Lindsay Foreman-Murray, Ph.D.
she/her/hers, Assistant Professor
I currently teach classes focused on assessment and building classroom spaces and teaching practices that support culturally and linguistically diverse learners. In my teaching I seek to develop engaged, reflective, culturally responsive, and dedicated educators.
My current research projects focus on teacher working conditions and support, school climate, and school engagement and dropout prevention.
2019 Ph.D., Vanderbilt University
2009 M.A., University of Chicago
2006 B.A., Reed College
Foreman-Murray, L., Krowka, S., & Majeika, C.E. (2022). A systematic review of the literature related to dropout for students with disabilities. Preventing School Failure. https://doi.org/10.1080/1045988X.2022.2037494
Gesel, S. A., Foreman-Murray, L., & Gilmour, A. F. (2021). Sufficiency of teachers’ access to resources and supports for students with disabilities. Teacher Education and Special Education. https://doi.org/10.1177/08884064211046237
Perzigian, A. B., Foreman-Murray, L., & Braun, M. (2021). Do student ratings of school climate predict school outcomes in urban alternative high schools? Perspectives on Urban Education.
Malone, A.M., Fuchs, L.S., Sterba, S.K., Fuchs, D, & Foreman-Murray, L. (2019) Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance? Contemporary Educational Psychology, 59, 101782. https://doi.org/10.1016%2Fj.cedpsych.2019.101782
Foreman-Murray, L., & Fuchs, L.S. (2018). Quality of explanation as an indicator of fraction magnitude understanding. Journal of Learning Disabilities, 52, 181-191. https://doi.org/10.1177%2F0022219418775120