Research Philosophy
I believe action research plays an important role in guiding effective instructional practices within teacher education programs and K-12 settings. Action research empowers teachers to identify issues and develop solutions specific to pedagogical practices and student needs. When developed and implemented by teachers, this type of research can often provide quality empirical evidence to support change at the class, building, department, and/or district level.
My personal research agenda includes examining connections between academic and nonacademic literacies. I believe literacy has the potential to level the education playing field in terms of access, engagement, and equity through culturally and linguistically responsive teaching. This awareness provides understanding around the idea that literacy is part of our cultural practices. By recognizing literacy embedded in popular culture, educators honor students’ nonacademic literacy experiences and allow for an engaged pull into academic literacy rather than a mandated push.
My personal research agenda includes examining connections between academic and nonacademic literacies. I believe literacy has the potential to level the education playing field in terms of access, engagement, and equity through culturally and linguistically responsive teaching. This awareness provides understanding around the idea that literacy is part of our cultural practices. By recognizing literacy embedded in popular culture, educators honor students’ nonacademic literacy experiences and allow for an engaged pull into academic literacy rather than a mandated push.