Lenore Reilly's research interests range from elementary and early childhood education to the role of peer-coaching in the preparation of teachers for urban schools to internationalization of teacher preparation. In all of her work, the goal of achieving social justice and equity for all students is evident. She recently presented at the annual Comparative and International Education Society conference on the impact of teaching abroad experiences on pre-service teachers.
Reilly is currently serving as co-principal investigator on a National Science Foundation grant to improve mathematics instruction in preK-12 and teacher preparation classrooms in Western Massachusetts. She has worked on several research projects supported by the Massachusetts Coalition for Improving Teacher Quality and Student Achievement in Urban Schools, a federal Title Teacher Quality grant, examining the role of arts and sciences faculty in teacher preparation efforts and the policies that support or inhibit collaboration among faculty.
Reilly teaches a range of courses, from a first-year seminar on Schools, Schooling, and Society: The Politics of Literacy to an intermediate-level course on ideas and ideals in U.S. Public Education to upper-level courses in literacy and math instruction. She regularly brings students to complete pre-practicum work in South African schools and has recently begun to develop courses and programs that will allow students to delve more deeply into both the theory and practice of teaching beyond the borders of the United States.
Reilly formerly served as a language arts teacher, curriculum director, and public school principal. She also directed the University of Massachusetts at Amherst's Constructivist Teacher Education Program and served as director of teacher education for UMASS Amherst's School of Education. She is the coeditor of Beyond Words: Picture Books for Older Readers and Writers.