Toward an ‘archeology of deafness’: Etic and emic constructions of identity in conflict. Journal of Language, Identity, and Education, 1(1), 41-66. Reagan, T. (2001). The promotion of linguistic diversity in multilingual settings: Policy and reality in post-apartheid South Africa. Language Problems and Language Planning, 25(1), 51-72. Reagan, T. (2000). But does it count? Reflections on ‘signing’ as a foreign language. Northeast Conference on the Teaching of Foreign Languages Review (Special Issue on American Sign Language), 48, 16-26. Reagan, T. & Vorster, J. (2000). Die politiek van vergetelheid: Stand van die minder-algemeen-onderrigte tale [The politics of oblivion: Situating the less commonly taught languages]. Language Problems and Language Planning, 24(1), 55-76. Reagan, T. (1999). Constructivist epistemology and second/foreign language pedagogy. Foreign Language Annals, 32(4), 413-425.
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Penn, C. & Reagan, T. (1999). Linguistic, social and cultural perspectives on sign language in South Africa. Indian Journal of Applied Linguistics (Special Issue on Applied Linguistics in South Africa), 25(1/2), 49-69. Reagan, T. & Osborn, T. (1998). Power, authority and domination in foreign language education: Toward an analysis of educational failure. Educational Foundations, 12(2), 45-62. Norlander-Case, K., Reagan, T., Campbell, P. & Case, C. (1998). The role of collaborative inquiry and reflective practice in teacher preparation. The Professional Educator, 21(1), 1-16. Osborn, T. & Reagan, T. (1998). Why Johnny can’t hablar, parler, or sprechen: Foreign language education and multicultural education. Multicultural Education, 6(2), 2-9. Reagan, T. (1997). The case for applied linguistics in teacher education. Journal of Teacher Education, 48(3), 185-196. Reagan, T. (1997). When is a language not a language? Challenges to ‘linguistic legitimacy’ in educational discourse. Educational Foundations, 11(3), 5-28. Reagan, T. & Penn, C. (1997). Language policy, South African Sign Language, and the deaf: Social and educational implications. South African Journal of Applied Language Studies, 5(1), 1-13. Reagan, T. (1996). Bilingualism and the dual culture of the deaf. South African Medical Journal, 86(7), 797-799. Reagan, T. (1995). Language and the skills of oracy in traditional African education. Journal of Research and Development in Education, 28(2), 106-112. Reagan, T. (1995). ‘Neither easy to understand nor pleasing to see’: The development of manual sign codes as language planning activity. Language Problems and Language Planning, 19(2), 133-150. Reagan, T. (1995). A sociocultural understanding of deafness: American Sign Language and the culture of deaf people. International Journal of Intercultural Relations, 19(1), 239-251. Campbell, P., Norlander, K., Reagan, T., Case, C., DeFranco, T. & Brubacher, J. (1995). Ensuring identification with an ‘other-oriented’ culture of teaching: Socialization into a caring profession. Record in Educational Leadership, 15(2), 72-78. Penn, C. & Reagan, T. (1995). ‘On the other hand’: Implications of the study of South African Sign Language for the education of the deaf in South Africa. Suid-Afrikaanse Tydskrif vir Opvoedkunde / South African Journal of Education, 15(2), 92-96. Reagan, T., Norlander, K., Case, C. & Brubacher, J. (1994). Teachers for Connecticut’s schools: Postulates, problems and potential at the University of Connecticut. Record in Educational Leadership, 14(2), 27-31. Reagan, T., with Wilson, S. (1994). American Sign Language and deaf cultural studies: A bibliographic essay. Choice, 31(7), 1069-1077. Case, C., Norlander, K. & Reagan, T. (1994). Spotlight on sites: University of Connecticut. Center Correspondent (Center for Educational Renewal, University of Washington), 5(2/3), 25-31.
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Cordeiro, P. & Reagan, T. (1994). Educational reform and multiculturalism: A critical essay review. International Journal of Educational Reform, 3(2), 244-247. Foreman, D., Penn, C. & Reagan, T. (1994). Selected syntactic features of South African Sign Language: A preliminary analysis. Suid-Afrikaanse Tydskrif vir Taalkunde / South African Journal of Linguistics, 12(4), 118-123. Penn, C. & Reagan, T. (1994). The properties of South African Sign Language: Lexical diversity and syntactic unity. Sign Language Studies, 85, 319-327. Reagan, T. (1993). Educating the ‘reflective practitioner’: The contribution of philosophy of education. Journal of Research and Development in Education, 26(4), 189-196. Reagan, T., Case, K., Case, C. & Freiberg, J. (1993). Reflecting on ‘reflective practice’: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 6(3), 263-277. Reagan, T., Case, C. & Norlander, K. (1993). Toward reflective teacher education: The University of Connecticut experience. International Journal of Educational Reform, 2(4), 399-406. Case, C., Norlander, K. & Reagan, T. (1993). Cultural transformation in an urban professional development center: Policy implications for school-university collaboration. Educational Policy, 7(1), 40-60. Reagan, T. (1992). Language function and language variation: Analytic models for the South African context. Suid-Afrikaanse Tydskrif vir Afrikatale / South African Journal of African Languages, 12 (Supplement 1), 35-46. Reagan, T. (1992). Toward a pedagogy of inclusion: Incorporating perspectives from traditional African educational thought and practice in the history of education. Journal of Thought, 27(1/2), 18-42. Reagan, T. (1991). The past in the service of the present: A comparative study of South African and Zimbabwean social studies textbooks. Journal of Research and Development in Education, 25(1), 58-63. Penn, C. & Reagan, T. (1991). Toward a national policy for deaf education in the ‘new’ South Africa. Suid-Afrikaanse Tydskrif vir Kommunikasieafwykings / South African Journal of Communication Disorders, 38, 19-24. Penn, C., Reagan, T. & Ogilvy, D. (1991). ‘On that day the deaf shall hear’: Deaf-hearing interchange in South Africa. Sign Language Studies, 71, 131-142. Vorster, J. & Reagan, T. (1991). On the lexical development of L1 and L2 speakers. Suid-Afrikaanse Tydskrif vir Taalkunde / South African Journal of Linguistics, 9(3), 80-84. Reagan, T. (1990). Philosophy of education in the service of apartheid: The role of ‘fundamental pedagogics’ in South African education. Educational Foundations, 4(2), 59-71. Reagan, T. (1990). Responding to linguistic diversity in South Africa: The contribution of language planning. Suid-Afrikaanse Tydskrif vir Taalkunde / South African Journal of Linguistics, 8(4), 178-184. Penn, C. & Reagan, T. (1990). How do you sign ‘apartheid’? The politics of South African Sign Language. Language Problems and Language Planning, 14(2), 91-103. Reagan, T. (1989). Education for subjugation and liberation: The historical context of ‘people’s education’ in South Africa. Journal of the Midwest History of Education Society, 17, 133-141.
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Reagan, T. (1989). Nineteenth century conceptions of deafness: Implications for contemporary educational practice. Educational Theory, 39(1), 39-46. Reagan, T. (1989). ‘People’s education’ in South Africa: Schooling for liberation. Journal of Thought, 24(1/2), 4-25. Reagan, T. (1988). Multiculturalism and the deaf: An educational manifesto. Journal of Research and Development in Education, 22(1), 1-6. Reagan, T. (1988). The oral-manual debate in deaf education: Language policies in conflict. Journal of the Midwest History of Education Society, 16, 19-33. Reagan, T. (1987). Language reform: The state of the art. Language Problems and Language Planning, 11(2), 194-200. Reagan, T. (1987). The Memorandum of 1839: An early revolution in South African education. Journal of the Midwest History of Education Society, 15, 134-151. Reagan, T. (1987). The politics of linguistic apartheid: Language policy in black education in South Africa. Journal of Negro Education, 56(3), 299-312. Reagan, T. (1986). American Sign Language and contemporary deaf studies in the United States: An essay review. Language Problems and Language Planning, 10(3), 282-289. Reagan, T. (1986). Considerations on liberation and oppression: The place of English in black education in South Africa. Journal of Thought, 21(2), 91-99. Reagan, T. (1986). Creating artificial sign languages: Guidelines and constraints. Sign Language Studies, 52, 219-234. Reagan, T. (1986). ‘Language ideology’ in the language planning process: Two African case studies. Suid-Afrikaanse Tydskrif vir Afrikatale / South African Journal of African Languages, 6(2), 94-97. Reagan, T. (1986). The role of language policy in South African education. Language Problems and Language Planning, 10(1), 1-13. Reagan, T. (1986). Sign language in the education of the deaf: A comparative assessment. Suid-Afrikaanse Tydskrif vir Opvoedkunde / South African Journal of Education, 6(1), 8-14. Reagan, T. (1986). Taalbeplanning in die Suid-Afrikaans onderwys: ’n oorsig [Language planning in South African education: An overview]. Suid-Afrikaanse Tydskrif vir Taalkunde / South African Journal of Linguistics, 4(1), 32-55. Reagan, T. & Ntshoe, I. (1986). Language policy and black education in South Africa. Journal of Research and Development in Education, 20(2), 1-8. Reagan, T. (1985). Cultural unity, cultural pluralism and the school: Toward a pedagogical synthesis. Journal of Research and Development in Education, 18(2), 21-25. Reagan, T. (1985). The deaf as a linguistic minority: Educational considerations. Harvard Educational Review, 55(3), 265-277.
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Reagan, T. (1985). Language planning in South African education: A conceptual overview. Tydskrif vir Taalonderrig / Journal for Language Teaching, 19(3), 71-87. Reagan, T. (1985). On ‘sharp edges and watertight compartments’: Problems of language planning in the South African context. In K. P. Prinsloo (Ed.), Language Planning for South Africa (Suid-Afrikaanse Tydskrif vir Taalkunde / South African Journal of Linguistics, Occasional Papers No. 2), 58-70. Reagan, T. (1985). Taalideologie en taalbeplanning [Language ideology and language planning]. Suid-Afrikaanse Tydskrif vir Taalkunde / South African Journal of Linguistics, 3(4), 45-59. Reagan, T. (1984). Bilingual education in the United States: Arguments and evidence. Education and Society, 2(1/2), 65-69. Reagan, T. (1984). History, politics and education: The trouble with The Troubled Crusade. Educational Theory, 34(2), 193-199. Reagan, T. (1984). In defense of prescriptivism: The case for ‘linguistic imperialism’ in the classroom. Journal of Research and Development in Education, 17(3), 8-11. Reagan, T. (1984). Language policy, politics and ideology: The case of South Africa. Issues in Education, 2(2), 155-164. Reagan, T. (1984). Multiculturalism: An educational perspective. Educational Studies, 15(2), 101-107. Reagan, T. (1984). The theory and practice of multicultural education in the United States: An essay review. Education and Society, 2(1/2), 111-113. Reagan, T. (1983). A lived Bildungsroman: The educational thought of Wilhelm von Humboldt. Pedagogiekjoernaal, 4(2), 65-75. Reagan, T. (1983). The economics of language: Implications for language planning. Language Problems and Language Planning, 7(2), 148-161. Reagan, T. (1983). The Institutio Oratoria: Quintilian’s contribution to educational theory and practice. Vitae Scholasticae, 2(2), 405-417. Reagan, T. (1983). Language selection and language planning in Southern Africa: An essay review. Language Problems and Language Planning, 7(2), 148-161. Reagan, T. (1983). The educating of minority children: Nothing new under the sun? Journal of the Midwest History of Education Society, 11, 125-134. Reagan, T. (1981). Deschooling revisited: An examination of Ivan Illich’s social thought. Journal of the Midwest History of Education Society, 9, 80-91. Reagan, T. (1980). Bilingual education: A reevaluation of objectives. Journal of the Midwest History of Education Society, 8, 15-25. Reagan, T. (1980). The foundations of Ivan Illich’s social thought. Educational Theory, 30(4), 293-306.
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Papers Published in Conference Proceedings Reagan, T. (2015). Extralinguistic considerations in the promotion of multilingualism. In Proceedings from the Round Table on Multilingualism. Astana, Kazakhstan: Academy of Public Adminstration. Reagan, T. (2014). The teacher education knowledge base for Kazakhstan. In N. R. Arshabekova (Ed.), Материалы: Международной научно-практической конференции «Институционализация содержания и организации условий инновационной образовательной среды высшей педагогической школы» [Materials: International scientific and practical conference ‘The institutionalization of the content and organization of innovative educational environment conditions in higher education pedagogical schools’] (pp. 26-33). Pavlodar, Kazakhstan: Pavlodar State Pedagogical Institute. Reagan, T. (2013). Toward a critical epistemology of world language teaching and learning. In Y. Bayyurt & S. Akcan (Eds.), ELF 5: Proceedings of the Fifth Conference of English as a Lingua Franca (pp. 38-44). Istanbul: Boğaziçi University. Reagan, T. (2004). Delimiting South African Sign Language: Politics, ideology, and linguistics. In A. Coetzee (Ed.), Identity and creativity in language education: Proceedings of the 21st World Congress of the World Federation of Modern Language Organizations / Fédération Internationale des Professeurs de Langues Vivantes. Johannesburg: Rand Afrikaans University. (CD) Reagan, T. (1998). Multilingualism and language competition in contemporary South Africa: A case study of the role of language rights in nation-building. In J. Levitt, L. Ashley & W. Finke (Eds.), Language and communication in the new century (pp. 149-166). East Rockaway, NY: Cummings & Hathaway. Reagan, T. (1996). Constructing sign language: A linguistic, cultural and educational critique. In J. Levitt, L. Ashley & K. Rogers (Eds.), Constructed languages and language construction: Proceedings of the Conference of 13 October 1995 (pp. 27-39). East Rockaway, NY: Cummings & Hathaway. Reagan, T. (1996). Language diversity in the twenty-first century: The educational dimension. In H. Tonkin (Ed.), Languages in international organizations: A half-century of international order? Report of the Thirteenth Annual Conference on Language and Communication (pp. 39-45). West Hartford, CT: Center for Research and Documentation on World Language Problems, University of Hartford. Reagan, T. (1996). Language diversity, language conflict, and education: Notes toward an argument about language rights. In INPE 1996: International Network of Philosophers of Education Fifth Biennial Meeting -- Conflict and Consensus: Education, moral and political dimensions, volume 2 (pp. 75-77). Johannesburg: Faculty of Education, Rand Afrikaans University, and Department of Education, University of the Witwatersrand. Reagan, T. (1993). Sign language in global perspective: An analysis of status, issues and challenges. In J. Levitt, L. Ashley & K. Rogers (Eds.), Language in contemporary society: Proceedings of the International Conference on Geolinguistics in the 1990s (pp. 126-134). New York: American Society of Geolinguistics. Reagan, T. (1992). Language diversity and language policy in South Africa: Issues of equity and excellence in education. In E. Graybill & G. Urch (Eds.), Proceedings: 1991 Regional Conference of the Comparative and International Education Society (pp. 175-206). Amherst, MA: Center for International Education, University of Massachusetts.
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Reagan, T. (1987). Difference as deficit: Language variation and the school. In F. Estes (Ed.), Philosophical issues in education: 1987/1988 (pp. 55-64). Terre Haute, IN: Ohio Valley Philosophy of Education Society. Reagan, T. (1986). Notes toward a conception of multicultural education. In R. Skovira (Ed.), Philosophical issues in education: 1984 (pp. 48-57). Bloomington, IN: Ohio Valley Philosophy of Education Society. Reagan, T. (1985). English as medium of instruction for non-English speaking minority students: Reservations and concerns from the American experience. In R. Lennard (Ed.), Proceedings of the 1985 Annual Conference of the Southern African Applied Linguistics Association (pp. 101-117). Johannesburg: Southern African Applied Linguistics Association. Reagan, T. (1984). Bilingual-bicultural education: A false parallel? In D. Senchuk (Ed.), Philosophical issues in education: 1982 (pp. 73-78). Bloomington, IN: Ohio Valley Philosophy of Education Society. Reagan, T. (1983). Ivan Illich on education: Prometheus unbound? In M. C. Smith & J. Williams (Eds.), Midwest Philosophy of Education Society Proceedings: 1982 (pp. 41-54). Milwaukee, WI: Midwest Philosophy of Education Society. Reagan, T. (1982). The concept of ‘language barriers’ and Black English. In D. Senchuk (Ed.), Philosophical issues in education: 1981 (pp. 50-54). Bloomington, IN: Ohio Valley Philosophy of Education Society.
Encyclopedia Entries Reagan, T. (In press). Signed language policy. In P. Boudreault, G. Gertz, and J. G. Golson (Eds.), The SAGE deaf studies encyclopedia. Thousand Oaks, CA: Sage. Reagan, T. (2015). Signed language. In K. Brown, R. Hayles, B. LaBrack, M. Paige, N. Rao & S. Ting-Toomey (Eds.), The SAGE encyclopedia of intercultural competence. Thousand Oaks, CA: Sage. Reagan, T. (2014). Language policy for sign languages. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. Hoboken, NJ: John Wiley & Sons. Reagan, T. (1999). Edward Miner Gallaudet. In J. Garraty & M. Carnes (Eds.), American national biography, volume 8 (pp. 643-644). New York: Oxford University Press, under the auspices of the American Council of Learned Societies. Reagan, T. (1999). Thomas Hopkins Gallaudet. In J. Garraty & M. Carnes (Eds.), American national biography, volume 8 (pp. 645-646). New York: Oxford University Press, under the auspices of the American Council of Learned Societies. Reagan, T. (1997). Philosophies of education. Encyclopedia Americana (pp. 659-666). Danbury, CT: Grolier. Selected Technical Reports / Evaluations Reagan, T. (Chair). (2005). Student standards for learning Esperanto K-16 in the United States. Washington, DC: Esperantic Studies Foundation. [Esperanto version: Studnormoj por la lernado de Esperanto K-16 en Usono.] Reagan, T. (2003). Operation Respect CT: Five years of creating ‘climates of respect.’ Hartford, CT: Operation Respect CT.
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Reagan, T., & Schreffler, S. (2002). Annual evaluation of the ITU English preparatory programme: 2002. Maçka, Istanbul: College of Foreign Languages, Istanbul Technical University. Reagan, T. (2001). Integrating Technology into the Sciences Institute: Annual evaluation, 2000-2001. Middletown, CT: Project to Increase Mastery of Mathematics and Science, Wesleyan University. Reagan, T. & Schreffler, S. (2001). Annual evaluation of the ITU English preparation programme: 2001. Maçka, Istanbul: College of Foreign Languages, Istanbul Technical University. Reagan, T., with Osborn, T. (2001). Wesleyan University American Sign Language course and programme evaluation. Middletown, CT: Wesleyan University. Reagan, T. (1999). Annual evaluation of the ITU English preparation programme: 1999. Maçka, Istanbul: Department of Languages, Istanbul Technical University. Reagan, T. (1998). Annual evaluation of the ITU English preparation programme: 1998. Maçka, Istanbul: Department of Languages, Istanbul Technical University. Reagan, T. & Penn, C. (1998). Mid-year evaluation of the ITU English preparation programme: January 1998. Maçka, Istanbul: Department of Languages, Istanbul Technical University. Iwanicki, E., Cordeiro, P. & Reagan, T. (1998). A comprehensive evaluation of the Hartford Project Concern program. Hartford, CT: Hartford Board of Education. Reagan, T. & Osborn, T. (1997). Initial evaluation of the ITU English preparation programme: 1997. Maçka, Istanbul: Department of Languages, Istanbul Technical University. Reagan, T. (1992). Evaluation of Hartford/Hole in the Wall Gang Camp Collaborative Education Project. Storrs, CT: School of Education, The University of Connecticut. Fantini, A. & Reagan, T. (1992). Esperanto and education: Toward a research agenda. Washington, DC: Esperantic Studies Foundation. Iwanicki, E. & Reagan, T. (1992). Evaluation of Project PRIDE. Bristol, CT: Bristol Public Schools. Reagan, T. (1991). Normative principles in education: Implications for educational language policy. Pretoria: Human Sciences Research Council. Reagan, T. (Main Author). (1988). Foreign language program evaluation report. Farmington, CT: Farmington School District. Book Reviews and Notes
I have published well in excess of one hundred and fifty book reviews and book notes, which have appeared in Choice, Educational Studies, Educational Theory, Esperantic Studies, History of Education Quarterly, Journal of Multilingual and Multicultural Development, Journal of Third World Studies, Kleio, Language Problems and Language Planning, Modern Language Journal, Paedagogica Historica (New Series), Studies in Second Language Acquisition and Teachers College Record.
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SCHOLARLY PRESENTATIONS
Invited Keynote and Plenary Addresses Reagan, T. (2015). Language planning and language policy in education: International perspectives on national challenges. Invited Keynote Address, Fourth International Conference on Communications and Information Technology, held at the Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates, 20-21 May. Reagan, T. (2015). Which, when and why do we use different languages? Choices and challenges in the implementation of language policies. Invited Keynote Address, ‘Round-Table on the Impact of Extralingual Factors on Public Servants’ Learning of the State and Foreign Languages’, held at the Academy of Public Administration, Astana, Kazakhstan, 24 April. Reagan, T. (2015). Learning Russian in 30 days: Technology and language learning revisited. Invited Keynote Address, the Fifth International Conference on Language Education Policy Studies, held at the School of Foreign Languages, Southeast University in Nanjing, People’s Republic of China, 3-5 April. Reagan, T. (2014). Neurocognitive studies and early language acquisition. Invited Keynote Address, ‘International Conference on Educational Policy, Practice and Research’, Astana, Kazakhstan, 23-24 October. Reagan, T. (2014). Inclusive education: Human rights for all children. Invited Keynote Address, ‘Seminar on Inclusive Education’, held at the Republican Educational Health Center in Baldauren, Kazakhstan, 12-14 May. Reagan, T. (2014). The teacher education knowledge base for Kazakhstan. Invited Keynote Address, Институционализация содержания и организации условий инновационной образовательной среды высшей педагогической школы [Institutionalization of the Content and Organization of Innovation and the Educational Environment of Pedagogical Institutions], held at Pavlodar State Pedagogical Institute, Pavlodar, Kazakhstan, 23 January. Reagan, T. (2013). Language-in-education policy in multilingual settings: Lessons for Kazakhstan. Invited Keynote Address, Professional Development Conference for Quality Schools International, held in Almaty, Kazakhstan, 17-19 October. Reagan, T. (2013). Инновации в образовании [Innovation in education]. Invited Open Plenary at the I-ого Казахстанского Международного Форума, «Управление инновациями, идеями и рацпредложениями» [First International Kazakhstan Forum on Leadership of Innovation, Knowledge and Improvement] held in Astana, Kazakhstan, 9-11 October. Reagan, T. (2013). Стили лидерства для улучшения качества образования [Leadership styles for educational improvement]. Invited Keynote Address delivered at the Повышение конкрентоспособности среднего образования на основе внедрения менеджсмента качества [Competitive Growth and Future Development of Secondary Education on the Basis of Management Support and Evaluation Seminar], sponsored by the Department of Education of Zhambyl Oblast and the National Centre for Quality Assessment, in Taraz, Kazakhstan, 14-16 August. Reagan, T. (2013). Language ecology as a zero-sum game? Language in educational policy. Invited Plenary Address, ‘International Conference on Language Education Policy: Global Perspectives and Local Practice’ held in Shanghai, People’s Republic of China, 28-29 March.
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Reagan, T. (2012). Leadership and teacher education. Invited Keynote Address presented at the ‘International Research-to-Practice Conference on School Leadership and Management’ held in Astana, Kazakhstan, 15-16 November. Reagan, T. (2011). Between Scylla and Charybdis: Foreign language education as a portal to the future. Invited Keynote Address presented at the annual Connecticut Council of Language Teachers Conference in Cromwell, Connecticut, 31 October. Reagan T. & Nover, S. (2010). School-based language planning. Collaborative Keynote Address, presented at the CAEBER Conference held at Gallaudet University, Washington, DC, 10-12 March. Reagan, T. (2009). Climate change as a metaphor for sociocultural change: The ecology of languages and education in an intercultural perspective. Invited Keynote Address, presented at the Global Dialogue Conference on ‘Responsibility: Climate Change as Challenge for Intercultural Inquiry on Values’ held in Aarhus, Denmark, 3-6 November. Reagan, T. (2009). Proposed high school reform and world language education in Connecticut: How The Connecticut Plan misrepresents the evidence. Invited Keynote Address, presented at the ‘Bridging Cultural Identities’ conference of the Connecticut Organization of Language Teachers in New Britain, Connecticut, 7 March. Reagan, T. (2007). Critical linguistics: Implications for philosophy of education. Invited Keynote Address, presented at the annual meeting of the New England Philosophy of Education Society, held in Framingham, Massachusetts, 13 October. Reagan, T. (2007). The future of foreign language educators: Are we on our way to becoming dodos? Invited Plenary Address, Fifth International Conference on Language Teacher Education, held in Minneapolis, Minnesota, 31 May – 2 June. Reagan, T. (2007). The linguistic human rights of deaf students: Challenging another apartheid. Invited Presidential Session, presented at the annual conference of the American Educational Research Association, held in Chicago, Illinois, 9-13 April. Reagan, T. (2005). But what’s the right answer? Linguistic prescriptivism and TESOL. Invited Keynote Address, presented at the Sixth Southern Cone TESOL conference, held in Asunción, Paraguay, 19-21 July. Reagan, T. (2005). The challenge of linguistic prescriptivism in the TESOL classroom. Invited Plenary Address, presented at the Instituto Brasíl Estados Unidos in Rio de Janeiro, Brazil, 18 July. Reagan, T. (2005). The explanatory power of critical language studies: Linguistics with an attitude. Presidential Keynote Address, presented at the biennial conference of the International Society for Language Studies, held in Montréal, Québec, 18-21 April. Reagan, T. (2005). Status planning issues in deaf education: Linguistic human rights of deaf children. Invited Keynote Address, presented at the ‘National ASL/English Bilingualism in Deaf Education: Working Together as Language Planners Conference’, held at Gallaudet University, Washington, DC, 10-12 March. Reagan, T. (2004). Global English: Implications for teachers and learners of English. Invited Keynote Address, 13th National English Teaching Training Programme Student Annual Conference, held at the Universidad Arturo Prat, Iquique, Chile, 8 November.
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Reagan, T. (2004). Dancing ‘to’ and ‘with’ the music: The dilemma of prescriptivism in TESOL. Invited Opening Plenary Address, TESOL-Chile International Conference, held in Santiago, Chile, 5 November. Reagan, T. (2004). Language matters: Critical language awareness and the educator. Invited Keynote Address, presented as the ‘Outstanding Research Award Winner’ at the Neag School of Education, University of Connecticut, Storrs, Connecticut, 7 April. Reagan, T. (2003). The objectification of language: A challenge for critical language educators. Presidential Address, presented at the biennial conference of the International Society for Language Studies, held in St. Thomas, U.S. Virgin Islands, 30 April - 2 May. Reagan, T. (1999). Reflective practice and teacher education: An overview. Invited Keynote Address, presented at the Teacher Training Programme, Foundation Public School, Karachi, Pakistan, 17 April. Reagan, T. (1996). Bilingualism and the dual culture of the deaf: Educational implications. Invited Keynote Address, presented at the ‘Deafness: Current Perspectives Symposium’, held at the Medical School, University of Cape Town, Cape Town, South Africa, 22-23 March. Reagan, T. (1996). Future policies in deaf education: A global perspective. Invited Keynote Address, presented at the ‘Deafness: Current Perspectives Symposium’, held at the Medical School, University of Cape Town, Cape Town, South Africa, 22-23 March. Reagan, T. (1991). Babel and the deaf: Toward an analysis of cultural and linguistic diversity in the deaf community. Invited Keynote Address, presented at the ‘Conference on Communication and Language Acquisition of the Deaf Child’, held in Worcester, South Africa, 24-26 September.
Conference Presentations and Invited Lectures (Excluding Those Later Published)
Reagan, T. (2015). The conceptualisation of 'language legitimacy'. Presented at the annual European Conference on Educational Research held in Budapest, Hungary, 8-11 September. Reagan, T. (2014). Multilingual education in Kazakhstan: The challenge of linguistic equity. Presented at the annual conference of the Comparative and International Education Society held in Toronto, Canada, 10-15 March. Reagan, T. (2013). Language-in-education policy: Toward a research agenda for Kazakhstan. Invited presentation at the Faculty of Education, Cambridge University, Cambridge, UK, 19 November. Reagan, T. (2013). Language policy in higher education in Kazakhstan: Addressing trilingualism in Central Asia. Presented at the ‘Languages and Internationalization in Higher Education: Ideologies, Practices, Alternatives’ Conference, held in Reykjavík, Iceland, 18-20 July. Reagan, T. (2013). Do you talk, говорите, or сіз сөйлесесіз бе? The multilingual dilemma in education in Kazakhstan. Presented at the ‘International Conference on Language Education Policy: Global Perspectives and Local Practice’, held in Shanghai, People’s Republic of China, 28-29 March. Reagan, T. (2012). Reforming schooling in Kazakhstan: The philosophy of education of Nursultan Nazarbayev. Presented at the annual conference of the New England Philosophy of Education Society, held in New Britain, Connecticut, 27 October.
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Reagan, T. (2012). Language legislation for sign languages: The status of South African sign language. Presented at the annual conference of the Linguistics Society of Southern Africa, held in Bloemfontein, South Africa, 25-29 June. Reagan, T. (2012). Critical pedagogy and foreign language education: The politics of practice. Presented at the annual conference of the Linguistics Society of Southern Africa, held in Bloemfontein, South Africa, 25-29 June. Reagan, T. (2012). Toward a critical epistemology of world language teaching and learning. Presented at the ‘Fifth International Conference on English as a Lingua Franca’, held at Boğazçi University in Istanbul, Turkey 22-27 May. Reagan, T. (2012). But what is my mother tongue? Rethinking the challenges of mother tongue education. Presented at the ‘Conference on Language at the United Nations’, held at the United Nations, New York, 1 May. Reagan, T. (2011). Why labels matter: Foreign languages, world languages, and languages other than English. Presented at the annual conference of the New England Philosophy of Education Society, held in New Britain, Connecticut, 22 October. Reagan, T. (2011). Critical pedagogy in TESOL: Transformative potential and practical limits. Presented at the annual conference of Argentine TESOL, held in Buenos Aires, Argentina, 4-6 May. Reagan, T. (2011). The paradox of monolingual global education: English as the ‘langue du préférence’ and the challenge of linguistic imperialism. Presented at the American Association of Applied Linguistics annual conference, held in Chicago, Illinois, 26-29 March. Reagan, T. (2009). Sine qua non? Liberal education, the ‘educated person’, and foreign language study. Presented at the annual conference of the American Educational Studies Association, held in Pittsburgh, Pennsylvania, 4-8 November. Reagan, T. (2009). The ‘educated person’ and language study: A case for foreign languages in liberal education. Presented at the annual meeting of the New England Philosophy of Education Society, held in Framingham, Massachusetts, 3 October. Reagan, T. (2009). Interlinguistics, planned languages and education. Presented at the 2009 biennial conference of the International Society for Language Studies, held in Orlando, Florida, 11-13 June. Reagan, T. (2008). What is my native language? The conceptual challenge of the prelingually deaf. Presented at the International Association for the Intergenerational Study of Language and Communication’s ‘The Native Speaker and the Mother Tongue Conference’, held in Cape Town, South Africa, 11-13 December. Reagan, T. (2008). Muslims in U.S. schools: A new challenge for multicultural education. Presented at the New England Conference on Multicultural Education, held in Hartford, Connecticut, 8 October. Reagan, T. (2008). Reflective practice and the foreign language educator: Implications for the teacher education curriculum. Invited presentation, the Universidad de Santiago de Chile, Santiago, Chile, 6 August. Reagan, T. (2008). Critical pedagogy and foreign language instruction: Toward a synthesis. Invited presentation, the Universidad Alberto Hurtado, Santiago, Chile, 5 August. Reagan, T. (2008). Critical applied linguistics, critical pedagogy, and foreign language education: An overview. Invited presentation, the Universidad Metropolitana de Ciencias de la Educación, Santiago, Chile, 4 August.
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Reagan, T. (2008). Englishes as endangered languages: The challenge of linguistic diversity in TESOL. Presented at the annual conference of the International Association of Teachers of English as a Foreign Language (Chile), held in Santiago, Chile, 1-2 August. Reagan, T. (2008). ‘Good intentions and the road to hell’: Language policy and language planning for sign languages. Presented at the International Linguistic Association 53rd annual conference, held at SUNY College at Old Westbury, New York, 11-13 April. Reagan, T. (2008). Globalization and language policy at the international level: The role of foreign language education in promoting multilingualism. Presented at the International Linguistic Association 53rd annual conference, held at SUNY College at Old Westbury, New York, 11-13 April. Reagan, T. (2008). Language in education policy in South Africa: The case of South African Sign Language. Presented at the annual meeting of the Linguistic Society of Southern Africa, held in Stellenbosch, South Africa, 14-18 January. Reagan, T. (2007). The role of language and language studies in the preparation of educational leaders: Toward a ‘linguistic knowledge base’. Presented at the annual meeting of the University Council for Educational Administration, held in Washington, DC, 15-18 November. Reagan, T., Rojas, E. & Osborn, T. (2007). Understanding language: The linguistic knowledge base for educators. Presented at the 12th Annual New England Conference on Multicultural Education, held in Hartford, Connecticut, 11 October. Reagan, T. (2007). Utilizing ‘deaf art’ in the teaching of American Sign Language: Toward an expansion of the concept of Deaf culture. Presented at the ‘Language and Culture: Building Bridges Through the Arts Conference’, held at the Universidad de Pinar del Río, Pinar del Río, Cuba, 2-4 October. Reagan, T. (2006). ‘Setting the scene? How about just locating the audience?’ The problematic case of sign language interpreting and translating. Presented at ‘The Translator as Mediator of Cultures’ conference, held at the University of Hartford in West Hartford, Connecticut, 20-21 October. Reagan, T. (2005). The development of K-12 Esperanto standards. Presented at the annual meeting of the American Council on the Teaching of Foreign Languages, held in Baltimore, Maryland, 17-20 November. Reagan, T. (2005). Critical theory, globalization, and international language education. Invited lecture, Department of Curriculum and Instruction, College of Education, University of Wisconsin, Madison, 16 September. Reagan, T. (2005). Reflective practice and the language educator: Implications for TESOL. Invited address, presented at the Centro Universitário La Salle in Porto Alegre, Brazil, 14 July. Reagan, T. (2005). The TESOL educator as reflective practitioner. Invited address, presented at the Universidade Luterana do Brasil in Porto Alegre, Brazil, 13 July. Reagan, T. (2004). Multilingualism and language rights in education: The South African experience. Presented at the 12th World Congress of Comparative Education Societies, held in Havana, Cuba, 25-29 October. Reagan, T. (2004). It isn’t about language: The real barriers to effective global communication. Presented at the United Nations’ Department of Public Information/Non-Governmental Organizations ‘Millennium Development Goals: Civil Society Takes Action Conference’, held at the United Nations, New York, New York, 8-10 September.
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Reagan, T. (2003). Islam and Muslims in U.S. schools: Toward an articulation of the needed knowledge base. Presented at the annual conference of the American Educational Studies Association, held in México City, México, 29 October - 2 November. Reagan, T. (2003). Innovations in foreign language education: Preparing the foreign language teacher. Invited presentation, Department of English, the Pontificia Universidad Católica de Chile, Santiago, Chile, 13 August. Reagan, T. (2003). Delimiting South African Sign Language: Politics, ideology and linguistics. Presented at the 21st World Congress of the Fédération Internationale des Professeurs de Langues Vivantes, held at Rand Afrikaans University in Johannesburg, South Africa, 2-5 July. Reagan, T. (2001). Getting it right: What a meaningful and appropriate language requirement might look like. Presented as part of the ‘Reconsidering the Foreign Language Requirement at the Doctoral Level Symposium’ at the annual meeting of the Northeastern Education Research Association, held in Kerhonkson, New York, 24-26 October. Reyes, X. A. & Reagan, T. (2001). The reflective practitioner: Constructivist pedagogy in the bilingual classroom. Presented at the ‘Second Annual Newcomers Conference’, held in Waterbury, Connecticut, 28 March. Reagan, T. (2001). Constructivism, reflective practice, and the role of the teacher educator. Invited presentation, Facultad de Ciencias Básicas y Matemáticas, Universidad Católica de Valparaíso, Valparaíso, Chile, 6 March. Reagan, T. (2001). Innovaciones y reforma en educación: Estableciendo y manteniendo programas efectivos en formación de profesores [Innovations and reform in education : The establishment and maintenance of effective teacher education programmes]. Presented at the Conference on ‘Innovación y Mejoramiento Integral de la Formación Inicial de Docentes’, held at the Universidad Metropolitana de Ciencias de la Educación, Santiago, Chile, 28 February-3 March. Reagan, T. (2000). The linguistic rights of children: An educational imperative. Presented at the annual meeting of the American Educational Studies Association, held in Vancouver, British Columbia, 1-5 November. Reagan, T. (2000). Educational language policy and the rights of children: Addressing social and individual bilingualism. Presented at the Second International Symposium on Communication Disorders in Multilingual Populations, held in Kwa Maritane, South Africa, 18-21 July. Poole, W. & Reagan, T. (2000). The promise of preservice teacher leadership development. Presented at the annual meeting of the American Educational Research Association, held in New Orleans, Louisiana, 24-30 April. Lindsey, B., Brown, C., Gosselin, C. & Reagan, T. (2000). The missing term in the foreign language articulation equation: Student perceptions of foreign language study. Presented at the annual Northeast Conference on the Teaching of Foreign Languages, held in Washington, DC, 13-15 April. Reagan, T. (1999). Preparing students to meet diverse educational needs: Recent teacher education reforms in Connecticut. Invited public lecture, Tartu University, Tartu, Estonia, 21 October. Reagan, T. (1999). Language rights and responsibilities in the educational sphere: Meeting the needs of all students. Invited public lecture, Tartu University, Tartu, Estonia, 8 October.
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Reagan, T. (1999). Advocating for foreign language in the elementary school: A call for ‘truth in advertising’. Panel presentation at the National Network for Early Language Learning’s ‘Advocacy, Articulation and Curriculum Conference’, held in Hartford, Connecticut, 8-10 July. Reagan, T. (1999). The role of assessment in successful K-16 foreign language articulation: Implications from a case study. Invited presentation, Association of Departments of Foreign Languages ‘The Art and Ethos of Chairing Seminar’, held in Nashville, Tennessee, 24-26 June. Campbell, P., Reagan, T., Consoli, A. & Norton, A. (1999). Partnership in practice: Sustaining university partnerships with urban schools. Presented at the Institute for Educational Inquiry’s ‘In Praise of Education Conference’, held in Seattle, Washington, 18-21 June. Campbell, P., Consoli, A., Reagan, T., Schwab, R. & Schrader, P. (1999). Simultaneous renewal through inquiry and reflection. Presented at the Institute for Educational Inquiry’s ‘In Praise of Education Conference’, held in Seattle, Washington, 18-21 June. Reagan, T. (1999). Language in the twenty-first century: Some possible lessons from post-apartheid South Africa. Presented at the ‘Language in the Twenty-First Century Invitational Conference’, held at the Whitney Humanities Center, Yale University, New Haven, Connecticut, 6-7 June. Reagan, T. (1999). Language policy in the university context: A Turkish case study. Presented at the annual meeting of the American Association for Applied Linguistics, held in Stamford, Connecticut, 6-9 March. Reagan, T. (1999). Evolution of the fifth year in teacher education. Presented at the annual meeting of the American Association of Colleges for Teacher Education, held in Washington, DC, 24-27 February. Reagan, T., Lindsey, B. & Brown, C. (1999). Liberal arts, education and public school faculty: A case study of collaboration in foreign language education. Presented at the annual meeting of the American Association of Colleges for Teacher Education, held in Washington, DC, 24-27 February. Lindsey, B., Reagan, T. & Brown, C. (1999). High school to college foreign language articulation survey: Glastonbury and the general population. Presented at the ‘High School to College in Foreign Language Programs Conference’ sponsored by the Modern Language Association in collaboration with the Coalition of Foreign Language Organizations, held in San Diego, California, 29-31 January. Reagan, T. (1998). The less commonly taught languages in the American public schools: A case study of the ‘grammar of exclusion’. Presented at the annual meeting of the American Educational Studies Association, held in Philadelphia, Pennsylvania, 4-8 November. Reagan, T. & Osborn, T. (1998). Curricular nullification as critical pedagogy: Implications for teacher education. Presented at the annual meeting of the American Educational Studies Association, held in Philadelphia, Pennsylvania, 4-8 November. Norlander, K., Campbell, P., Case, C. & Reagan, T. (1998). Preparing teachers for inclusive education: A matter of attitudes, knowledge, and moral responsibility. Presented at the annual meeting of the American Association of Colleges for Teacher Education, held in New Orleans, Louisiana, 25-28 February. Reagan, T. & Díaz, E. (1997). Language rights and language conflict in American education. Presented at the annual meeting of the American Educational Studies Association, held in San Antonio, Texas, 29 October-2 November.
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Reagan, T. (1997). The case of the deaf: Compensatory versus emancipatory approaches to language policy. Presented at the annual conference of the Center for Research and Documentation on World Language Problems, held at the United Nations, New York, New York, 9 May. Norlander, K., Case, C., Reagan, T. & Campbell, P. (1997). The social context of schooling: Reforming teacher education. Presented at the annual meeting of the American Educational Research Association, held in Chicago, Illinois, 24-27 March 1997. Reagan, T., Norlander, K., Case, C. & Campbell, P. (1997). Centers of pedagogy: Increasing our capacity to influence the simultaneous renewal of schooling and the preparation of teachers. Presented at the annual meeting of the American Association of Colleges for Teacher Education, held in Phoenix, Arizona, 27 February-1 March. Norlander, K., Case, C., Reagan, T. & Campbell, P. (1997). The role of collaborative inquiry and reflective practice in teacher preparation and the reform of American education. Presented at the annual meeting of the American Association of Colleges for Teacher Education, held in Phoenix, Arizona, 27 February-1 March. Reagan, T. (1996). The role of social foundations in teacher education: Connecticut perspectives. Panel presentation at the annual meeting of the American Educational Studies Association, held in Montréal, Québec, 6-10 November. Reagan, T. (1996). Whose language is it, anyhow? The politics of language policy and language planning in the educational sphere. Presented at the annual meeting of the American Educational Studies Association, held in Montréal, Québec, 6-10 November. Reagan, T. (1996). Language and linguistics in social foundations courses: Expanding the knowledge base. Presented at the annual meeting of the American Educational Studies Association, held in Montréal, Québec, 6-10 November. Reagan, T. (1996). Non-western educational traditions in the history of education: Toward a theoretical rationale. Presented at the annual meeting of the American Educational Studies Association, held in Montréal, Québec, 6-10 November. Reagan, T. (1996). Language diversity, language conflict, and education. Presented at the International Network of Philosophers of Education Fifth Biennial Meeting, held in Johannesburg, South Africa, 20-23 August. Reagan, T. & Díaz, E. (1996). Monolingual global education: The ‘flat earth’ alternative. Presented at the annual conference of the Center for Research and Documentation on World Language Problems, held at the United Nations, New York, New York, 3 May. Reagan, T. (1996). Language policy in South African education: Post-apartheid challenges and dilemmas. Presented at the annual meeting of the American Educational Research Association, held in New York, New York, 8-12 April. Case, C., Norlander, K., Reagan, T. & Campbell, P. (1996). Student-centered qualitative inquiry and reflection in teacher education: The University of Connecticut experience. Presented at the annual meeting of the American Educational Research Association, held in New York, New York, 8-12 April. Norlander, K., Case, C., Reagan, T. & Campbell, P. (1996). Integrated teacher preparation: Influence on teachers of tomorrow. Presented at the annual meeting of the American Educational Research Association, held in New York, New York, 8-12 April.
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Reagan, T. (1996). Education and language. Panel presentation at the ‘Deafness: Current Perspectives Symposium’, held at the Medical School, University of Cape Town, Cape Town, South Africa, 22-23 March. Reagan, T. (1996). Language policy in post-apartheid South Africa: Changing conceptions of bilingualism and their educational implications. Presented at the annual meeting of the National Association for Bilingual Education, held in Orlando, Florida, 12-16 March. Reagan, T. (1996). Educational linguistics in teacher education. Presented at the annual meeting of the American Association of Colleges for Teacher Education, held in Chicago, Illinois, 21-24 February. Reagan, T. (1995). Qualitative research in the African context: Theories and methods. Presented at the ‘Seminaire sur les Méthodes Participatives de Recherche’, held at the École Nationale d’Économie Appliquée de Dakar in Dakar, Sénégal, 4-7 December. Reagan, T. (1995). Language policy, multilingualism and the classroom: Implications for the post-apartheid South Africa. Invited guest lecture, presented to the Department of Educational Studies, Johannesburg College of Education, Johannesburg, South Africa, 8 June. Reagan, T. (1995). The qualitative research paradigm in the South African context. Invited guest lecture, presented to the Faculty of Arts, University of the Witwatersrand, Johannesburg, South Africa, 8 June. Reagan, T. (1995). Philosophy of education in a different mode: Reflecting on encounters with deafness. Invited keynote address, presented to the New England Philosophy of Education Society, held in Framingham, Massachusetts, 29 April. Reagan, T. (1995). Language as myth and symbol: The case of Irish. Presented at the annual meeting of the Comparative and International Education Society, held in Boston, Massachusetts, 29 March-2 April. Reagan, T. (1995). South African Sign Language and the legacy of apartheid. Invited public lecture, presented to the African Studies Center and I. N. Thut World Education Center, University of Connecticut, Storrs, Connecticut, 1 March. Case, C., Norlander, K. & Reagan, T. (1995). Transforming cultures in the redesign of teacher preparation programs: The simultaneous renewal of schools and the education of educators. Presented at the annual meeting of the American Association of Colleges of Teacher Education, held in Washington, DC, 13-15 February. Reagan, T. (1995). Inquiry in the University of Connecticut’s teacher education program: The theoretical rationale. Presented at the annual meeting of the Holmes Group, held in Washington, DC, 26-29 January. Reagan, T. (1994). Inclusion and the deaf: Toward an analysis of ‘epistemic violence’. Presented at the annual meeting of the American Educational Studies Association, held in Chapel Hill, North Carolina, 10-13 November. Norlander, K., Reagan, T. & Case, C. (1994). Creating ‘centers of inquiry’: Fostering reflective practice and inquiry in the teaching profession. Presented at the Fourth Annual National Network for Educational Renewal Partner School Conference, held in Chicago, Illinois, 3-6 November. Reagan, T. (1994). Developing ‘face and heart’ in the time of the fifth sun: An examination of Aztec education. Presented at the annual meeting of the American Educational Research Association, held in New Orleans, Louisiana, 4-8 April.
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Reagan, T. (1993). Competing philosophies or incommensurable paradigms? The debate about language and culture in the education of the deaf. Presented at the annual meeting of the American Educational Studies Association, held in Chicago, Illinois, 3-7 November. Reagan, T. (1993). World language problems: Esperanto and education. Presented at the 41st annual Congress of the Esperanto-Ligo por Norda Amerika / Esperanto League of North America, held in West Hartford, Connecticut, 17-20 July. Reagan, T. & Cordeiro, P. (1992). Metaphors for teaching: A case study of educational belief systems. Presented at the annual meeting of the American Educational Studies Association, held in Pittsburgh, Pennsylvania, 4-8 November. Reagan, T. (1992). ‘A wise child is talked to in proverbs’: The oral component of traditional African education. Presented at the annual meeting of the American Educational Studies Association, held in Pittsburgh, Pennsylvania, 4-8 November. Reagan, T. (1992). The debate about the status of ASL: A case study in cultural oppression. Presented at the annual meeting of the American Educational Studies Association, held in Pittsburgh, Pennsylvania, 4-8 November. Reagan, T., Jones, T. & Weibust, P. (1992). From ‘foundations’ to ‘scaffolding’: The role of educational foundations in an innovative teacher education program. Presented at the annual meeting of the American Educational Studies Association, held in Pittsburgh, Pennsylvania, 4-8 November. Reagan, T. (1992). School desegregation in South Africa: Perspectives on the future. Presented at the 36th International Conference of the World Education Fellowship, held in Hartford, Connecticut, 17-20 August. Reagan, T. (1992). Adding a multicultural dimension to advanced placement social studies classes. Presented at the Northeast Regional Conference on the Social Studies, held in Hartford, Connecticut, 14 March. Reagan, T. (1992). Misapplying multiculturalism: Approaches to cultural diversity in South African education. Presented at the annual meeting of the National Association for Multicultural Education, held in Orlando, Florida, 13-16 February. Reagan, T. (1991). Language diversity and language policy in South Africa: Issues of equity and excellence in education. Presented at the annual meeting of the Comparative and International Education Society, held in Boston, Massachusetts, 15 November. Reagan, T. (1991). The paradoxes of pluralism: Challenges for multicultural education. Presented at the annual meeting of the American Educational Studies Association, held in Kansas City, Missouri, 23-26 October. Lemma, P., Goldsberry, L. & Reagan, T. (1991). A survey of university supervisors’ practices and perceptions: A study in progress. Presented at the New England Educational Research Organization, held in Portsmouth, New Hampshire, April. Reagan, T. (1991). Deafness as a cultural phenomenon: Competing paradigms in conceptualising the deaf. Invited guest lecture, presented to the Department of Speech Pathology and Audiology, University of the Witwatersrand, Johannesburg, South Africa, 20 September.
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Reagan, T. (1991). Naturalistic inquiry as research methodology. Invited guest lecture, presented to the Department of Speech Pathology and Audiology, University of the Witwatersrand, Johannesburg, South Africa, 17 September. Reagan, T. (1990). Recent developments in sign language research in Southern Africa. Invited lecture, presented to the Postgraduate Seminar, Department of Speech Pathology and Audiology, University of the Witwatersrand, Johannesburg, South Africa, 14 August. Reagan, T. (1990). Cultural diversity and educational development in Africa: Problems and challenges. Invited lecture, presented to the Education Department, University of the Witwatersrand, Johannesburg, South Africa, 13 August. Reagan, T. (1990). Educational language policy and the ‘new’ South Africa. Invited lecture, presented to the Johannesburg College of Education, Johannesburg, South Africa, 10 August. Reagan, T. (1990). Social and political mythology in the school: A comparative study of South African and Zimbabwean social studies textbooks. Presented at the annual meeting of the American Educational Studies Association, held in Lake Buena Vista, Florida, 31 October – November 3. Reagan, T. (1990). International perspectives on education and ideology. Presented at the annual meeting of the American Educational Research Association, held in Boston, Massachusetts, 16-20 April. Reagan, T. (1989). Identification, classification and representation of lexical items in sign languages: Problems and possibilities. Presented at the annual meeting of the Linguistic Society of Southern Africa, held in Grahamstown, South Africa, 7 July. Reagan, T. (1989). South African Sign Language: The current research base. Invited lecture, presented to the Post-Graduate Seminar, Department of Speech Pathology and Audiology, University of the Witwatersrand, Johannesburg, South Africa, 22 March. Reagan, T. (1989). Methodological issues in sociolinguistic research. Invited lecture, presented to the Department of Speech Pathology and Audiology, University of the Witwatersrand, Johannesburg, South Africa, 21 March. Reagan, T. (1988). Alternative education in South Africa: ‘People’s education’ for liberation. Presented at the annual meeting of the American Educational Studies Association, held in Toronto, Ontario, 4 November. Reagan, T. (1988). The nature and structure of natural sign languages. Invited lecture, presented to the Department of Linguistics, University of South Africa, Pretoria, South Africa, 15 July. Reagan, T. (1988). Ideological and ethical constraints on language planning. Invited lecture, presented to the Department of African Languages, University of South Africa, Pretoria, South Africa, 12 July. Reagan, T. (1988). Responding to linguistic diversity in South Africa: The contribution of language planning. Invited lecture, presented to the Department of Linguistics, University of South Africa, Pretoria, South Africa, 4 July. Reagan, T. (1988). Language planning and language diversity in South Africa. Invited lecture, presented to the Department of African Languages, University of South Africa, Pretoria, South Africa, 4 July.
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Reagan, T. (1988). The kaleidoscope of language: Language diversity and language policy in South Africa. Presented at the ‘Conference on the Future of Southern Africa’ sponsored by the Human Sciences Research Council in Pretoria, South Africa, 10-11 March. Reagan, T. (1987). The deaf as a bilingual-multicultural community: An educational perspective. Presented at the annual meeting of the American Educational Studies Association, held in Chicago, Illinois, 4-8 November. Reagan, T. (1987). Language policies in education: Cases, models and concerns. Presented at the annual meeting of the American Educational Studies Association, held in Chicago, Illinois, 4-8 November. Reagan, T. (1986). The pluralist dilemma: Evidence from the South African case. Presented at the annual meeting of the American Educational Studies Association, held in Pittsburgh, Pennsylvania, 29 October to 1 November. Reagan, T. (1987). Black education in South Africa: Issues and concerns. Invited lecture, presented at the ‘World Education Colloquium Series’, University of Connecticut, Storrs, Connecticut, 21 October. Reagan, T. (1986). The linguistics of natural sign languages. Invited guest lecture, presented to the Department of Speech Pathology and Audiology, University of the Witwatersrand, Johannesburg, South Africa, 12 June. Reagan, T. (1986). Signs for the deaf: Linguistic and educational concerns. Invited lecture, presented at the ‘Conference on the Education of the Deaf’, held at the Alpha Training Centre, Pretoria, South Africa, 10 June. Reagan, T. (1986). The education of black South Africans: Three issues. Invited guest lecture, presented to the College of Education, The Ohio State University, Columbus, Ohio, 16 January. Reagan, T. (1985). Linguistic diversity and multicultural education. Invited public lecture, presented at the College of Education, University of Nevada, Las Vegas, Nevada, 23 October. Reagan, T. (1984). Manifestations of injustice: Four types of racism and their implications for educational policy. Presented at the annual meeting of the American Educational Research Association, held in New Orleans, Louisiana, 23-27 April. Reagan, T. (1984). The ‘language question’ in the history of South African education. Presented at the annual meeting of the American Educational Research Association, held in New Orleans, Louisiana, 23-27 April. Reagan, T. (1983). Educating linguistic minorities in Denmark: The role of language planning. Presented at the Forum for Interdisciplinary Research, ‘Conference on Language Policy and Social Problems’, held in Curaçao, Netherlands Antilles, 8 December. Reagan, T. (1983). Multicultural education and multiethnic education: Competing curricular models. Presented at the annual meeting of the American Educational Studies Association, held in Milwaukee, Wisconsin, 4 November. Reagan, T. (1983). Language planning in revolutionary America: The role of the school in the creation of an ‘American language’. Presented at the annual meeting of the American Educational Research Association, held in Montréal, Québec, 11-15 April.
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IN-SERVICE AND PROFESSIONAL DEVELOPMENT PRESENTATIONS Reagan, T. (2013). The challenge of reflective practice in the real world. Invited presentation, Professional Development Conference for Quality Schools International, held in Almaty, Kazakhstan, 17-19 October. Reagan, T. (2012). Brush up your Latin. Four-session program, presented as part of the President’s College, University of Hartford, Hartford, Connecticut (April-May). Reagan, T. (2012). The history of Latin. Four-session program, presented as part of the President’s College, University of Hartford, Hartford, Connecticut (March). Reagan, T. & Tonkin, H. (2011). What is language? Five-session program, presented as part of the President’s College, University of Hartford, Hartford, Connecticut (February-March). Reagan, T. (2008). Critical pedagogy and the foreign language curriculum. Two-week Programa de Mejoramente de la Calidad y la Equidad de la Educación Superior (MECESUP) workshop held at the Universidad Alberto Hurtado, Santiago, Chile (August). Reagan, T. (2008). Current practice and innovation in foreign language teaching: The case of English as a foreign language. Two-week workshop presented at the École Normale Supérieure in Nouakchott, Mauritania (April). Reagan, T. & Tonkin, H. (2008). The many worlds of deafness. Four-session program, presented as part of the President’s College, University of Hartford, Hartford, Connecticut (March). Reagan, T. (2007). Understanding language and language policy: An overview. Presented at the Norwich Free Academy, Norwich, Connecticut (March). Reagan, T. (2005). The language educator as reflective practitioner: What it means, and why it matters. Presented at the Sixth Southern Cone TESOL conference in Asunción, Paraguay (July). Reagan, T. (2005). Reflective practice and the language educator. Presented at the Instituto Brasíl Estados Unidos in Rio de Janeiro, Brazil (July). Reagan, T. (2003). Linguistic truths and fallacies: What L2 teachers need to know. Presented at the Department of English, Universidad Metropolitana de Ciencias de la Educación, Santiago, Chile (August). Reagan, T. (2003). Learning and teaching strategies for L2 education. Presented at the Department of English, Universidad Metropolitana de Ciencias de la Educación, Santiago, Chile (August). Freiberg, J. & Reagan, T. (2002). Creating ‘climates of respect’: Improving classroom and school climate. Presented at Orchard Hill Elementary School, Hillsborough, New Jersey (June). Reagan, T. (2001). Restructuring teacher education programs for the 21st century: The University of Connecticut experience. Presented at the Facultad de Ciencias Básicas y Matemáticas, Universidad Católica de Valparaíso, Valparaíso, Chile (March). Reagan, T. (2001). American Sign Language in perspective. Invited presentation at a seminar on ‘Language and Society’ at the University of Hartford, Hartford, Connecticut (April).
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Reagan, T. (2001). Evaluation of teacher education programs: The role of accreditation. Presented at the Universidad Metropolitana de Ciencias de la Educación in Santiago, Chile (March). Reagan, T. (2000). Reflective practice and educational reform. Presented at the Institute of Public Service International, University of Connecticut, West Hartford, Connecticut (November). Reagan, T. (2000). Constructivist epistemology and educational reform. Presented at the Institute of Public Service International, University of Connecticut, West Hartford, Connecticut (November). Reagan, T. (2000). World English and English in the world: A sociolinguistic perspective. Invited presentation at a seminar on ‘Language and Society’ at the University of Hartford, Hartford, Connecticut (April). Reagan, T. (1999). Current issues in deaf education. Invited presentation and workshop for the Department of Special Education at Tartu University, Tartu, Estonia (October). Reagan, T. (1999). New directions in professional development in TESOL. Five-day faculty development program presented at the Department of Languages and Reforms, Istanbul Technical University, Maçka, Istanbul, Turkey (June). Reagan, T. (1999). Elements and implications of reflective practice. Two-week faculty development program presented at the Foundation Public School, Karachi, Pakistan (April). Reagan, T. & Weinland, T. (1999). Working together: A training program for supervisors and cooperating teachers. Presented at a two-day training session sponsored by the School of Education at the University of Connecticut, Storrs, Connecticut (January). Reagan, T. (1998). Politics, research and language: Conducting research in TESOL and language education. Five-day faculty development program presented at the Department of Languages and Reforms, Istanbul Technical University, Maçka, Istanbul, Turkey (November). Reagan, T. (1998). Professional development schools and partner schools: Conceptual and practical distinctions. Presented at an all-day workshop for public school administrators and teachers and university faculty at the School of Education, University of Connecticut, Storrs, Connecticut (October). Reagan, T. (1998). Reflective practice in foreign language education. Presented at an in-service workshop for teaching assistants in the Department of Modern and Classical Languages, University of Connecticut, Storrs, Connecticut (August). Reagan, T. (1998). Professional development schools, partner schools and inquiry: Toward an overview. Presented at an all-day in-service workshop for public school administrators and teachers and university faculty at the School of Education, University of Connecticut, Storrs, Connecticut (August). Reagan, T. (1998). Program evaluation and problem-solving in TESOL. Three-day faculty development programme presented at the Department of Languages and Reforms, Istanbul Technical University, Maçka, Istanbul, Turkey (May). Reagan, T. & Penn, C. (1998). Innovative issues and practices in TESOL. Five-day faculty development programme presented at the Department of Languages and Reforms, Istanbul Technical University, Maçka, Istanbul, Turkey (January).
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Reagan, T., Osborn, T. & Penn, C. (1997). Reflective practice in TESOL. Five-day faculty development programme presented at the Department of Languages and Reforms, Istanbul Technical University, Maçka, Istanbul, Turkey (September). Reagan, T. & Osborn, T. (1997). Aspects of teaching English as a Second Language. Four-week faculty development program, Department of Languages and Reforms, Istanbul Technical University, held in Hartford, Connecticut (July). Reagan, T. (1996). Creating action research teams in the middle school context. Presented at Irving Robbins Middle School, Farmington, Connecticut (January). Reagan, T. (1995). Reflective practice in education: International contexts and perspectives. Presented at the Institute of Public Service International, University of Connecticut, West Hartford, Connecticut (November). Reagan, T. (1995). Teacher inquiry and reflective practice. Presented at East Farms School, Farmington, Connecticut (October). Reagan, T. (1994). Reflective practice in education: Lessons for international contexts. Presented at the Institute of Public Service International, University of Connecticut, West Hartford, Connecticut (September). Reagan, T. (1994). Addressing diversity in the classroom. Presented at the Real Estate Education Seminar, School of Business, University of Connecticut, Storrs, Connecticut (August). Reagan, T. & Weibust, P. (1993). Action research and the classroom teacher. Presented at María Sanchez Elementary School, Hartford, Connecticut (November). Reagan, T. (1993). Exposing young children to the world of deafness. Presented at the University of Connecticut Health Center, Creative Child Center, Farmington, Connecticut (September). Reagan, T. (1992). Signs and sign language: Staff development activities. Presented at the Newington Children’s Hospital, Hartford, Connecticut (included preparation of an instructional videotape) (November). Reagan, T. (1992). Multicultural and global perspectives in the urban school. Sixteen-session program presented at Bulkeley High School, Hartford, Connecticut (Spring). Case, C., Reagan, T., Weinland, T. & Kulikowich, J. (1991-1992). The classroom teacher as researcher. Five-session program presented at Coventry High School, Coventry, Connecticut (Fall, Spring). Reagan, T. (1991). Multicultural education in the elementary school. Presented at Putnam Elementary School, Putnam, Connecticut (December). Cordeiro, P. & Reagan, T. (1991). Multicultural and global education. Four-session program presented at Bulkeley High School, Hartford, Connecticut (July). Cordeiro, P. & Reagan, T. (1991). Global education and the urban secondary school. Presented at Bulkeley High School, Hartford, Connecticut (May). Reagan, T. (1991). Cultural diversity and multicultural education. Presented at Robbins Middle School, Farmington, Connecticut (February).
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Reagan, T. (1989). Incorporating French Canadian studies in the secondary French curriculum. Four-day program, presented in conjunction with the Department of Modern Languages, Central Connecticut State University, for the Connecticut Capitol Region Education Council (CREC), Bloomfield, Connecticut (July). Reagan, T. (1988). Global education. Presented at Rocky Hill High School, Rocky Hill, Connecticut (November).
WORK IN PROGRESS Reagan, T. (Under review). Islam and the challenge of language in education: Why توحيد Is not simply ‘monotheism’. Reagan, T. (Under review). Language rights and signed languages: A critique of disability-based approaches.
Reagan, T. (Under review). The conceptualization of ‘language legitimacy’. Reagan, T. (Under review). Language engineering in totalitarian régimes: Controlling belief and behavior through language.
Reagan, T. (In progress). The ideology of linguistic legitimacy: Challenges to social justice. [Book manuscript]
REFERENCES Available upon request.
