Please read the bios of our amazing graduate students!
Master of Education (M.Ed.),聽University of Potsdam, Germany
Ph.D. Candidate,聽Educational Leadership,聽Florida Atlantic University聽
I am interested in Lesson/Learning Study because it provides a structured way to examine how instructional decisions shape student learning. As a mathematics curriculum supervisor, I support teachers and leaders in strengthening instruction, improving student outcomes, and making learning more visible. Lesson/Learning Study connects to my work because it encourages collaboration, reflection, and intentional practice.聽
Research areas:聽Educational leadership, school improvement, principal self-efficacy, and the lived experiences of Black female principals聽leading urban, low-performing schools.
PhD in Education,聽University of Cambridge
My doctoral research is not a conventional Lesson Study project, but it is closely connected to the broader concerns of Lesson/Learning Study. I am interested in how teachers collaboratively design, observe, reflect on, and improve classroom practice in culturally situated educational contexts. My PhD examines the design of play-based pedagogy for supporting young children鈥檚 empathy development in Chinese kindergartens, using Design-Based Research, teacher collaboration, classroom observation, and iterative curriculum refinement. Through this work, I am particularly interested in how teacher professional learning can be connected with meaningful changes in classroom practice.
Research areas:聽Early childhood education; play-based pedagogy; empathy development; teacher professional learning; curriculum design; Chinese kindergartens.
Ph.D. Candidate in Mathematics Education,聽University of Florida
I am interested in Lesson Study because it creates opportunities for collaboration with community members. I also like how it connects research and classroom practice.
Research areas:聽Mathematics Education, Teacher Education, and Interdisciplinary Education
Doctoral聽Candidate,聽Curriculum Studies and Teacher Education,聽Stanford University
As a classroom teacher in Chicago, I experienced firsthand how lesson study transformed my practice. What captivated me was how observing students together with colleagues revealed insights I'd never see alone鈥攑atterns in thinking, misconceptions, and moments of understanding that completely shifted how I taught. Now I have the privilege of researching how teachers collaborate during lesson study cycles and translate those collective insights into lasting classroom practices.
Research areas: Professional learning and mathematics education.