My research focuses on developing interventions that improve teaching practices and learning outcomes for K-12 students who have high incidence disabilities. My current work investigates the effects of using the Self-Regulated Strategy Development framework (a strategic approach for developing written expression skills and self-regulation of the writing process) for constructing arguments within a multi-tiered system of instructional supports in language arts, math, and science classrooms.
- IES Post-Doctoral Fellowship, Special Education, Peabody College, Vanderbilt University
- Ph. D., Special Education/Mild to Moderate Disabilities, University of Utah
- M. Ed., Special Education/Mild to Moderate Disabilities, University of Utah
- M. A. , Linguistics, University of Utah
- B. A., English, Japanese Minor, University of Utah
Six years as a special education teacher and 12 years as an English language teacher gave me first-hand experience with underlying issues in the classroom that were related to assessment practices, eligibility requirements for services, and varying models of behavioral and instructional approaches. As a classroom teacher, I began to understand how teaching practices influenced both student learning outcomes and the degree to which students participated in their learning communities. My current work investigates the effects of the Self-Regulated Strategy Development framework and using writing to learn arguments within a multi-tiered system of supports in secondary content areas. My post-doctoral experience provided opportunities for me to develop these interests while finding ways to strengthen the connection between educational research and classroom practice.