Helen Rose Miesner

Rosie Miesner holds a PhD in Educational Policy from the University of Wisconsin-Madison. She currently serves as co-PI on the multi-year evaluation of the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) North Carolina intervention.

Miesner employs qualitative and quantitative methods throughout her work. Her ongoing research areas include the impacts of special education teachers’ working conditions on outcomes for students with disabilities, formats and pedagogy in early childhood education, and the role of sociopolitical and organizational contexts in shaping educational policy in practice.

Miesner previously taught elementary general education in New York and elementary special education in Wisconsin, and she holds an MS in early childhood general and special education from Bank Street College of Education. She has recent publications in Teaching and Teacher Education, The Journal of Early Childhood Teacher Education, and The Educational Forum.