Elevating multilingual Latinx elementary students' voices

This study centers multilingual students' counterstories about their learning in U.S. schools and explores how their counterstories can inform transformative student-centered teaching and learning.

Student-teacher social distance and teacher's experience with violence

This explanatory sequential mixed methods study uses longitudinal survey data to understand NYC Teaching Fellows’ perceptions of and experiences with teaching in NYC Public High Schools.

Social environments’ influence on 2014 Taiwan Sunflower Movements’ student participants in the Internet age

This study delves more into how the internet and social media impact students’ families and schools, shaping young adults' and college students’ citizenship and civic engagement during the 2014 Sunflower Movement in Taiwan.

Latinx children’s approaches to learning in kindergarten: The relevance of the classroom emotional climate

This study uses rich information from ECLS-K:2011 data to investigate the relationship between Latinx kindergarteners’ approaches to learning and their classroom emotional climate.

The effect of inclusive education on the achievement of students with and without disabilities

This quantitative study aims to take a more systematic approach to examine different states’ trends of inclusive education over time and how the trends might influence SWD and non-disabled students’ academic achievement.

(In)equitable collaboration between Black and Latino/x families and urban public school districts

This mixed-methods study centers on the experiences of Black and Latino/x families in an urban school district.

Family Engagement Reimagined: Extending Mainstream Conceptualization of Diverse Families’ Engagement Experiences

My three-paper dissertation research addresses the limitations of mainstream education policy’s conceptualization of family engagement.

M-Powering Teachers

A cross-university research-practice partnership with the central goal to design tools and experiences that maximize impact on teaching and learning, especially for historically marginalized student populations.