Sitting at the intersection of psychology, education, and policy, my research program takes a theory-driven approach to addressing policy- and practitioner-relevant questions of how we can improve educational outcomes. In particular, I focus on shifting consequential beliefs within students’ support systems to mobilize behaviors that help students. For example, I have helped shift parental beliefs about what “average” attendance patterns look like to encourage parents to get their children to school more often. Currently, I am developing and testing interventions that target teachers’ and parents’ beliefs to improve student academic and motivational outcomes. These interventions shift teachers’ beliefs about their classroom practices to promote positive teacher-student relationships and parents’ beliefs about their role to help them more effectively engage in their children’s education. As a complement to my applied research, my methodological work emphasizes open science practices, such as preregistering hypothesis-testing studies.
Learn more about my different strands of research by clicking one of the topics below or view a list of my publications here.