How do games affect student sense of identity, and belonging. How do these things impact the educational efficacy on historically marginalized groups?

Research in education that does not strive to meet the needs of teachers is not research I want to participate in. This is the backbone of what will inform my inquiry. I will look for opportunities that provide educators with practical ways to enhance their practice, while also ensuring that results from such work are easily accessible to those in classrooms where the results can have a direct impact on student learning. Teachers often have little (if any) say about their own professional development and each individual teacher is judged on their student test scores in the end, so whether they “learn” the information or not seems irrelevant. If a teacher’s lived experience is in the classroom while working with a team of other professionals in a building, why are these lived experiences not being utilized to drive research and professional development? I believe that since communities of practice play such important roles in our work, that they must also play important roles in our learning. We must change the way traditional professional development works by allowing communities of practice to connect with academia and with each other in order to build communities of learning that benefit students, teachers, and researchers. I will be working on a literature review of the connections being made between researcher and practitioner. How often do researchers and teachers work together to improve educational outcomes?

However, I might have more access to curriculums within NC.

2) I am trying to maintain my focus and not get too lost in the weeds. For example, there are critiques of deliberation - whether or not it is equitable - and I want to acknowledge and attend to those concerns, but I could write an entire literature review on that alone, so I am figuring how to include things such as this without letting my inquiry go off track.

I am interested in culturally responsive pedagogy and multilingual education, and have been able to explore these academically but only in an American context. I wish to review practices in South Asia (that's where I am from, and wish to practice in future), and understand if translanguaging as a practice can be exported there. What will it look like? What will be the challenges? Future possibilities?

My research proposal also aims to address this gap, and propose a study to be undertaken in Pakistan.