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Studies long-term relationships with Latinx bilingual students and teachers using arts-based biliteracy approaches to affirm and amplify silenced perspectives, build connections, and develop bilingualism and biculturalism.

Areas of expertise include early childhood education, racial justice and equity in early learning, educational anthropology, video-cued ethnography, immigration and education, impact of social injustices on childhoods, project-based learning led by community expertise and early childhood educational leadership and program transformation.

Develops and evaluates interventions and assessments using technology to support the academic success of Latinx students and other students whose home language is not English.

Studies engineering and STEM higher education, including faculty, graduate students and undergraduates.

Focuses on historical and contemporary issues and discourses concerning African American students in schools and society.

Creates scholarship based around teacher education, especially relating to race and culture.

Interests include early childhood education policy and practice, gender issues in early childhood education, conceptions of children, urban literacy education, diversity, equity and social justice in early childhood and qualitative research.

Racialization, language ideology, educational carcerality, place, (de)coloniality, abolitionism, community-based youthwork, Latine communities, ethnography, journey/trajectory mapping, critical policy-anchored analysis, and narrative inquiry

Focuses on language and cultural influences on teaching and learning mathematics, particularly equity issues involving Latinx students’ mathematical thinking, the simultaneous learning of English as a second language and math and preparing teachers to work with culturally and linguistically diverse students.

Studies children's literature and researches the home literacy practices of families with young children in under-resourced communities.

Examines effects of race, class and capital in schools and society; investigates and extends traditions of critical pedagogy and philosophy.

Teacher Language Ideologies and Writing Instruction

Dr. Flores' research focuses on Latina mothers and daughters language and literacy practices, the teaching of young writers in culturally and linguistically diverse classrooms, and family and community literacies.

Examines ethnographic language and literacy practices in K-12 classrooms, specifically focusing on how Latinx critical race theory explains the relationship between heritage language and culture and the evolving identities of future teachers.

Explores the language and literacy practices of young African American children in dual language bilingual program spaces from critical perspectives.

Explores the intersection of the sociopolitical and mathematical lives of children with a focus on identity and learning.

Investigates intersections of race, language, and mathematics through the experiences of Latinx students learning and doing mathematics.

Research explores the intersections of multilingualism, scientific sensemaking, and teacher education, with a specific focus on the ways multilingual students engage in science practices through translanguaging.

Explores ethical campus leadership and factors that lead to successful leadership of educators.

Researches fitness education, physical activity promotion among k-16 students, and technologies related to physical education teacher education.

Explores issues in race and culture in physical activity and sport as well as identity development patterns of African Americans.

Focuses on teacher preparation, the classroom literacy environment and promoting literacy in developing countries.

Research focuses on school contexts and teacher knowledge and experiences that support the establishment of digital equity for learning in K-12 schools, classrooms, and communities.

Brings her experience in literacy education to UT with a specialization in preparing secondary teachers to work in urban schools.

Studies literacy, language, and multicultural education, especially involving new media and globalization.

Biliteracy practices in classroom and curriculum, translanguaging pedagogy, bilingual programs, and dual language programming. Family advocacy and partnerships.

Areas of expertise include designing and developing immersive, media-rich environments for learners at all age levels and research the effects of them using mixed-methods; studying the effect of other emerging technologies on learning and motivation; focusing on problem-based learning, project-based learning, and game-based learning pedagogical approaches; learning analytics in serious games and other online environments, and understanding MOOCs as an emerging online learning tool.

Engages humanizing research approaches to examine equity-focused PK-16 STEM teaching and learning across urban contexts with a focus on Black girls.

Examines literacy teacher preparation, specifically the role of coaching and mentoring that occurs inside programs.

Marginalization and Perceived Mattering of PE Occupational Socialization Teaching in PE

Examines the contributions of strengths-based approaches in literacy instruction with Spanish-speaking bilingual teacher candidates and in-service teachers in the U.S. and in Latin America. 

Researches civic education, early childhood/elementary education, and teacher education to examine the role of relationships, community, and justice to make classrooms democratic and equitable spaces.

preservice teacher preparation, coaching and mentoring preservice and early career teachers, culturally sustaining literacy instruction

instructional technology innovation for learning transformation game-based learning playful learning & enactive role-play augmented / virtual reality for learning instructional systems design online / blended learning environments connected learning & digital equity

Dr. Salinas is a member of the Social Studies Education program area and is an affiliate faculty member in the Bilingual/Bicultural and the Cultural Studies in Education program areas. Her focus in the social studies includes critical historical inquiry in elementary bilingual and secondary education late arrival immigrant ESL classroom settings, as well as broader understandings of citizenship. Her work also examines social studies teachers' enactment/countering of curriculum through narratives that include civic identities, agency, and membership of others.

Studies the ways culturally and linguistically diverse groups of people use core ideas, frameworks, and practices of Science, Technology, Engineering and Mathematics (STEM) to explain phenomena or to solve problems that are meaningful and consequential to them.

Focuses on secondary English and literacy education in urban contexts, including among transnational youth.

Teaches preservice K-12 teachers how to teach meaningful STEM content in innovative, student- and community-centered ways.

Dr. Snaider is an Assistant Professor in the Department of Curriculum and Instruction. Her research lies at the intersection of educational policy and early childhood practice. She conducts comparative case studies to examine how teachers strive to create welcoming classrooms while navigating larger material and sociopolitical forces that shape what is possible-- or impossible-- in their curriculum and pedagogy. In addition to ethnographic, qualitative work, she conducts mix-methods research. Dr. Snaider is a former Early Career Scholar Fellow with the New York City Early Childhood Research Network. Her work has been published in Gender and Education, Contemporary Issues in Early Childhood, Education Policy Analysis Archives; International Journal of Child Care and Education Policy and International Journal of Early Years Education among other journals.

Follows trends around cultural and racial identities, agency, migration, and social movements in education.

Literacy teacher preparation, coaching and mentoring, literacy instruction

Dr.Yeh's research examines the intersections of race, language, and disability to provide a more nuanced analysis of the constructions of ability in mathematics classrooms and mathematics education systems. Her scholarship centers on partnerships with schools and communities to expand educational leadership to create equitable learning environments, with particular attention to students, families, and communities who have been historically marginalized in education.