My research generally aligns at the intersection of technology integration, student use of technology, and social-emotional learning. First, I am interested in examining self-beliefs such as attitudes about technology, values beliefs about technology and similar self-perceptions such as self-efficacy more contextualized. In this research, I am curious how self beliefs influence whether and to what extent teachers integrate technology or students use technology. Second, my primary research interest is to explore how various self-efficacy beliefs influence mathematics achievement among the at-risk online charter high school populations. Although the link between at-risk factors and performance has been readily studied, understanding the unique contribution of self-efficacy and self-regulated learning among these students is still underdeveloped.
This research bridges across the K-12 student and teacher landscape, using primarily quantitative research methodologies.