Using Research to Inform Practice

My understanding of relational inclusivity has shown me that learning is deeply social and that every student deserves to experience a genuine sense of belonging in the classroom. Through my undergraduate research experiences using Social Network Analysis (SNA), I explored how peer relationships influence students' participation, inclusion, and overall classroom experiences. During my student teaching, I continued this work by utilizing the SNA Toolkit with my kindergarten class to intentionally inform groupings and partnerships that expanded students' social connections and strengthened their sense of belonging. This research continues to shape my practice by reminding me to intentionally cultivate community, foster meaningful relationships, and create collaborative learning experiences where every student feels seen, valued, and connected.

My literacy instruction is grounded in research from the Science of Reading, which has deepened my understanding of how children develop strong reading skills. I believe literacy instruction should be systematic, explicit, and cumulative, providing students with a strong foundation in both decoding and language comprehension. My approach is informed by frameworks that emphasize the interconnected roles of phonological awareness, phonics, word recognition, vocabulary, background knowledge, language structures, and comprehension. Equally important, the framework recognizes that students' motivation and engagement play a critical role in literacy development. This research reminds me that becoming a successful reader requires not only strong instructional practices, but also nurturing students' confidence, curiosity, and love of reading.

Research has taught me that some of the most meaningful professional growth happens within our own classrooms. Through conducting action research, I learned to approach teaching with curiosity by asking purposeful questions, collecting multiple forms of data, reflecting on student experiences, and refining my instruction based on evidence. I view teaching as an ongoing cycle of inquiry, where continually learning from my students allows me to make thoughtful, responsive decisions that strengthen both my practice and student learning. Most recently, after noticing frequent self-deprecating language during art activities, I investigated how consistent growth mindset teacher language influenced kindergarten students' use of self-deprecating language during challenging tasks. This inquiry deepened my understanding of the role intentional teacher language can play in shaping students' confidence, resilience, and willingness to persevere through challenges. As I continue my career in education, I look forward to engaging in action research each year, using my own classroom as a place of continual learning and reflection. I am equally committed to remaining an active consumer of emerging research, allowing new findings to continually inform, challenge, and strengthen my teaching practice.

Universal Design for Learning has transformed the way I design instruction by encouraging me to proactively anticipate learner variability rather than react to barriers after they emerge. Grounded in educational research, UDL emphasizes providing multiple means of engagement, representation, and action and expression so that every learner can meaningfully access and participate in the curriculum. This framework continually reminds me that learner variability is the norm, and that equitable teaching begins with intentional design and creating flexible learning experiences that honor students' diverse strengths while ensuring every child has meaningful opportunities to engage, learn, and demonstrate their understanding.