Educational Leadership and Work for Educational Administrators
My research--including a leadership role in the Master's program at Stanford for Educational Leadership, policy briefs, recommendations, articles, and trainings--centers around providing and understanding education and educational leadership and making educational environments stronger and more vibrant spaces based on research findings.
Heteroglossia and the Comprehension Classroom
I study what Bakhtin's heteroglossia can mean for the comprehension classroom. I believe that teachers who endorse and understand the ideas of a heteroglossic world can offer enhanced linguistic opportunities and more options for identity trajectories and linguistic belonging to their diverse students.
Curricular Coherence in Early Childhood Mathematics
I also research mathematical coherence across early childhood curricula. In addition to developing coding skills and measuring psychometrics about assessment, this work informs my research in coming to understand how to successfully interview young students about their perceptions and ideas of the classroom and curricula.
Teacher Expectations and Attributions
My colleague, Quentin Sedlacek, and I collaborate on research examining teacher expectations and the role of empathy in helping teachers positively influence their attributions for student behavior.
With several collaborators, I research understanding how social psychology and social psychological interventions can be used to improve and bolster the experiences and belonging of underrepresented minorities and to enhance intergroup interactions in higher education.