Research
Four interlocking lines of work, each grounded in classroom practice and in service of communities historically underserved by mainstream educational research.
Investigating how learners draw on the full breadth of their linguistic repertoires — English, French, and Haitian Creole — to construct meaning in classrooms that have historically privileged a single tongue.
A comparative line of work studying how educational technology must adapt across infrastructural realities, from broadband-rich U.S. districts to no-electricity rural schools in Haiti.
Frameworks for course and program design grounded in constructivist and connectivist theory — positioning students as co-creators of knowledge rather than recipients.
How school systems prepare for, respond to, and rebuild after instructional disruption — and what we owe educators who carried students through.
Doctoral Dissertation
A mixed-methods study of how educators sustained — and reinvented — teaching practice through systemic upheaval, with implications for preparedness, professional learning, and policy.
312 pages · Defended 2024