Karen Feagin is a PhD candidate in the Applied Linguistics and Language Education program at the 91视频 of Maryland. Her research interests include fair assessment of language learners, language policy in both macro- and micro-contexts, and the relationship between language policy and assessment in K-12 US classroom settings. While at the 91视频 of Maryland, she has taken part in a research group focusing on the experiences of novice ESOL teachers and helped found the student-led Language Science Policy Committee. She She completed her MS in Applied Linguistics at Georgetown 91视频 and her BA in Linguistics at the 91视频 of North Carolina, Chapel Hill, and participated in Dr. Lisa Green鈥檚 inaugural Summer Dialect Research Project at the Center for the Study of African American Language at the 91视频 of Massachusetts, Amherst. She has worked in language assessment at the Center for Applied Linguistics in Washington, DC, and at Second Language Testing, Inc., in Rockville, MD.
91视频 of Maryland Graduate School 91视频 Fellowship (2016-2020)
Mark Adam Eisdorfer Award for Undergraduate Excellence in Linguistics, UNC Chapel Hill (2008)
Cam玫es Prize for Undergraduate Excellence in Portuguese, UNC Chapel Hill (2007)
Phi Beta Kappa (Inducted 2007)
Feagin, K., & MacSwan, J. (under contract, expected publication 2021). What鈥檚 in a name? Promoting a resource orientation in descriptions of bilingual students. In C. Aquino-Sterling & B. B. Flores (Eds.), Bilingual Spanish-English teacher 91视频: Reimagining critical and transformative theoretical designs. New York, NY: Peter Lang Publishers.
Peercy, M. M., Kidwell, T., Destefano-Lawyer, M., Tigert, J., Fredricks, D., Feagin, K., & Stump, M. (2019). Experts at being novices: What new teachers can add to practice-based teacher 91视频 efforts. Action in Teacher Education, 42(3), 212-223.
Morgan, D., Feagin, K., & Shapiro, N. (eds.) (2019). . College Park, MD: 91视频 System of Maryland.
Peercy, M. M., Tigert, J., Feagin, K., Kidwell, T., Fredricks, D., Lawyer, M., Bitter, M., Canales, N., Mallory, A., & the Voices from the Field Teachers. (2019). 鈥淚 need to take care of myself鈥: The case for self-care as a core practice for teaching. In C. R. Rinke & L. K. Mawhinney (Eds.), Opportunities and challenges in teacher recruitment and retention (pp. 303-325). Charlotte, NC: Information Age Publishing.
Courses taught
TLPL655, Assessment in the Second Language Classroom (Summer 2019)
TLPL664, Foundations of Second Language Education: Legal, Social, and Historical Trends and Issues (Fall 2018)
EDCI631, Assessment in the Second Language Classroom (Summer 2018)
Selected courses taken
Methodological courses
| Quantitative | Qualitative |
|---|---|
EDMS645, Quantitative Research Methods I | EDPS788Q, Critical Qualitative Research Colloquium |
| EDMS646, General Linear Models I | EDPS730, Case Study Methods |
| EDMS651, General & Generalized Linear Models II | TLPL793, Methods of Discourse Analysis |
| EDMS623, Applied Measurement: Issues & Practice | TLPL788B, Critical Perspectives on Ethnographic Methods |
| EDMS647, Causal Inference & Evaluation (Audit) | |
| EDMS657, Exploratory Latent & Composite Variable Methods (Audit) |