Education and Business: Poster Sessions

This research opens the possibility for the field of early intervention and early childhood special education to move beyond fragmented preparation models toward a unified, contemporary framework that integrates interdisciplinary collaboration and aligned state licensure policies.

Here is What’s Possible: My research advances the teacher preparation literature on coaching by investigating the effects of multilevel peer coaching on fidelity of evidence-based reading instruction among preservice teachers requiring the most intensive support.

Here is What’s Possible: Our research highlights the need for institutions to pair early academic access with intentional support for belonging during the transfer process.

Here is What’s Possible: The field of educator preparation can leverage the findings of this research to proactively cultivate a human-centered, ethically grounded, and pedagogically informed future while navigating the evolving implications of AI in education.

Here is What’s Possible: By centering diversity and equity, this research can provide a framework for inclusive music pedagogy that bridges the gap between student diversity and resource accessibility - ensuring all students have the opportunity to achieve a full and representative musical experience.

Here is What’s Possible: My research on underachievement among college students opens new possibilities for student prevention and support at the secondary and post secondary levels.

What becomes possible when we stop designing reading interventions around what striving middle schoolers can't do, and start building them around the motivation and emotional resilience they already carry into the room?

The new possibility our research opens is that novice special educators can develop expert-level IEP goal writing skills early in their careers through targeted IRIS training 

Here is What’s Possible: My research uncovers how competing self-efficacy beliefs translate mindset into behavior, explaining why students sometimes avoid feedback even when they value learning.