Esther A. Enright

Assistant Professor of Educational Leadership

334 Merrill Hall
University of Maine
Orono, ME 04469-574

Bio: Esther A. Enright, Ph.D. (she/they) is an assistant professor of educational leadership at the University of Maine. She is interested in the positioning of university-based professional preparation programs within the higher education system, and how a better understanding of that embeddedness could inform equity-based approaches to program recruitment, admissions, curriculum building, and student development. Additionally, she studies the role of youth voice and agency in the leadership of public systems within predominately rural states. She has a background in K-12 teaching and higher education student affairs.

Ph.D. in Education, 2016, University of Michigan
M.A. in Higher Education, 2015, University of Michigan
M.A. in Political Science, 2009, Hebrew University of Jerusalem
B.Sc. in History and Secondary Education, 2003, University of Wisconsin

Courses taught at UMaine

  • EAD 655: Qualitative Methods
  • EAD 656: Social and Ethical Foundations of Educational Leadership
  • EHD 571: Qualitative Research

Sample publications

    • Enright, E. A., Toledo, W., Drum, S., & Brown, S. (2022). Teaching with culturally sustaining practices during COVID-19: A comparative case study of teachers’ adapting civics instruction. The Journal of Social Studies Research. 46(1): 69-83.
    • Enright, E. A., & Wieczorek, D. (2022). Advancing a democratic pedagogy and supervision framework: An Illustrative case of teacher questioning in secondary mathematics instruction. Journal of Educational Supervision. 4(3): 17-45.
    • Aronson, B. A., Enright, E. A., & Amatullah, T. (2021). Developing an angled perspective as teacher educators: Using narrative reflection to disrupt the funding of identity in teacher education. Excelsior: Leadership in Teaching and Learning, 13(3), 215–232.
    • Williams, H., & Enright, E. A. (2020). Using lifemaps to build capacity for educational leadership. International Journal of Teaching and Learning in Higher Education. 32(1): 159-167.
    • Dismuke, S., Enright, E. A., & Wenner, J. A. (2019). Building capacity in teacher preparation with practitioner inquiry: A self-study of teacher educators’ clinical feedback practices. Journal of Practitioner Research. 5(1): 1-18.

Follow Esther on Google Scholar.