RESEARCH AGENDA

My research examines how educators make sense of professional practice across changing institutional, geographic, and relational contexts. Using qualitative and interpretive approaches, I focus on how mobility, supervision, and professional learning shape educators’ decision-making, professional identities, and classroom practices. My work includes one primary line of inquiry and additional complementary studies grounded in qualitative, practitioner-informed research.

Primary Research

Military Spouse Educators, Mobility, and Professional Practice

My primary line of inquiry centers on how frequent relocations across diverse schools and communities shape educators’ professional lives. Focusing on Military Spouse Educators (MSEs), this research explores how ongoing transitions influence professional identity, pedagogical decision-making, and relationship-building within new school environments.

This work is inductive in nature and foregrounds educators’ own descriptions of how they adapt, learn, and enact teaching practice across changing contexts.

focus areas

Core Study

This line of research examines how Military Spouse Educators describe the ways frequent relocations across diverse schools and communities shape their professional practices. Using semi-structured interviews and autobiographical timelines, the study documents educators’ professional trajectories and explores how transitions influence classroom practice, professional learning, and institutional navigation.

Additional Research: Equity-Centered Coaching and Supervision in Teacher Education

In addition to my primary research, I am engaged in research-informed inquiry focused on equity-centered coaching and supervision within teacher education programs. This work examines how university supervisors are prepared to support teacher candidates and interns in developing reflective, culturally responsive, and context-aware teaching practices.

Positioning supervision as a critical site of instructional mediation, this line of inquiry explores how coaching practices shape candidates’ understandings of teaching, professional responsibility, and instructional decision-making across varied placement contexts.