Lindsay Foreman-Murray, Ph.D., M.A.

she/her/hers, Assistant Professor

About

I currently teach classes focused on inclusive classroom spaces and teaching practices that support culturally and linguistically diverse learners and students with disabilities. In my teaching I seek to develop engaged, reflective, culturally responsive, and dedicated educators.

My current research projects focus on issues related to the teacher shortage, working conditions and support, school climate, school engagement and dropout prevention for students with disabilities.

EDUCATION

2019  Ph.D., Vanderbilt University

2009  M.A., University of Chicago

2006  B.A., Reed College

PUBLICATIONS

Foreman-Murray, L. (2023).5 ways to use high leverage practices to support culturally and linguistically diverse learners with learning disabilities. LD Forum.

Foreman-Murray, L. (2022). The Social Construction of Disability. In Perzigian, A. B. & Aziz, N. (Eds). Multicultural special education for inclusive classrooms. Abingdon, Oxon: Routledge.

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. 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