Current Funded Projects:
Day, J (2025-2026). The Experiences of School Bilingual Liaisons Collaborating with Families of Students with Disabilities. Spencer Foundation ($50,000) Role: Principal Investigator
The mostly monolingual teacher workforce reports encountering cultural and linguistic barriers when collaborating with multilingual families of students with disabilities (SWDs). The outcome is that multilingual families report high levels of dissatisfaction which lead to a decrease in their school participation (Fish, 2008) and negatively impacts student outcomes (Smith et al., 2019). However, some schools employ bilingual family specialists (BFS), PK-12 school personnel who serve as bilingual/bicultural parent liaisons within the school community. They are bilingual themselves and work closely with other school staff including teachers, administrators, students and parents, and professionals within the community. Yet, little is known regarding BFS experiences collaborating with multilingual families of SWDs within schools. Therefore, we propose to conduct a qualitative study that (a) leverages critical theories, and (b) employs an emerging research-based equity protocol, The Diversity Tree. Our study will examine the experiences of BFS collaborating with multilingual families of SWDs and their family-school partnership strategies within special education. Projected findings will be used to (1) share the importance of the BFS role needed in other school districts, and (2) help prepare preservice teachers to effectively collaborate with multilingual families in special education.
Day, J (2025-2026). Teachers Implementing Evidence-based Writing Practices with Artificial Intelligence. The Rural Education Initiative, University of Missouri ($21,632). Role: Principal Investigator
This study investigates how middle school science teachers in Missouri implement writing instruction and instructional adaptations to support students with writing difficulties, including students with learning disabilities and multilingual learners (MLs). Writing in science is critical for deepening content understanding and aligning with Next Generation Science Standards (NGSS), yet students with writing challenges often receive limited support in content-area classrooms. Building on Graham et al. (2016), this statewide survey examined (a) the frequency and type of writing practices used in science classrooms, (b) the adaptations teachers employ to assist struggling writers, and (c) the integration of technology, including emerging tools such as artificial intelligence.
Day, J. (2025-2026). Reading Comprehension Multimedia Supports in Science. MU Partnership for Educational Renewal, University of Missouri ($2,000).
This study seeks to evaluate the effectiveness of a technology-based, integrated literacy intervention to improve middle school students’ science literacy in rural Missouri. In partnership with Fulton Public Schools, the project will test researcher-developed multimedia instructional slides designed to help teachers implement the PARS (Preview, Ask, Read, Summarize) reading strategy with authentic science texts.
Day, J. (2023-2026), Preservice Teachers' Knowledge and Self-efficacy in Collaborating with Multilingual Families within Special Education.
This mixed-methods study examines the relationship between preservice teachers' self-efficacy and knowledge of collaborating with multilingual families during their teacher preparation. We employed a statewide survey with the Culturally Responsive Self-Efficacy Scale and open-ended questions evaluating preservice teachers' knowledge of research-based family practices with multilingual families participating in the special education process aligned with High Leverage Practices. Findings aim to enhance future teacher preparation recommendations.