Dr. O'Meara conducts research on organizational practices that facilitate the full participation of diverse faculty and the legitimacy of diverse scholarship in the academy. She studies organizational policies, practices and cultures with an eye toward changing them to be more inclusive, equitable, and agency-enhancing for all faculty. Her recent work examines how work environments and reward systems enhance faculty agency and influence departure, the role of peer networks in advancing equity and inclusion, and gender equity in workload and distribution of campus service.
Emotions and stress as risk and resilience processes among underserved, U.S. minority students, school-based promotion of emotional health and prevention of mental health problems, prevention among international refugee students and teachers.
Learning disabilities, written expression, leadership/teacher preparation programs, best practice in classroom interventions/instruction.
Broadly speaking, my interests lie within the following areas:, theory-practice relationship; practice-based pedagogies of teacher education; self-study of practice; teacher collaboration; core practices for teaching English language learners (ELLs).
classroom writing communities, professional development in writing instruction, The Writer's Workshop
Educational neuroscience, mathematical models, developmental cognitive neuroscience, numerical cognition
Socio-cultural and critical perspectives to explore student learning at the elementary level, education as a tool for a democratic society that includes the knowledge and perspectives of Latina/o students and their communities.
Influence of social interactions on cognitive development, Learning through joint play and activities, Early mathematics and problem-solving skills, Development of peer cooperation
Professional development for pre-service and in-service teachers, teaching methodologies and instructional approaches and building classroom communities.
Research draws on the discipline of economics to explore education policy concerning the efficiency, equity, and adequacy of U.S. public education. Current research examines teacher quality and the implementation of pay for performance policies in school