Maika Yeigh joins the graduate school from Portland State University as an Associate Professor. Two passions feed her work as a teacher educator: Preparing teachers who are ready to meet the needs of learners in the Language Arts classroom, and the improvement of clinical preparation practices for novice teachers. The interwoven theoretical framing that ties her work together is that strong practitioner research relies on creating connections to local classrooms and the larger educational field. Maika frequently spends time in classrooms in schools across the Portland-metro area, building and maintaining relationships with teachers, administrators, and other school stakeholders. Each year she structures classroom walkthroughs in local school so MAT candidates can study expert teachers at work.
Maika is the Managing Editor of the Northwest Journal of Teacher Education (NWJTE), a journal committed to supporting emerging scholars, pre-tenured professionals, and scholars of color, including through themed issues that focus on teaching during the pandemic, Anti- Blackness, and curriculum epistemicide. In addition, she is the current President of the Oregon Association of Teacher Educators, a group with representation from the majority of Education Preparation Programs from across Oregon.
Publications
- Yank, H. & Yeigh, M. (2026). Equitable Grading Unlocked: Practical Strategies from the Classroom. ISTE + ASCD publications.
- Yeigh, M. (2026). Rehearsals and Language Arts instruction: Teacher Candidate learning in the clinical context. Action in Teacher Education.
- Yeigh, M. (2025). Segmentation during observations: A mechanism to support novice teachers.The Journal of Educational Supervision, 8(3), 27-38.
- Cherner, T., Fegely, A., Rivers, J., Yeigh, M., & Curry, K. (2025). Assessing pre-service teachers’ beliefs and use of XR technology: A mixed methods study. The Journal of Technology & Teacher Education, 33(2), 325.
- Yeigh, M. (2023). Feedback to Improve Culturally Responsive Instruction. In J. Glanz (Ed). Actionable Feedback for PK-12 Teachers: Supervising Within Academic Domains and Program Areas. Rowman & Littlefield.
- McElhone, D., & Yeigh, M. (2022). Disrupting the Deficit-Gaze: Building Asset Language with Teacher Candidates. In S. Clemm von Hohenberg (Ed.). Handbook on Dispositional Development and Assessment in Teacher Preparation Programs. IGI Global.
Presentations
- Yeigh, M. (2026, February). Segmented Observations During Instructional Rounds with Teacher Candidates. Presented at the AACTE annual conference. New Orleans, LA.
- Yeigh, M. (2025, November). Grading for Equity is Easier Than You Think. Presented at the American Association of Middle Level Education annual meeting. Indianapolis, IN.
- Yeigh, M. & Yank, H. (2025, July). Equitable Grading Unlocked: Practical Strategies.Presented at the ASCD/ITSE annual meeting, San Antonio, TX.
- Yeigh, M. (2025, March). Instructional Rounds with Teacher Candidates. Presented at the Association of Teacher Education annual meeting in New Orleans, LA.
- Yank, H., & Yeigh, M. (2025, March). Equity Grading: Do Your Grading Practices Undermine Effective Instruction? Increase Student Motivation Through More Equitable Grading Practices. Presented at the Association of Teacher Education annual meeting in New Orleans, LA.
- Yeigh, M., & Mundorff, L (2024, November). Don’t Be Quiet: Getting Our Adolescent Students Talking Again. Presented at the American Association of Middle Level Education annual meeting, Nashville, TN.
Academic Credentials
Doctor of Education