Annenberg Institute
Brown University
Research
My research interests are motivated by my experiences serving in public elementary schools and working with teachers and leaders to build more inclusive practices in grade-level classrooms. I bridge K-12 education policy and educational psychology frameworks to understand how to improve instructional and behavioral support systems while also building practitioners' self-efficacy, skills, and will to be more inclusive in practice. My work has been published in journals like American Educational Research Journal, AERA Open, Professional Development in Education, Journal for the Education of the Gifted, Berkeley Review of Education, and School-University Partnerships.
Selected Articles
2026. Restorative or carceral: A mixed methods analysis of school leaders' discipline equity logics. American Educational Research Journal. https://doi.org/10.3102/00028312261476624
2026. Over-worked and under-resourced: First-year out-of-field special education teachers' induction experiences and intent to return. Professional Development in Education. https://doi.org/10.1080/19415257.2026.2678902
2026. Self-efficacy for equity-centered teaching: A scale development study. AERA Open. https://doi.org/10.1177/23328584261436768
2025. Inclusion in the time of anti-DEIA: Lessons learned from a research-practice partnership promoting a critical inclusion framework for students with disabilities. School-University Partnerships. https://doi.org/10.1108/SUP-05-2025-0026
2025. Teaching statistics with honesty: Embedding critical theories into instruction. Inquiry: Critical Thinking Across the Disciplines. https://doi.org/10.5840/inquiryct2025102736
2025. Teachers' dispositions regarding giftedness in the classroom: An ecological systems perspective. Journal for the Education of the Gifted. https://doi.org/10.1177/01623532251346723
2025. District gifted education coordinator preparation and development: Establishing training pathways that equip for excellence and strong equity. Gifted Child Today. https://doi.org/10.1177/10762175241308954
2023. A revised GTCrit framework: A broadened critical lens for gifted and advanced education settings. Berkeley Review of Education. https://doi.org/10.5070/B812260162
Selected Book Chapters & Encyclopedia Entries
2026. Eminent scholars' past hopes for the future of advanced education and talent development. In The Future of Advanced Education and Talent Development. https://doi.org/10.1108/978-1-80686-043-220261002
2025. Identification for equal access and the assessment of learning progress. In Exploring Critical Issues in Gifted Education: A Case Studies Approach. https://doi.org/10.4324/9781003380634
2024. Giftedness. In Elgar Encyclopedia of Interdisciplinarity and Transdisciplinarity. https://doi.org/10.4337/9781035317967.ch52
2023. Supervision and observation in the gifted education classroom. In Actionable Feedback to PK-12 Teachers. https://doi.org/10.5771/9781475866209-105
Public Scholarship
2026. Evidence-based practices to reduce racial inequity in school discipline. EdResearch for Action. https://edresearchforaction.org/research-briefs/evidence-based-practices-to-reduce-racial-inequity-in-school-discipline/
2026. Training educators for positive advanced learning outcomes. On the Fueling Creativity in Education podcast. https://fuelingcreativity.podbean.com/e/training-educators-for-positive-advanced-learning-outcomes-a-systematic-review/
2023. Promoting self-efficacy. On the Ponders Out Loud podcast. https://barkleypd.com/blog/podcast-promoting-teacher-self-efficacy/
2023. Teachers don't need more self-care. They need self-efficacy. Education Week. https://www.edweek.org/teaching-learning/opinion-teachers-dont-need-more-self-care-they-need-self-efficacy/2023/04