I am an educator, researcher, and policy advisor with 19 years of experience across teaching, research, and education systems in low-, middle-, and high-income contexts. My background as a certified teacher grounds my work in classroom reality, bridging the gap between frontline practice and system-level reform. I study how education systems produce sustained improvements in foundational literacy in multilingual, resource-constrained settings. I approach literacy not only as a cognitive process, but as a system-level outcome shaped by how language policy, curriculum design, teacher practice, and family–classroom environments intersect.

Guided by a pragmatist orientation, I use experimental, quasi-experimental, observational, and qualitative methods, selecting designs that fit each research problem and context to generate evidence that informs theory and policy. I mentor early-career scholars and partner with ministries of education, international organizations, and philanthropic organizations to support evidence-informed reform. Across all my work, I pursue a single goal: turning rigorous evidence into education systems that improve learning for all children.