Terri Hubbard, Ph.D. - Scholarship

Advancing educator preparation through reflective inquiry, teacher identity, and evidence-informed research.

My scholarship begins with the same question that guides my teaching: How can we better prepare educators?

Through qualitative inquiry, I investigate how reflective inquiry, teacher identity, authentic partnerships, developmentally appropriate practice, literacy, and evidence-informed innovation shape educator preparation and support thoughtful, responsive decision-making. I view research as a bridge between theory and practice, generating knowledge that informs teaching, strengthens educator preparation, and improves outcomes for children, families, schools, and communities.

Guiding Questions

My scholarship is driven by questions that explore how educator preparation can cultivate reflective educators who thoughtfully navigate the complexities of teaching, learning, and development. Across my research, I examine the intersections of teacher identity, reflective inquiry, authentic learning experiences, and developmentally appropriate practice to better understand how educator preparation can strengthen outcomes for children, families, schools, and communities.

My work is guided by questions such as:

How can educator preparation cultivate reflective practitioners who make thoughtful, developmentally responsive decisions?
How do authentic field experiences shape teacher identity, professional judgment, and lifelong learning?
In what ways do inquiry, reflection, and collaborative partnerships strengthen educator learning?
How can research and innovation bridge theory and practice to improve outcomes for children, families, and communities?

Digital Dreams or Delusions

This qualitative study explored how a novice early childhood educator navigated the tensions between developmentally appropriate practice and one-to-one technology initiatives. Through teacher narratives and reflective inquiry, the study examined how professional identity shaped instructional decision-making within policy-dense educational environments.

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Sharing Scholarship

Research is strengthened through dialogue, collaboration, and the exchange of ideas. I share my work at national and international conferences where I engage with scholars, teacher educators, and practitioners who are similarly committed to strengthening educator preparation and improving outcomes for children, families, schools, and communities.

American Educational Research Association (AERA)

Advancing Educational Research

My scholarship presented at the American Educational Research Association examines the intersection of teacher identity, reflective inquiry, and developmentally appropriate practice within early childhood education. Across these studies, I explore how educators navigate complex instructional environments, how participatory and multimodal research methods deepen our understanding of teaching and learning, and how research can strengthen educator preparation by connecting theory with authentic classroom practice. Together, these presentations reflect an ongoing commitment to understanding the professional judgment that supports meaningful learning experiences for children and the educators who serve them.

Bridging the Gaps

A Kindergarten Teacher's Identity Amid Digital Pressures and Developmental Practice

This qualitative case study explores how a novice kindergarten teacher navigates the tensions between district-mandated technology initiatives and developmentally appropriate practice. Through participatory video dialogue and reflective inquiry, the study examines how professional identity shapes instructional decision-making within policy-dense educational environments.

Reflections in Motion

Video Dialogue Between Mother and Teacher-Daughter as Resistance to Scripted Mandates

This intergenerational participatory study investigates how video dialogue creates space for teachers to examine instructional tensions, articulate professional judgment, and develop advocacy grounded in evidence rather than compliance.

Examining Play as Action Texts

Multimodal Interactions in Preschool

This collaborative study explores how young children use multimodal communication, materials, and play to construct meaning. Through multimodal interaction analysis, the research highlights the complexity of children's play and its implications for literacy, developmentally appropriate practice, and teacher understanding.

Association of Teacher Educators (ATE)

Strengthening Educator Preparation

My scholarship, presented through the Association of Teacher Educators, explores how educators develop the knowledge, judgment, and agency needed to navigate complex teaching contexts. Across systematic reviews, qualitative inquiry, and participatory research, I examine how teacher preparation can cultivate reflective practitioners who make developmentally responsive decisions while balancing policy, technology, and equity. Together, these presentations illustrate an evolving program of research centered on strengthening educator preparation through inquiry, reflection, and authentic practice.

It's Personal: Embracing Implicit Bias to Positively Impact Our Youngest Learners

This interactive research presentation translated a qualitative meta-synthesis into practical strategies for teacher educators and practicing teachers. By exploring awareness, reflection, culturally responsive pedagogy, and evidence-based teaching practices, the session challenged educators to examine how implicit bias influences professional decision-making and demonstrated how reflective inquiry can cultivate more equitable learning experiences for young children.

Digital Dreams or Delusions? Navigating the Implementation of 1:1 Initiatives

This systematic literature review synthesized research examining one-to-one iPad initiatives in kindergarten and first-grade classrooms across the United States. Findings identified four interconnected themes—integration, teacher perception, teacher knowledge, and student impact—and highlighted the need for developmentally appropriate implementation alongside sustained professional learning to support teachers as technology initiatives expand.

Advocacy for Developmentally Appropriate Technology Integration: An Intergenerational Participatory Research Study

Building on the questions raised through the literature review, this participatory case study investigates how advocacy for developmentally appropriate technology integration emerges through reflective inquiry rather than resistance. Working alongside a novice kindergarten teacher, the study demonstrates how collaborative analysis strengthens professional judgment, teacher voice, and advocacy within mandated technology initiatives.

Society for Information Technology and Teacher Education (SITE)

Exploring Innovation in Teaching and Learning

My scholarship, presented through the Society for Information Technology and Teacher Education, explores how technology can support, not replace, developmentally appropriate practice in early childhood education. Drawing on systematic inquiry, qualitative research, and teacher education, this work examines how educators develop the knowledge, professional judgment, and reflective practices needed to integrate technology in ways that honor children's learning, relationships, and holistic development. Together, these presentations advance conversations about embodied learning, teacher advocacy, and the preparation of educators for increasingly digital learning environments.

Digital Dreams or Delusions? Navigating the Implementation of 1:1 Initiatives

This systematic literature review examined the implementation of one-to-one iPad initiatives in kindergarten and first-grade classrooms across the United States. By synthesizing empirical research, the study identified four interconnected themes—technology integration, teacher perception, teacher knowledge, and student impact—and highlighted the need for sustained professional learning and developmentally appropriate approaches to technology integration in early childhood classrooms.

Supporting Developmentally Appropriate Practice in iPad-Mandated Early Childhood Classrooms

Building on my dissertation research, this presentation explored how a novice kindergarten teacher navigated district-mandated technology initiatives while striving to preserve developmentally appropriate practice. Drawing on the TPACK-EC framework and embodied learning theory, the study examined how professional judgment, contextual knowledge, and reflective decision making support balanced technology integration that remains responsive to the developmental needs of young children.

Embodied Reflection and Teacher Advocacy: Supporting Developmentally Appropriate Practice in iPad-Mandated Early Childhood Classrooms

This interactive roundtable extended my research by examining how embodied noticing and reflective dialogue can help teacher candidates recognize, articulate, and advocate for developmentally appropriate technology practices. Through collaborative discussion and classroom examples, the session introduced embodied micro-practices as an often-overlooked form of pedagogical knowledge while exploring strategies for preparing educators to communicate and justify instructional decisions within technology-rich educational settings.

Scholarship Portfolio

This portfolio includes selected conference presentations, scholarly papers, the complete dissertation, and additional artifacts that document the evolution of my research agenda. Together, these materials illustrate the development of my scholarship from foundational inquiry to ongoing investigations in educator preparation, teacher identity, reflective practice, and innovation.

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