The following collection of scholarly artifacts documents the evolution of my research agenda and reflects my ongoing commitment to advancing educator preparation through reflective inquiry, teacher identity, developmentally appropriate practice, and evidence-informed innovation. These presentations, scholarly papers, and dissertation illustrate how my research has evolved through collaboration, national and international conference presentations, and qualitative inquiry while contributing to conversations that connect research with practice.
This qualitative case study explored how a novice kindergarten teacher navigated district-mandated one-to-one iPad initiatives while striving to preserve developmentally appropriate practice. Grounded in Embodied Learning and the TPACK-EC framework, the study examined how contextual factors shaped instructional decision-making and highlighted the role of professional judgment in technology-rich early childhood classrooms.
The following presentations represent scholarship exploring teacher identity, reflective inquiry, and developmentally appropriate practice through qualitative and participatory research.
These presentations examine educator preparation through the lenses of reflective practice, equity, professional identity, and teacher advocacy.
These scholarly presentations explore technology integration in early childhood education through embodied learning, teacher advocacy, and developmentally appropriate practice.
My scholarship continues to evolve through new questions emerging from educator preparation, collaborative partnerships, and classroom practice. As I continue this work, I remain committed to producing research that informs teaching, strengthens educator preparation, and supports meaningful outcomes for children, families, schools, and communities.