Amanda Slaten Frasier, Ph.D.
- 426 Warf-Pickel Hall
Amanda Slaten Frasier is currently Assistant Professor in the Department of Curriculum and Instruction and is a former Instructor at University School in Clemmer College at East Tennessee State University. She is a first-generation college student who completed a traditional teacher preparation program. Dr. Frasier’s teaching career began as a resident in Chicago Public Schools (CPS) as part of a competitive program developed under then CEO of CPS, Arne Duncan (who would later move on to serve as US Secretary of Education). She has taught all grades K-12 and is a National Board-Certified Teacher who maintains an active teaching license in 3 states. Dr. Frasier holds a Ph.D. in Educational Policy from the Department of Educational Administration at Michigan State University, where she was a Research Fellow for five years. As a fellow, Dr. Frasier was involved with several large projects including designing a performance-based teacher certification assessment with Educational Testing Services.
Before moving to the region, Dr. Frasier was faculty at a large teacher preparation institution where she was co-subject area leader and CAEP accreditation coordinator for elementary social studies. In this role she coordinated curriculum and assessment for nearly 400 undergraduate students and supervised graduate (Ph.D.) student instructors. She also served as a field instructor and provided support for that institution’s Chicago-based field program.
Dr. Frasier’s research interests are the intersection of teacher policy and teacher practice, policy analysis, educational governance, evaluation and assessment, and teacher education and development. She has a successful track record in securing grant funding and producing peer-reviewed publications. She has presented her research both domestically and abroad. Dr. Frasier currently serves as a peer reviewer for several journals and professional organizations.
Outside of work, Dr. Frasier enjoys spending time with her family including her two little girls. She is a former equestrian who has competed at the national level and currently has two “expensive lawnmowers” in her backyard. She hopes to be able to spend more time riding horses soon.
M.S. Library Science; East Carolina University
B.S. Secondary Education, Majors: History and English; Central Michigan University
A.A. General Education; St. Clair County Community College
A.A. Secondary Education Transfer; St. Clair County Community College
CUAI 4241 Residency I Elementary Clinical Field
CUAI 4591 Residency II Elementary Seminar
CUAI 4957 Topics in Curriculum and Instruction: Elementary Clinicals for Non-Licensure
Frasier, A.S. (2022). Voices from the Field: What Makes Classroom Observation Feedback Effective Association of Teacher Educators. Nashville, TN.
Frasier, A.S. (2022). Developing an Argument for Validating Perceptions of Teacher Workplace Well being Using Minimally Invasive Biomarkers. Association of Teacher Educators. Nashville, TN.
Frasier, A. S. (2018) Examining how school conditions are related to perceptions of teacher evaluation. American Educational Research Association. New York, NY.
Frasier, A.S. (2017). Examining the relationship between teacher evaluation and perceptions of impact on teacher practice. Association for Education Finance and Policy. Washington, DC.
Crocco, M., Segall, A., Jacobsen, R., Halvorsen, A., Schmitt, A., & Frasier, A.S. (2016). Facilitating evidence-based discussions in secondary social studies classrooms. National Council of Social Studies College and University Faculty Assembly. Washington, DC.
Frasier, A.S. (2016) Shift happens: A case of a school board response to state level workforce policy. Association for Education Finance and Policy. Denver, CO.
Frasier, A.S. (2016). Examining relationships between school evaluation conditions and evaluation scores. University Council for Educational Administration. University Council for Educational Administration. Detroit, MI.
Crocco, M., Halvorsen, A., Frasier, A.S., Riek, N. & Koneitzko, L. (2016). Successes and challenges in supporting adolescents’ argumentation skills in public policy discussions. University Council for Educational Administration. Detroit, MI.
Bell, C., Drake, C., Wilson, M., Frasier, A., Qi, Y., McCaffrey, D, Lockwood, J.R. & Kim, J. (2015). Subject specific and general observation protocols as tools for the evaluation and improvement of teaching. American Educational Research Association, Chicago, IL.
Frasier, A.S. (2015). Pushing back: A case study of one school system’s response to state level teacher policy. University Council for Educational Administration. San Diego, CA.
Frasier, A.S. (2014). War and teacher quality: How WWII impacted the definition of teacher quality as reflected in an American practitioner publication. International Standing Conference on the History of Education, London, England.
Frasier, A.S. (2014). The shifting definition of teacher quality in American schools. Histories of Education Summer School Conference for Postgraduate Students, Umea, Sweden.
Frasier, A.S., Bennett, S., Cisterna, D. & Gotwals, A. (2014). Policy churn and the micro-level implementation of a professional development program. American Educational Research Association, Philadelphia, PA.
Frasier, A.S. (2013). Schooling in the Kovno Ghetto: Cultural reproduction as a form of defiance. International Standing Conference on the History of Education, Riga, Latvia.
Frasier, A.S. (In Press). Do High School Teachers Alter Classroom Practice Due to Evaluation?: Evidence from North Carolina’s Career Status and Teacher Evaluation Policies. Journal of Education Human Resources.
Frasier, A.S. (In Press). What makes classroom observation feedback useful?: The perceptions of secondary Math and English teachers. Voices of Reform: Educational Research to Inform and Reform, 5(1)
Frasier, A.S. (2022). District administration and the local workforce in an era of centralization. Southeast Journal of Educational Administration 21(1), 23-42.
Frasier, A.S. (2021). Principal-led state evaluation policy: Teacher perceptions at four high schools. The Qualitative Report 26(9), 2769-2796. https://doi.org/10.46743/2160-3715/2021.4696
Frasier, A.S. (2021). Pushing back: How one school board publicly deliberated state-level teacher personnel policies. SN Social Sciences 1(1), 1-19. https://doi.org/10.1007/s43545-020-00022-4
Jacobsen, R., Halvorsen, A., Frasier, A.S., Schmitt, A., Crocco, M., & Segall, A. (2017). Thinking deeply, thinking emotionally: How high school students make sense of evidence. Theory and Research in Social Education 46(2), 232-276. http://dx.doi.org/10.1080/00933104.2018.1425170
Halvorsen, A., Harris, L.M., Aponte-Martinez, G.J., & Frasier, A.S. (2016). Does students’ heritage matter in their performance on and perceptions of historical reasoning tasks? Journal of Curriculum Studies, 48(4), 457-478. http://dx.doi.org/10.1080/00220272.2015.1092585
Frasier, A. M. (2015). Schooling in the Kovno Ghetto: Cultural reproduction as a form of defiance. Paedagogica Historica, 51(1-2), 197-205. http://dx.doi.org/10.1080/00309230.2014.998686