Highlighted Researchers

Research Interests: Teacher preparation for linguistically diverse classrooms, pre-service field experiences, family engagement with multilingual learners, and the interplay of language, culture, and identity in multilingual education

Dr. Flannery’s research agenda focuses on preparing and supporting educators to create culturally and linguistically responsive learning environments for young Emergent Multilingual Learners (EMLs) and their families. Her scholarship examines teacher preparation, field-based experiences, family engagement, and classroom practices, with particular attention to how educators develop the knowledge, dispositions, self-efficacy, and pedagogical practices needed to effectively serve EMLs. A second strand of her scholarship examines authentic fieldwork experiences and how collaboration among teacher candidates, cooperating teachers, and university faculty supports pre-service teachers in connecting coursework to classroom practice, developing instructional skills, and engaging in meaningful reflection. Across these strands, her scholarship bridges research and practice by examining how teacher education and professional learning can prepare educators to enact equitable practices that support multilingual children, families, and communities. In addition, Dr. Flannery is committed to mentoring doctoral students in developing their research identities and advancing scholarship that addresses critical issues in early childhood and multilingual education.

BPaul-Flannery, J., & Komol, G. J. (2026). Applying culturally responsive strategies to build equitable classrooms for young multilingual learners and their families. Journal of Early Childhood Teacher Education, 1–28.

Paul-Flannery, J., & Komol, G. J. (2026). Assisting refugee and emergent multilingual learner young children. In J. Szente (Ed.), Education of young children caught in disasters: Multidisciplinary perspectives and interventions. Educating the Young Child (Vol.19, pp. 23–34). Springer.

Sudduth, M., Paul-Flannery, J., & Hill, K. (2025). . Nurturing home languages to engage and empower multilingual families in early childhood settings. Head Start Dialog: The Research to Practice Journal for Early Childhood Field, 28(1), 45–55.

Paul-Flannery, J., & *Sudduth, M. (2025).Embracing multicultural and multilingual families: Transforming education and empowering communities. Head Start Dialog: The Research to Practice Journal for Early Childhood Field, 28(1), 56–61.

Check out Dr. Flannery's Scholar Page for more information

Research Interests: Teacher Preparation - How do we prepare teachers to implement instructional and behavioral practices? I explore practice-based learning (PLB) opportunities that engage both preservice and in-service teachers in progressively more authentic learning experiences that include case-based learning, video analysis, and simulations. Generally, these PBL experiences also include reflection, feedback, and mixed reality simulation. I explore how those experiences shift both self-efficacy and strategy implementation fidelity. Collaboration in Education - How do we work together to meet the diverse needs of our students? I explore how we prepare teachers to work with a variety of professionals and families. Specifically, how we develop and support co-teaching partnerships between special educators and general educators.

Methodological Interest/Expertise: Randomized Control Trials, Quasi-Experimental Group Design, Mixed Methods, Systematic Literature Review

Dr. Qualls' research agenda focuses on preparing and supporting skill development of a variety of evidence-based high-leverage practices for both preservice and in-service teachers. Her current scholarship examines teacher preparation for both special educators and general educators, practice-based learning, collaborative skills, and mixed-reality simulation. More specifically, how integrating authentic practice experiences, such as mixed-reality simulation, can support skill development, knowledge of high-leverage practices like effective collaboration, and confidence in skill implementation. A key component of her work is encouraging education faculty to incorporate non-instructional skills in their PBL experiences. For example, not just practicing the intervention but also how to explain it to parents and to develop next steps in collaboration with families and other professionals. Her work in these areas highlights the importance of supporting skill development in and outside of the classroom to support the wide variety of skills educators must put in place daily. She is committed to supporting and developing high-quality teacher preparation and professional development experiences.

Recent Publications:

Qualls, L.W., Hirsch, S.E., Griffith, C., Scott, S., & Eshiett, E., (In Press, 2026). Effective communication skills in simulated practice experiences for preservice teachers. Journal of Research on Technology in Education

Speight, R., Hirsch, S. E., Kennedy, M., Michaud, C., Qualls, L. W., Aigotti, S. (2026) Supporting rural educators implement quality classroom management practices: A professional development study. Teaching and Teacher Education. 171. Article 105317.

Qualls L.W., Arastoopour Irgens G, Hirsch SE. Co-Teaching as a dynamic system to support students with disabilities: A case study. (2025). Education Sciences, 15(6), 733.

Qualls, L. W., Kelley, M., Hirsch, S. E., Ura, S. (2025). Collaboration in action: A comparison of mixed reality simulation and live role-play. Journal of Special Education Technology, 40(4), 431–442.,

Check out Dr. Quall's Scholar Page for more information