Developing children as teachers to bridge the cognition and culture of educational equity.
How do children become teachers? What makes humans (even very young ones) want to communicate helpfully and create knowledge with their peers? Why are some learning spaces more equitable than others?
I think in many ways, the answers to the above questions are extremely related. As a developmental psychologist and interdisciplinary education scholar, I work to connect the cognitive and sociocultural factors that underlie the development of teaching in children and adolescents.