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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.

Critical pedagogy; critical theory; psychoanalytic theory; critical studies of race and coloniality; neoliberal reform

Investigates the nature of STEM interests and interest-driven participation and learning, foundations of cognition in STEM disciplines, and learning out of schools.

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.

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.

Professional Development for Physical Education Teachers, Teacher Education in Physical Education, Technology in Physical Education including remote observation and communication

Teaches and coordinates in a lecture position in the College of Education preparing, mentoring developing and coaching pre-service teachers for EC-6 ESL certification.

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.

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 the effects of state and federal policies on college access and completion outcomes for low-income and underrepresented populations including immigrant and English Learner students.

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 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.

Restorative practices; school-to-prison pipeline.

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.

Focuses on the ways students learn in science courses using computational modeling.

Examines inequities in digital spaces and focuses on creating technology-enhanced learning opportunities for socioeconomically disadvantaged middle school students and supporting in-service teachers to integrate technology in their classrooms.

Interests also include critical race theory specifically Latinx critical race theory and multigenerational subtractive schooling experienced by a marginalized majority.

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.

Teaches courses for pre-service in STEM subjects and explores student understanding of mathematical and physical models.

Coordinates the placement of teachers in field experiences and prepares students for ESL education.

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.

Focuses on the social construction of gender and racial/ethnic inequality in educational opportunities and experiences in STEM fields from a sociological perspective. Methodological expertise in quantitative research methods and analyses of large scale datasets.

Prepares students to become educators in bilingual and ESL education and mentors novice bilingual educators.

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 disciplinary the core ideas 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 explores the enactment of educational policy in early childhood practice, with a particular focus on issues of gender and sexuality with young children. Her work is informed by poststructural feminism, queer theory, trans-studies, and intersectionality. She conducts qualitative, and mix-methods research.

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

Literacy teacher preparation, coaching and mentoring, equity and justice in literacy instruction

Dr. Yeh's research examines the role race, class, gender, and language plays in the constructions of ability in mathematics classrooms.