Lindsay Foreman-Murray, Ph.D.
she/her/hers, Assistant Professor
I began my work in education as a special education teacher and administrator in high schools in New Orleans. After leaving the classroom, I earned my Ph.D in Special Education from Vanderbilt University, researching math interventions for elementary age students and dropout prevention for secondary students.
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 dropout prevention, school engagement, and school climate and teacher working conditions and satisfaction.
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