Profiles

Bryant BestBryant Best
Specialization: Justice and Diversity in Education
Advisor: Rich Milner
Email: bryant.o.best@vanderbilt.edu
Research Interests: Education Policy, Education Leadership, Teacher Education

 

 

A native of Wilson, North Carolina, Bryant received his B.A. in Psychology and African-American Studies from the University of North Carolina at Chapel Hill and his M.A. in Sociology, specializing in Race, Class, and Gender from the University of Maryland, College Park. Prior to arriving at Vanderbilt, Bryant leveraged research and policy to support education leaders at the American Council on Education and the Council of Chief State School Officers in Washington, DC. While serving at these two national associations, Bryant worked tirelessly to advance justice, diversity, and educational equity for our nation’s most underserved students. At Vanderbilt, Bryant hopes to learn from Dr. Rich Milner and others how to further contribute to a more equitable education system and society through sound education policy, strong education leadership, and high-quality teacher education.

Portia BotchwayPortia Botchway
Specialization: Learning and Design
Advisor: Rich Lehrer and Ebony McGee
Email: portia.k.botchway@vanderbilt.edu
Research Interests: elementary and secondary mathematics and science

 

Laura BuckleyLaura Buckley
Specialization: Language, Literacy, and Culture
Advisor: Jeannette Mancilla-Martinez
Email: laura.e.buckley@vanderbilt.edu
Research Interests: Linguistically diverse learners

 

 

Laura developed an interest in bilingual education and culturally responsive pedagogy while teaching in an immigrant student inclusion classroom in Paris, France. She completed her B.A. in Anthropology, Spanish, French, and Arabic at Southern Methodist University in Dallas, TX, and proceeded to receive her M.Ed. with a specialization in ESL Instruction at SMU as well. Laura has experience teaching third grade in the dual language enrichment program in Texas. She also received a Fulbright Award which allowed her to return to France and teach English at the high school level in a suburb of Paris. Laura is now a Ph.D. student in the Language, Literacy, and Culture Program in the Department of Teaching and Learning. She is interested in studying integrative models of education for linguistically diverse students. Laura seeks to evaluate which models not only provide language instruction and foster critical thinking skills, but also valorize students’ native languages and cultures.

 

Sarah BurrissSarah Burriss
Specialization: Language, Literacy, and Culture
Advisor: Kevin Leander
Email: sarah.burriss@vanderbilt.edu
Research Interests: learning about artificial intelligence & ethics, in and out of school learning, digital literacies, young adult and children’s literature

Sarah is a third-year doctoral student in the Department of Teaching and Learning at Vanderbilt’s Peabody College. She hails from Charleston, SC, where she was a public librarian before coming to Nashville. She graduated with a B.A. in Psychology from Yale University and has a Master’s in Library and Information Science from University of South Carolina. Sarah is interested in learning that happens inside and outside of school–including in libraries–and how adolescents navigate the increasingly complex world of digital and networked information.

Laura Carter-Stone
Specialization: Language, Literacy, and Culture
Advisor: Kevin Leander
Email: laura.j.carter-stone@vanderbilt.edu
Research Interests: Culturally-sustaining pedagogy, ELL education, performing arts

 

Laura developed a commitment to culturally-sustaining instruction while teaching kindergarteners on the Pine Ridge Reservation. As a high school Spanish and Response-to-Intervention English teacher in her home state of Kentucky, she incorporated dramatic play, digital media, music, and storytelling into her language and literacy learning classroom. She recently earned her M.S. in Social and Philosophical Issues in Education from the University of Kentucky. Laura currently explores how the arts might create more engaging and equitable learning environments for culturally and linguistically diverse adolescents.

Kate Chapman
Specialization: Learning and Design
Advisor: Melissa Gresalfi
Email: katherine.c.chapman@vanderbilt.edu
Research interests: STEM learning from a socio-cultural/learning ecology perspective. Equity issues in designing for out-of-school spaces. Integration between in-school and out-of-school learning opportunities.

Kate Chapman is from Seattle, Washington. She holds a B.A. in Russian from Reed College, and an M.Ed. from Vanderbilt. As an academic tutor and later a field trip facilitator, she became interested in working to build better bridges between formal and informal learning environments. Her dissertation focuses on practices around STEM learning in informal spaces, as well as how different sociotechnical configurations can index and reanimate remote spaces, creating potential for negotiation of meaning and identity. With NSF support she has recently been working in curriculum development for informal spaces looking at both traditional STEM concepts and new ideas around place and mobility.

Bethany DanielBethany Daniel
Specialization: Learning and Design
Advisor: Noel Enyedy
Email: bethany.r.daniel@vanderbilt.edu

 

 

 

 

Bethany received a BA in French and an MA in Second Language Teaching from Brigham Young University. She has worked and taught in a variety of K-12, university, and goverment settings, with an emphasis on integrating technology into foreign language instruction. Her research interests lie in exploring the intersection between second language acquisition and STEAM education. She hopes to examine how this intersection can inform the design of learning environments in ways that foster students’ development of 21st century skills and their second language proficiency.

zbZarabeth Davis
Specialization: Language, Literacy, and Culture
Advisor: Debbie Rowe
Email: zarabeth.davis@vanderbilt.edu
Research interests: PreK teachers’ support of emergent writing practices, connections between play and literacy in early childhood classrooms, professional learning communities for teachers, and project-based learning.

Zarabeth Davis is a third-year Ph.D. student in the Language, Literacy and Culture program at Vanderbilt University’s Peabody College. She completed her undergraduate degree at Muhlenberg College and began her teaching career in rural Arkansas. She taught PreK-1st grade for 8 years in both urban and rural low-income communities and served in various leadership capacities including grade level chair and Reading First lab classroom instructor. Prior to beginning the PhD program, Zarabeth supported classrooms in various capacities through curriculum design, teacher coaching, and professional development primarily in the Memphis community. Her interests are in high-quality PreK practices and ensuring our youngest learners get to engage in big thinking. Zarabeth is currently working with Debbie Rowe on the Early Literacy Partnership to support emergent writing practices within MNPS PreK classrooms.

nadav Nadav Ehrenfeld
Specialization: Math & Science Education
Advisor: Ilana Horn
Email: nadav.ehrenfeld@vanderbilt.edu
Research Interests: Math education, culture and learning, classroom discourse, teacher learning

 

 

Nadav is a third year PhD student. He is currently a research assistant on project SIGMa (Supporting Instructional Growth in Mathematics) and a teaching assistant for Introduction to Mathematical Literacies. He is studying what it means to support mid-career teachers in providing students with rich math learning experiences. Nadav taught math in pre-college and college programs, and facilitated teacher PD in southern Israel. He holds a BSc in Mathematics & Computer Science and an MSc in Mathematics (with focus on math education) from Ben Gurion University.

Sara GouldSara Gould
Specialization: Language, Literacy, and Culture
Advisor: Amanda Goodwin
Email: sara.a.gould@vanderbilt.edu
Research interests: reading acquisition and achievement in middle grades, with a focus on urban and minority students in underserved communities

 

 

Sara Gould is from Simsbury, CT. She earned her B.A. in Elementary Education from Elon University and her M.Ed. in Urban and Minority Education from the University of Maryland. Sara taught for eight years in Washington, D.C. During the course of those years, she taught 4th, 5th, and 6th grades, but fell in love with and became passionate about 5th grade ELA. She served as the ELA department chair and grade level team lead for numerous years, which allowed her to gain experience in curriculum design, teacher training and leadership, and data analysis. Sara hopes to focus her work on practical, applicable strategies for classroom teachers.

Mariah Harmon
Mariah Harmon
Advisor: Ilana Horn
Email: mariah.harmon@vanderbilt.edu
Research interests: Teacher learning as it pertains to inclusive instruction for diverse students.

 

 

 

Mariah Harmon is a first year doctoral student at Vanderbilt University’s Peabody College in the Department of Teaching and Learning. She is originally from Decatur, Georgia and earned her undergraduate degree from Vanderbilt University (College of Arts and Science), and her Master’s in Education: Curriculum and Instruction from the University of Mississippi. Mariah started her career in education in Okolona, Mississippi as a middle school English/Language Arts Teacher. Most recently, she has served as an instructional coach in Indianapolis Public Schools. Her research interests are in teacher learning and understanding how teachers build inclusive and equitable classrooms.

Micaela Harris

 

Micaela Harris

Specialization: Math and Science Education
Advisor: Nicole M. Joseph
Email: micaela.y.harris@vanderbilt.edu
Research interests: Black women math teachers, Identity, Recruitment and Retention

 

 

Micaela received her B.A. in Sociology from Spelman College, her post-baccalaureate certificate in Mathematics from Smith College, and her MAT in Math Education from Tufts University. Prior to her doctoral studies at Vanderbilt, she leveraged her interdisciplinary background to teach secondary mathematics in Boston, MA and Houston, TX. At Peabody, Micaela hopes to center her research on the intersectional experiences of Black women math teachers.

Kaitlin Herbert Kaitlin Herbert
Specialization: Development, Learning, & Diversity
Advisor: David Dickinson
Email: kaitlin.herbert@vanderbilt.edu
Research interests: Role of adult linguistic input, particularly parents, in young children’s oral language development; relationship between oral language capacities and early academic outcomes; the role of early learning opportunities in counteracting the “school readiness gap” between children from different socio-economic backgrounds

Kaitlin Herbert is a first year doctoral candidate in the Development, Learning and Diversity program in the Department of Teaching and Learning. Prior to coming to Peabody, Kaitlin taught first grade at a charter network in Washington, D.C. Seeing the enormous variability in children’s academic achievement, even in the earliest years of schooling, pushed Kaitlin to pursue a Masters degree in Language and Literacy from the Harvard Graduation School of Education. Following graduation from the Masters program, she stayed on at Harvard GSE, working as the lead research assistant for an intervention study designed to increase parent’s gesture use in order to improve young children’s language development. Kaitlin hopes to continue this type of work at Peabody by examining the role of adult linguistic input in children’s language development. She is particularly interested in how certain types of linguistic input in the early childhood years (birth-5) help prepare children to be more or less successful upon formal school entry in Kindergarten.


Nick Kochmanski 
Specialization: Math & Science Education
Advisor: Paul Cobb
Email: nicholas.m.kochmanski@vanderbilt.edu
Research interests: mathematics instruction, teacher learning, teacher development, instructional coaching, teacher education

Nicholas Kochmanski was born in Michigan and is a proud graduate of the University of Michigan (Go Blue!). He also has his Master’s in Public Policy from Vanderbilt University (Anchor Down!). Prior to receiving his MPP, he worked as a sixth grade math teacher in rural Arkansas. He has also worked as an instructional coach for teachers in the Metro Nashville Public School system. Nick is currently interested in teacher learning, instructional coaching, and developing measures to inform instructional improvement at scale. If you share these interests, reach out to him! He is always happy to swap ideas.

More: Resume Nicholas Kochmanski_PhD

Tess LantosTess Lantos
Specialization: Language, Literacy, and Culture
Advisor: Amanda Goodwin
Email: terese.a.lantos@vanderbilt.edu
Research interests: teacher learning, reading comprehension, literacy

 

 

 

Tess Lantos is from Chicago. She earned her bachelor’s degree and teacher credential from Brown University. Soon after, she moved across the country to teach in Oakland, California. After teaching high school English in both public and charter schools, and working closely with her colleagues to create a school-wide reading culture, she decided to return to school to study these two things on a broader scale. Ultimately, she is motivated by the best way to teach secondary students to read (in all disciplines) and how to support teachers in learning and sustaining these practices within a system that often doesn’t prioritize their learning.

Jess LawsonJessica Lawson
Specialization: Development, Learning, & Diversity
Advisor: David Dickinson
Email: jessica.r.lawson@vanderbilt.edu
Research interests: Language, Literacy, Music

 

Jessica Lawson is from the Atlanta, Georgia area. She earned both her B.Mus in Music Education and M.Ed in Educational Psychology from the University of Georgia. Jessica taught elementary music for six years and received her Gifted and ESOL endorsements. While working on her ESOL endorsement, she saw many similarities between instructional strategies used in music and language learning. The experience inspired her to pursue research that explores the cross-section of music, literacy, and language. Her current research focuses on the use of music to promote pre-literacy skills in early childhood classrooms.

Sarah LeeSarah Lee
Specialization: Learning and Design
Advisor: Noel Enyedy
Email: sarah.lee@vanderbilt.edu
Research interests: STEM education, out of school time (OST) learning, early and middle childhood, multilingual learners

 

 

Before Vanderbilt, Sarah was the Research and Advisory Associate at a children’s museum in the San Francisco Bay Area. She contributed to publications on STEM, the benefits of play, and technology in early childhood. She also worked on state and national grant funded projects, such as developing resources for librarians based on school readiness research. Sarah also served on the board of directors for Next Generation Scholars, a non-profit college access program for low-income students of color. After earning her B.A. in Linguistics from the University of Pennsylvania, Sarah is now excited to return to academia and combine her passions for language, education, and equity.

Madison KnoweMadison Knowe
Specialization: Learning and Design
Advisor: Melissa Gresalfi
Email: madison.l.knowe@vanderbilt.edu
Research interests: Mathematical Play and Design of Mathematics Learning Environments

 

 

Madison, a native of Lexington, Kentucky, received her Bachelor of Science degrees in Pure Mathematics and Chemistry in 2011 from the College of Charleston and her Masters in Secondary Mathematics Education in 2014 from Vanderbilt University. She has been a classroom math teacher for 7 years at international, public, and private secondary institutions. During this time learning math with students, she became interested in incorporating play as a platform for equitable mathematical inquiry in her classroom, and therefore is now currently working with Melissa Gresalfi on Mathematical play and learning environment design.

Samantha Marshall

Samantha Marshall
Specialization: Math & Science Education
Advisor: Ilana Horn
Email: samantha.marshall@vanderbilt.edu
Research interests: mathematics teacher learning, justice, professional development

 

Samantha Marshall is from Norman, Oklahoma. A first-generation college graduate, she earned her B.S.E. in mathematics from Oklahoma Christian University, and her M.A. in Curriculum & Teaching from Columbia University, with a concentration in mathematics. She taught high school math in a variety of settings, from Oklahoma to New York, and is now a research assistant on project SIGMa (Supporting Instructional Growth in Mathematics). In current analyses, she studies how teachers’ learning is shaped by enactment in context, as well as how teachers learn ambitious, asset-based, and culturally sustaining pedagogies. Taking a sociocultural perspective, her work seeks to theorize teacher learning through an equity lens. Her work with Indigenous education has been published in Journal of Educational Foundations, practitioner-facing work has been published in Journal of Teacher Action Research, and work on mathematics in The Mathematics Enthusiast. Twitter: @MarshallMath_er

Alexis McBride Alexis McBride
Specialization: Language, Literacy, and Culture
Advisor: Robert Jiménez
Email: alexis.mcbride@vanderbilt.edu
Research interests: post-secondary English language learners and Spanish heritage language learners, multilingual education strategies, and basic writing instruction

 

 

Alexis McBride was born and raised in Philadelphia, PA. She majored in Spanish at the University of Pennsylvania and studied abroad at the Universidad de Alicante in Spain. After earning her M.A. in Hispanic Studies at Boston College, she later taught a variety of language and literature courses as a lecturer at Boston College and at Salem State University. At Vanderbilt University, Alexis has sought to integrate her knowledge of language, literature, and cultural studies with her research on multilingual literacy practices. Currently, Alexis is investigating the utility of translanguaging pedagogy in community college writing courses. Her dissertation explores the skills that linguistic minority learners bring to the task of translanguaging, as well as the ways in which students perceive their own language resources when given the opportunity to engage their complete linguistic repertoires.

Janna McClain Janna McClain
Specialization: Language, Literacy, and Culture
Advisor: Jeannette Mancilla-Martinez
Email: janna.mcclain@vanderbilt.edu
Research interests: teachers as learners, language minoritized learners, language ideologies, language demands of classrooms

 

 

 

Janna McClain is a doctoral student in language, literacy, and culture in the department of teaching, learning, and diversity at Vanderbilt University. Having spent nearly a decade teaching language in K-12 public school settings, McClain’s research focuses on preparing teachers to meet the increasing linguistic demands of the classroom. She recently received the Bonsal Dissertation Award for her mixed-methods proposal, which will result in a survey of teacher language ideology. She holds an M.Ed. from Middle Tennessee State University, a B.A. from the University of the South, and serves as a Teacher Consultant for the Middle Tennessee Writing Project.

Heather Meston

Heather Meston
Specialization: Language, Literacy, and Culture
Advisor: Emily Phillips Galloway
Email: heather.meston@vanderbilt.edu
Research interests: The intersection of academic language and writing, the role that equitable access to academic language plays in determining student perceptions of and success in classroom environments

 

While working as an English and Social Studies teacher in Nashville middle schools, Heather discovered an interest in the role that equitable access to academic language plays in the development of classroom culture, student engagement, and educational success. Heather is working with Dr. Emily Phillips Galloway to study the ways in which educator-learner ideologies affect classroom discourse and linguistic practices. Prior to becoming a teacher, she received her M.Ed. at Vanderbilt University and her B.S. in Psychology at Yale University. She taught in Nashville public schools for six years, where her role as a mentor teacher further contributed to her passion for creating conditions for success for both students and teachers. For her contributions to student learning and engagement, she earned National Board Certification and was awarded a Blue Ribbon Teacher Award.

Isaac Nichols
Specialization: Learning and Design
Advisor: Corey Brady
Email: isaac.t.nichols@vanderbilt.edu
Research interests: Mathematics education, education and technology, educational design

Isaac Nichols was born and raised in Topeka, Kansas. After getting his B.A. in Mathematics at the University of Kansas, he came to work with Dr. Melissa Gresalfi to explore the intersection of Mathematics and culture, in and out of the classroom. Not only is culture shaped by mathematics, but also mathematics continues to be shaped by culture. Isaac is excited to investigate these phenomena in students’ group problem solving in differing contexts and cultures.

Min OhMin Oh
Specialization: Language, Literacy, and Culture
Advisor: Jeannette Mancilla-Martinez
Email: min.hyun.oh@vanderbilt.edu
Research interests: Language and literacy development of linguistically diverse learners

 

 

Min is a third-year doctoral student at the Peabody School of Education and Human Development. She holds an Ed.M. in Language and Literacy from the Harvard Graduate School of Education and a B.A. from Mercer University as a Stamps Family Charitable Foundation Scholar. As a former English learner in the U.S. school system, Min is interested in supporting linguistically diverse learners’ language and literacy development and exploring various components that contribute to the process. She works with Drs. Jeannette Mancilla-Martinez and Emily Phillips-Galloway, to further engage in language and literacy development research focused on linguistically diverse learners. Currently, Min’s work focuses on: (1) exploring the link between teachers’ beliefs about dual language development and English language and literacy outcomes and (2) investigating equitable assessment approaches to distinguishing language differences and language disabilities among English learners.

Ashlyn PiersonAshlyn Pierson
Specialization: Math & Science Education
Advisor: Doug Clark
Email: ashlyn.pierson@vanderbilt.edu
Research interests: modeling, translanguaging

 

 

Ashlyn Pierson is a Ph.D. candidate in the Teaching and Learning Department of Vanderbilt University’s Peabody College of Education and Human Development. Broadly, her research merges theory and practice by using design studies to explore the interplay between learning environments and scientific modeling practices. Based on her previous publications and presentations, she was invited to edit a special issue of Science & Education that considers the non-linear development of students’ sensemaking practices in science. Her dissertation, funded by the NAEd/Spencer dissertation fellowship, builds on her previous work by exploring modeling as an opportunity to expand the range of modes privileged in science classrooms, bridging research about science learning, disciplinary practices, and linguistics. Her dissertation is a design study that aims to understand how emerging bilingual students participate in scientific modeling in a learning environment with rich multimodal resources. A central feature of the design is valuing and leveraging students’ everyday translanguaging practices while engaging students in activities that privilege unique modes for sensemaking and expression, including diagrammatic, physical, and computational modeling. At Vanderbilt, Ashlyn received the Bonsal Applied Education Research Award to support data collection for her dissertation. Her preliminary analysis of these data won the Best Student Paper Award from the Advanced Technologies for Learning/Learning Sciences Special Interest Group of the American Educational Research Association. Prior to Vanderbilt, Ashlyn worked as high school math and middle school science teacher in Nashville public schools. She holds an A.B. in Environmental Science and Public Policy from Duke University and an M.Ed. in Instructional Practice from Lipscomb University.

Laura Piestrzynski

 

Laura Piestrzynski
Specialization: Language, Literacy, and Culture
Advisor: Debbie Rowe
Email: laura.e.piestrzynski@vanderbilt.edu
Research interests: emergent literacy, language and literacy development in early childhood, teacher education

 

Laura Piestrzynski is a fourth year doctoral student in the Language, Literacy, and Culture program in the Department of Teaching and Learning. Her current interests are in early childhood teacher development, emergent literacy, and the nature of the reading-writing relationship during preschool and kindergarten. Prior to coming to Peabody, Laura taught kindergarten for 2 Years in the Saint Louis Public School District. This experience encouraged Laura to pursue a Masters degree in Language and Literacy in order to build even stronger foundations in literacy for her students. After completing the Masters program, Laura taught kindergarten and preschool in the Chicago Public School District for 10 years.

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Emma Reimers
Specialization: Learning and Design
Advisor: Corey Brady and Kevin Leander
Email: emma.d.reimers@vanderbilt.edu
Research interests: digital literacy, place-based narrative, contestation, ‘in the wild’ learning environment design, music as storytelling

Emma Reimers is a doctoral student in the Department of Teaching and Learning at Vanderbilt University’s Peabody College, working alongside advisors Kevin Leander and Corey Brady. Her research interests lie in excavating the stratified narratives of place in order to better understand the ways in which we learn to build, alter, and move within storied spaces. She aims to study spatial learning and narrative in the context of public space, combining methods that draw together storytelling and digital representation. Emma has worked at the Nashville Civic Design Center, researching the intersection of the built environment and public health, and at Tirzah International, as Creative Communications director for the global women’s nonprofit. Additionally, she is a writer, musician, and graphic designer. Emma holds a bachelor’s degree in English Creative Writing and Space and the Human Condition from Vanderbilt.

Jackson Reimers

Jackson Reimers
Specialization: Learning and Design
Advisor: Corey Brady
Email: jackson.e.reimers@vanderbilt.edu
Research interests: Modeling, collective and embodied learning, imagination

 

 

Jackson is a doctoral student in the Department of Teaching and Learning at Vanderbilt University’s Peabody College, focusing on Learning and Design. He is advised by Corey Brady and is a member of Brady’s CROWD Lab. Jackson originally came to Vanderbilt from his native Southern California to study engineering and education at Vanderbilt as an undergraduate, after which he taught physics and engineering at a public high school in suburban Tennessee for three years. His design research focuses on multimodal modeling environments for enhancing collaborative, equitable, and playful learning.

David Sabey
Specialization: Learning and Design
Advisor: Kevin Leander
Email: david.b.sabey@vanderbilt.edu
Research interests: identity, literacy, new media, mobility, connected learning, learning across contexts

 

Although David Sabey occasionally writes about himself in the third person, he is not considered particularly strange by most people. (Some would say that what makes him weird is that he seems to enjoy apparently endless amounts of schooling.) David’s current interests have to do with literacy and identity processes over time and across space. In brief, he wonders, What is the difference between someone who knows how to write, and someone who seeks out opportunities to write? What is the difference between someone capable of writing, and a writer? He is interested in theory-building related to these questions, and to developing pedagogical approaches that contribute to the development of writerly identities.

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Katherine Schneeberger McGugan
Specialization: Mathematics and Science Education
Advisor: Ilana Horn
Email: katherine.e.schneeberger@vanderbilt.edu
Research interests: Culturally relevant curriculum design, impactful models for professional development

 

Katherine started exploring the intersection of curriculum design and professional development as a middle school Math Coach in the Boston area. Prior to her role as a coach, she received her M.A.T. from Boston Univeristy before becoming a 7th grade math intervention teacher. She is currently a research assistant for Dr. Ilana Horn’s Project SIGMa. Her research interests include how to create sustainable curricula in STEM fields that address issues of inequity in gender, race, and socio-economic status, and models for professonal development that combat teacher retention and student achievement problems in high-needs districts.

Mandy Shimizu

Mandy Shimizu
Specialization: Language, Literacy, and Culture
Advisor: Debbie Rowe
Email: amanda.y.shimizu@vanderbilt.edu
Research interests: Writing Instruction, Teacher Education

Mandy has a B.S. in Elementary Education and M.S. in Literacy Education. She has taught in a variety of K-5 classrooms in the U.S. and abroad. At Peabody, Mandy hopes to examine what strong writing instruction looks like in classrooms and how that knowledge can be more readily shared with pre-service teachers.

Lauren VogelsteinLauren Vogelstein
Specialization: Learning and Design
Advisor: Rogers Hall and Corey Brady
Email: lauren.e.vogelstein@vanderbilt.edu

 

 

 

 

Lauren is a Learning Sciences doctoral student in the Department of Teaching and Learning in Peabody College at Vanderbilt University, advised by Rogers Hall and Corey Brady. She is a member of the Space, Learning and Mobility Lab. Lauren began dancing at a young age as she also became enamored with counting, organizing, and pattern making. Her love of the art form as well as mathematics brought her to New York where received her a BFA in dance and a BS in mathematics from The Ailey School and Fordham University. She then went on to work at the National Museum of Mathematics, where she worked as an educator and developed a movement based mathematics curriculum. She then went on to earn her Masters in Learning Sciences from Northwestern University. Her current research at Vanderbilt explores bridging dance and mathematics by developing tools and techniques to allow children, as well as adults, to use their bodies as tools for ensemble-based mathematical thinking and learning. She is also interested in problematizing how mathematics is defined, who has the power to define it, and who is understood as succeeding in its practices.

Devin WhiteDevin White
Specialization: Development, Learning, and Diversity
Advisor: Ebony McGee
Email: devin.t.white@vanderbilt.edu

 

Devin is currently a Doctoral Student at Vanderbilt University’s Peabody College in the Department of Teaching and Learning. In 2016, Devin earned a M.Ed in Higher Education Administration from Peabody College’s Department of Leadership, Policy, and Organizations. In 2014, Devin earned a B.A. in English & Philosophy from Cornell University’s College of Arts and Sciences. He has years of experience in Student Affairs and Higher Education as a Program Coordinator for the Mayfield Lodges Living Learning Community, a Senior Manager of Cornell Conference Services, and a Student Assistant of Alice Cook House Residential College. His academic interests include Technology, Students of Color, and Low Income Students all viewed with a critical race lens. Devin hails from Oakland, California home to the Black Panthers, Huey P Newton, and the Hyphy Movement. He enjoys technology, particularly video games and computers, listens to hip hop, rap, metal, and many other genres. He dabbles in trying, poorly, to play guitar, and one of his favorite movies is Disney Pixar’s The Incredibles. Devin dreams of being a tenured Professor and having fairly great job stability. A satisfying moment is looking forward to is seeing his nephew, who studies Psychology at Tennessee State University, walk the graduation stage. Devin currently with the Explorations Into Diversifying Engineering Faculty Initiative (EDEFI). He hopes EDEFI’s work will transform the face of Higher Education and give way for more and more Black and Brown faces to call themselves Doctor, Lawyer, and Professor.

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Holland White
Specialization: Language, Literacy, and Culture
Advisor: Robert Jimenez
Email: holland.l.white@vanderbilt.edu
Research interests: Literacy practices of multilingual students, student-centered writing practices in secondary schools

Holland began her teaching career in the world of freshman composition and community college tutoring, which led her to pursue a deeper understanding of the pedagogies surrounding literacy practices. After completing an M.Ed. in Language and Literacy in the Urban Teach program at the University of Texas at Austin, she taught 9th, 10th, and 11th grade ELA at a Title I school in Austin, Texas, utilizing writing and reading workshop practices. She is interested in the assets that multilingual students bring to literacy practices and how student-centered approaches to reading and writing support multilingual students’ identities in and out of the classroom.

fai

Fai Wisittanawat
Specialization: Math & Science Education
Advisor: Melissa Gresalfi
Email: panchompoo.wisittanawat@vanderbilt.edu
Research interests: students’ meaningful participation in STEM practices

Panchompoo (Fai) Wisittanawat is a doctoral student in the Department of Teaching and Learning at Vanderbilt University. She has a B.A. in Physics and Educational Studies from Swarthmore College, PA. Fai is interested in understanding disciplinary practices of mathematics and science and designing classroom environments that support students’ engagement with those practices in ways that are meaningful to them. Fai plays traditional Thai and Balinese music, and has helped teach children to play those musics in and out of school.

 


Former Students

Amanda M. Bell
Specialization: Learning and Design
Advisor: Melissa Gresalfi
Email: amanda.m.bell@vanderbilt.edu

 

 

 

Research Interests: Computational thinking, computer science and mathematics education, in and out-of-school learning contexts, design

Caitlin Eley
Specialization: Language, Literacy, and Culture
Advisor: Robert Jimenez
Email: caitlin.eley@vanderbilt.edu

 

 

Research Interests: second language learning, culturally relevant pedagogy, borderland communities, cultural literacy practices, and multimodal literacies

 

Amy Amy Voss Farris
Specialization: Learning and Design
Advisor: Pratim Sengupta (University of Calgary) & Rich Lehrer
Email: amy.farris@vanderbilt.edu

 

 

Research interests: Children’s development of representational fluency in math, science, and computing in and out of school settings; the interplay and co-development of children’s aesthetic sensibilities with disciplinary knowledge and practices.

 

BretteBrette Garner
Specialization: Math & Science Education
Advisor: Ilana Horn
Email: brette.garner@vanderbilt.edu

 

 

Research interests: Mathematics education, teacher learning, data use, equity

 

Elizabeth Hadley
Specialization: Development, Learning, & Diversity
Advisor: David Dickinson
Email: elizabeth.b.hadley@Vanderbilt.Edu

 

 

Research interests: language and literacy development in early childhood, emergent literacy, the contribution of early oral language skills to reading comprehension, vocabulary interventions, book-reading and play in early childhood classrooms, depth of vocabulary knowledge, vocabulary assessment

 

Amy B. Holmes
Specialization: Development, Learning, and Diversity
Advisor: Rich Lehrer
Email: amy.b.holmes@vanderbilt.edu
Curriculum Vitae: Amy Holmes-01.24.15ABH-CV

 

 

Research Interests: design-based research, diversity and equity in STEM education, teacher education

 

Lara Jasien
Specialization: Math & Science Education
Advisor: Ilana Horn
Email: lara.l.heiberger@vanderbilt.edu

 

 

 

 

Research interests: informal and formal in-service teacher learning, inquiry and play-based pedagogies, teacher collaboration, designing for shared social/material/intellectual resources

 

Jennifer Kahn 
Specialization: Learning and Design
Advisor: Rogers Hall
Email: jennifer.kahn@vanderbilt.edu

 

 

 

Research interests: design-based research; interaction analysis; interdisplinary learning environments; counternarratives; data science; critical literacy, storytelling, and modeling with public large-scale datasets

 

mary

Mary Miller
Specialization: Language, Literacy, & Culture
Advisor: Debbie Rowe
Email: mary.e.miller@Vanderbilt.Edu

 

 

 

 

Research interests: Bilingual literacy development; Translanguaging; Digital literacies; Multilingual family engagement in schools; Early childhood/elementary school literacy education; Teacher education

 

Sascha Mowrey
Specialization: Development, Learning, and Diversity
Advisor: Dale Farran
Email: sascha.mowrey@vanderbilt.edu

 

 

 

Research interests: teacher and school leader development, school organization and professional culture, teaching assistants in early childhood education

 

Alvin Pearman
Specialization: Development, Learning, & Diversity
Advisor: Dale Farran
Email: a.pearman@Vanderbilt.Edu

 

 

 

 

Dan Reynolds 
Specialization: Language, Literacy, and Culture
Advisor: Amanda Goodwin
Email: dan.reynolds@vanderbilt.edu

 

 

 

Research interests: As a former high school English teacher, my core interest is in how teachers help students read hard books. So my research interests are framed around issues of text complexity, scaffolding of reading instruction, literature in the classroom, and English teacher preparation.

 

Elizabeth Self
Specialization: Language, Literacy, and Culture
Advisor: Ilana S. Horn
Email: elizabeth.self@vanderbilt.edu
Curriculum Vitae: SelfE_CV

 

Research interests: clinical simulations, cultural diversity, teacher education, design-based research

 

Ben Rydal Shapiro
Specialization: Learning and Design
Advisor: Rogers Hall

 

 

 

 

Research interests: Learning Sciences, Information Visualization, Architecture, Human-Computer Interaction

 

 

Grant Van Eaton
Specialization: Learning and Design
Advisor: Doug Clark
Email: grant.vaneaton@vanderbilt.edu

 

 

 

Research interests: Teacher learning and professional development, international education, culturally responsive teaching, designing and validating formative measures of teacher growth

 

Megan WMegan Wongkamalasai
Specialization: Math & Science Education
Advisor: Rich Lehrer
Email: megan.j.wongkamalasai@vanderbilt.edu

 

Research interests: early childhood mathematics education