Language/dialogic instruction The primary focus of my research as a scholar is to build upon my research as a classroom teacher in the areas of teacher language/dialogic literacy instruction. More specifically, I am passionate about supporting teachers’ use of language that creates inviting, critical, and child-centered literacy instruction.
Additionally, my interest in language extends into looking at how the current culture of educational discourse, in both policy and practice, might be shifted from its current saturation in deficit thinking toward reflecting more equitable, inclusive, and respectful mindsets about all children.
Prosocial skill development through children's literature A second primary focus of my research as a scholar, also building upon my research as a classroom teacher, is supporting K-5 teachers’ use of children’s literature to develop children’s prosocial skills and lead to their active and productive participation in global society.
Children’s literature/critical pedagogy I am also passionate about critical pedagogy, broadly, and supporting teachers’ effective use of children’s literature to develop and expand the global and social justice consciousness of children in K-5 classrooms.
Global partnerships Finally, I engage in professional development through a study abroad opportunity every summer that takes me to Cambridge, England. I have an interest in developing international connections with schools and/or universities there in order to conduct research related to global literacy education. When I use the phrase "global literacy education", I am referring to (1) professional development for teachers, and (2) literacy experiences for children that heighten and extend the reach of their global consciousness for the purpose promoting social justice causes that are relevant to today and vital for the future.