Scholarly Work
This is a snapshot of some of my scholarly work—presentations, papers, and projects that reflect the questions and issues driving my research. While these selections offer a sense of my work, they don’t capture everything, so be sure to check out my CV for a full list.
Empowering Educators with AI- TeacherServer for Social Studies Classrooms
Published in Social Education in March 2025, this article explores how AI tools like TeacherServer can support and enhance social studies instruction in meaningful, classroom-centered ways.
Elevating Excellence: Teaching and Learning About Spelman College and Johnnetta Cole
Published in The Social Studies in February 2025, this article examines the legacy of Spelman College and Johnnetta Cole to highlight excellence, leadership, and culturally grounded teaching practices.
From Shoreline to Classroom: Lighthouses as a Portal to Past and Present
Published in Social Studies and the Young Learner in December 2025, this article uses lighthouses as an entry point for connecting past and present, helping students engage with history through place-based learning.
FRAME
Presented in December 2025 at the NCSS Annual Conference, this presentation introduces the FRAME framework, a visual literacy approach designed to help secondary students critically analyze and interpret picture books within social studies contexts.
The Sound of Science: Exploring Generative AI Podcasts for Qualitative Health Research Translation
Published in Qualitative Health Research (2025), this article explores how AI-generated podcasts can expand the reach of qualitative health research while also highlighting the ethical, editorial, and human oversight required when using generative AI for public-facing scholarship.
Beyond the Single Story: How Preservice Teachers Curate Primary Sources in Early Education
Published in Education Sciences (2026), this qualitative content analysis investigates how preservice teachers (PSTs) curate primary sources in early childhood and elementary social studies contexts, revealing the ideological implications of their instructional choices.