My dissertation research focused on what 3rd-5th grade students learn from discussions with their peers during math, literacy, and social studies. I pursued this work out of a belief that learning to engage in discussions can help us develop a new generation of citizens who are able to listen to and understand one another's ideas, even across lines of difference. I conducted research in a 5th grade classroom in the Boston area.

I led days in schools that have decided to adopt reading and writing workshop in order to help teachers navigate the Reading and Writing Units of Study.

The mission of TeachingWorks is to raise the quality of beginning teaching in the United States. To this end, I worked on the Teacher Preparation Transformation Centers project, and focused on the development of curricular materials for social studies teacher educators, and providing professional development for teacher educators from affiliated Centers.

Working with a group of experienced teachers for three summers, I co-taught math to a class of rising 5th grade students as a form of professional development. Teachers who participated in the one-week workshop observed, analyzed, and participated in the teaching. I also planned and helped facilitate afternoon sessions focused on developing teachers' content knowledge and teaching practice.

While teaching, I participated in lesson studies with the Math Collective, participated in workshops with the Teachers College Reading and Writing Project (TCRWP), and developed inquiry-based social studies units.

I participated in the Teacher Training Course (TTC), a practice-based model of teacher education held at a private school that values content-rich project-based learning.

I taught English to 2nd-5th grade students at CEIP Virgen del Consuelo, an elementary school in Ciempozuelos, Spain. I also worked at literacy workshop for interned patients at San Juan de Dios, a mental health center in Ciempozeulos