From my earliest teaching years as a k-8 science teacher, I focused on the process of designing an interactive and creative classroom that brought issues of social justice to the forefront. I authored a curriculum for middle school teachers, Trash conflicts: A science and social studies curriculum on the ethics of disposal in 1990. As schools began introducing an exclusive reliance on science textbooks into classrooms, I worked against this tide by gathering a group of volunteers and led the construction of a hands-on Science Park featured in Parent and Teaching Magazine.
My scholarly interests include a focus on creative approaches to teaching pedagogy and social action to eradicate injustices embedded within our educational system. I connect the social and emotional lives of children with their academic success and believe in designing teaching methods to engage a wide range of learners to find solutions to teaching children rather than blaming children. In addition, I explore how racial and socioeconomic assumptions intersect with the social construction of special education.
As part of my support for inventive education, I serve on the Parent Advisory Board for Olin College of Engineering in Needham. Massachusetts.
My publication, (May, 2016), “Adult graduate student voices: Good and bad learning experiences,” in Journal of Adult Learning describes a research study into what graduate student say helps them learn and what instructors do that discourages their learning. This research helps inform my own teaching.