This longitudinal study investigates how teacher-child collaborations during play can enhance early math learning in diverse preschool settings, utilizing LENA technology to analyze language interactions. By focusing on play-based learning, the research aims to uncover effective strategies that promote mathematical understanding. Teachers will be equipped with professional development workshops and coaching to integrate math concepts into play, while LENA devices will capture and analyze the frequency and quality of math-related vocabulary and conversational turns during these interactions.

The study will track progress over three academic years, assessing both the quality of teacher-child interactions and children's math skills through regular evaluations. Expected outcomes include improved early math skills and enriched teacher-child interactions, which will offer valuable insights into integrating math learning into play-based activities. These findings are anticipated to inform best practices in early childhood education, influencing curriculum development, teacher training, and educational policies to better support young children's holistic development.

The EarlyEd Empowerment (3E) Coaching Model is a comprehensive framework designed to enhance coaching practices for early childhood educators (ECEs) and administrators across various public and private educational settings. This model aims to build coaching capacity through structured actions and conversations, focusing on self-selected goals, high-leverage practices, and inclusive strategies. It emphasizes relationship-building and the application of development, curriculum, and assessment knowledge to improve classroom quality and outcomes for young children. Unique for its systems approach, 3E integrates participation from educators, administrators, and families, and distinguishes itself by its evidence-informed mentoring, non-evaluative feedback, and focus on resilience to prevent burnout. The model is being utilized to provide ongoing professional development and support, with a focus on refining its methods through large-scale research to assess its impact on coaching quality, teaching practices, and child outcomes across diverse educational settings.

The project, titled "Exploration of Design-Based Digital Making Programs and Workshops to Enhance CTE Achievement and Academic Attainment in Middle School English Learners," is submitted for the National Center for Education Research (NCER) Education Research Grants program under Assistance Listing Number (ALN): 84.305A. This initiative aims to investigate the impact of hands-on digital making programs on Career and Technical Education (CTE) outcomes and overall academic performance for English Learners (ELs). As an Exploration project, it addresses critical educational challenges faced by ELs, with a focus on rural areas where such interventions are currently limited.  This project is being developed in conjuction with local industry partner Juice Works 3D.

With the rapid increase in the English Learner population, there is a pressing need for effective educational strategies. This project explores how engagement in design-based activities such as 3D printing, game design, and robotics can improve CTE achievement and academic outcomes for middle school ELs. By assessing factors such as activity type, implementation fidelity, and contextual influences, the project aims to identify strategies that enhance educational outcomes and student motivation. The research is expected to provide valuable insights into scalable solutions for advancing educational equity and inclusion, particularly for historically underserved learners.