"Bring something incomprehensible into the world." ​
​- Gilles Deleuze

Overview

My research interests extend beyond a piece of paper and infiltrate my daily life. I strive to examine the possibilities and limitations of socially constructed assumptions related to what it means to know, be, and become. More specifically, I work to deterritorialize the ways beginning (science) teachers are named, 'known', and (re)produced in the context of American schooling and educational research.

While my background and content-specific interests are in science education, my interests are also situated in broader cultural and theoretical conversations on teacher education. The bulleted list below misrepresents the dynamic in which my research interests intersect. Each demarcated area of interest is innately entangled in the whole, with each interest influencing the re-conceptualization of the other. 

• Science Teachers Teacher Education and Induction
• Construction of Teacher Subjectivities
• Feminist Poststructuralist and New Materialist Perspectives within Curriculum Studies
• Ontology in Qualitative Inquiry
• Ethicopolitical Entanglements within Science Education

Prior Research Experience

Through my graduate research assistantship I gained experience conducting conventional qualitative research. My advisor and I are working on projects that include a longitudinal analysis across two years of data collection, participant interviews, and written responses to questionnaires. Our topics to date have examined many aspects of science education including:

• Agri-science teachers' implementation of digital game based learning in an introductory agri-science classroom
• The nature of induction for alternatively licensed science teachers and implications for science teacher identities 
• Pre-service elementary science teacher perceptions about teaching English Language Learners (ELLs)
• Undergraduate STEM education faculty enactment of project-based learning (PBL)
• Examining beginning science teacher identities with regard to their participation in professional learning communities (PLCs)