Biography
Khamia is a second-year doctoral student specializing in Learning, Teaching, Cognition, and Development (LTCD). She attended Hampton University for her undergraduate studies in Psychology (BA) and earned a Master of Social Work (MSW) degree from the State University of New York (SUNY) at Stony Brook.
Khamia has developed her skill and pedagogy as an educator of 10 years in Title I schools. She is certified in Early Childhood Education, Middle Grades Social Sciences, STEM, and Gifted/Exceptional Learners. She has collaborated with the Georgia Department of Education to develop the World History Social Studies curriculum, integrating research-based practices which engage both teachers and students in the learning process.
Her experience in high-needs areas has influenced her research interest investigating the association between teacher-student relationships and classroom emotional climates and their influence on various developmental outcomes- especially as it relates to marginalized youth. Other areas of interest include professional education & development in creating classroom environments that promote equitable learning opportunities for all students.
Currently she is working on collecting and analyzing data from the NICHD Study of Early Childcare and Youth Development and partnering with the Anaheim Area School District teachers and students in participatory action research related to the noticing practices of teachers. Khamia has been recognized by the John Templeton Foundation and awarded the Emergent Scholar Award for two consecutive years. Additionally, she has collaborated in the authorship of research presently in review for publication in one of the top educational research journals.
Khamia is a second-year doctoral student specializing in Learning, Teaching, Cognition, and Development (LTCD). She attended Hampton University for her undergraduate studies in Psychology (BA) and earned a Master of Social Work (MSW) degree from the State University of New York (SUNY) at Stony Brook.
Khamia has developed her skill and pedagogy as an educator of 10 years in Title I schools. She is certified in Early Childhood Education, Middle Grades Social Sciences, STEM, and Gifted/Exceptional Learners. She has collaborated with the Georgia Department of Education to develop the World History Social Studies curriculum, integrating research-based practices which engage both teachers and students in the learning process.
Her experience in high-needs areas has influenced her research interest investigating the association between teacher-student relationships and classroom emotional climates and their influence on various developmental outcomes- especially as it relates to marginalized youth. Other areas of interest include professional education & development in creating classroom environments that promote equitable learning opportunities for all students.
Currently she is working on collecting and analyzing data from the NICHD Study of Early Childcare and Youth Development and partnering with the Anaheim Area School District teachers and students in participatory action research related to the noticing practices of teachers. Khamia has been recognized by the John Templeton Foundation and awarded the Emergent Scholar Award for two consecutive years. Additionally, she has collaborated in the authorship of research presently in review for publication in one of the top educational research journals.
