I am well-versed in multiple quantitative and qualitative methods. Below are a few examples of current projects in which I am employing different methods related to my areas of interest.
Dissertation
Study 1: A Critical Analysis of States' Framing and Guidance about Learner Variability
Using Critical Policy Analysis and the qualitative Framework Method to examine how state policy and guidance documents for teacher preparation programs frame learner variability and recommend preparing teachers to serve student learning and background differences in the classroom. Developing a typology of how states equip teachers for learner variability.
Study 2: Classifying Elementary Teachers' Curriculum Modification Patterns
Using latent class analysis with nationally representative survey data to determine the most common patterns of curriculum modification among U. S. teachers in ELA and math. Using multinomial regression to see which teacher-, student-, and context-related variables predict teachers' probability of belonging to certain modification classes.
Equity-Centered Teaching Practices
Developing an instructional framework, entitled equity-centered teaching practices, and an accompanying teacher self-efficacy survey to use in a research-practice partnership training teachers in meaningfully inclusive instruction. Using a mixed methods survey design process to develop a bank of scale items and Item Response Theory to reduce the scale.
Measuring the effect of state's race-related instructional bans on teachers' self-efficacy for culturally responsive teaching. Using propensity score weighting methods with adjusted regression.
Achievement Variability & Growth
Co-leading a quantitative systematic review of a team of 14 researchers, comprised of graduate students through senior faculty members across six institutions. Aiming to quantify how learning in standardized grade-level classrooms relates to the achievement and subsequent growth of different subgroups of learners.
Peer Assistance Review Efficacy for First-Year Conditionally-Certified Special Educators
Evaluating the effectiveness of a school district's peer assistance review (PAR) program for first-year conditionally-certified special educators. Using qualitative interview and focus group data, integrated with open- and closed-ended survey data, to develop recommendations for the district and develop an improvement plan for subsequent years.
