Research Paper Presentations
"All Behavior is Communication": How Teacher SEL and Lived Experience Shape Inclusive Classroom Practice
Conference: American Educational Research Association (AERA) 2026
Abstract: Effective inclusive education requires more than pedagogical knowledge; it demands deep social and emotional competence, skills often underdeveloped in teacher preparation. This paper explores how in-service teachers’ social-emotional learning (SEL) and lived experiences shape their daily inclusive classroom practices. Drawing from a multiple-case study of four elementary educators, this research provides a rich, practice-based account of SEL in action. Findings illustrate how teachers translate emotional awareness into specific instructional adaptations and use relationship-building to foster student well-being. The study also reveals how teachers’ own life histories with diversity and disability create distinct pathways to developing an inclusive, equity-oriented mindset, arguing for teacher education that intentionally cultivates these essential relational competencies.
Citation: Smigielski, K. (2026, April 8–12). "All behavior is communication": How teacher SEL and lived experience shape inclusive classroom practice [Conference presentation]. American Education Research Association Annual Meeting, Los Angeles, CA, United States.
From Lived Experience to Theory: Developing the Equity and Justice Framework for Inclusive Teaching
Conference: American Educational Research Association (AERA) 2026
Abstract: While numerous theories inform inclusive education, few are inductively generated from the contemporary practices and systemic challenges teachers face. This methodological paper details the development of the Equity and Justice Framework for Inclusive Teaching, a new model derived from a constructivist grounded theory study of four in-service elementary educators. The framework centers equity and justice as its core, integrating three dynamic constructs: (1) Professional Dispositions and Skills, (2) Systemic Influences, and (3) Relational Classroom Practices. By outlining the systematic process of moving from narrative data to a theoretical model, this paper offers a transferable framework for researchers and challenges the field to ground new theories in the complex, lived realities of educators.
Citation: Smigielski, K. (2026, April 8–12). From lived experience to theory: Developing the equity and justice framework for inclusive teaching [Conference presentation]. American Education Research Association Annual Meeting, Los Angeles, CA, United States.
Access as Method: Adaptive, Embodied, and Disability-Centered Approaches to Qualitative Inquiry
Conference: American Educational Research Association (AERA) 2026
Abstract: Coming Soon!
Citation: Smigielski, K. (2026, April 8–12). Access as method: Adaptive, embodied, and disability-centered approaches to qualitative inquiry [Chair]. American Education Research Association Annual Meeting, Los Angeles, CA, United States.
Responsible AI in K–12 Education: A Policy Review
Conference: American Educational Research Association (AERA) 2026
Abstract: With the integration of artificial intelligence (AI) into K–12 education, ethical concerns such as algorithmic bias, data misuse, and privacy breaches disproportionately affect vulnerable student populations (Wang et al., 2024), posing risks to long-term human well-being and development (Berson et al., 2025). In response, growing policy efforts advocate for more ethical and responsible AI use in education. However, most documents focus on high-level principles, with little clarity on stakeholder responsibilities. To address this gap, we reviewed policies to develop a stakeholder-centered framework for actionable ethical guidance. Using human-in-the-loop semi-automated thematic analysis (Wiebe et al., 2025), we analyze 24 AI-related education policy documents (2018–2024), sourced from national governments, international organizations, and educational research institutions. Taking the five themes of Fu and Weng’s (2024) responsible human-centered AI framework (HCAI) as a starting point, we investigate two research questions: (RQ 1) What key values and principles of responsible AI in K–12 education are reflected in policy documents? (RQ 2) How are stakeholders' responsibilities defined, and how do they interact bidirectionally with ethical principles in policy discourse? Our findings highlight three key patterns. First, while over half of the policies focus specifically on AI in education, with most documents published in the past two years, the ethical priorities remain uneven. “Fairness and Equity” and “Non-maleficence and Beneficence” received more emphasis, while “Transparency and Intelligibility”, “Privacy and Security” received less attention, and “Agency and Autonomy” were inconsistently addressed. Second, we find that across the reviewed policies, engagement with key stakeholders, particularly regarding their roles and responsibilities, remains insufficient, potentially limiting the policies’ operationalizability. Finally, we identify several cross-cutting themes (e.g., community capacity building, interdisciplinary collaboration, and context-responsive infrastructure). These themes go beyond individual categories and offer potential pathways to model dynamic relationships between stakeholders and ethical principles. Overall, this study contributes a conceptual and operationalizable framework for guiding future AI policy in education. By centering stakeholder roles and responsibilities, we suggest the need for both top-down governance and bottom-up engagement to ensure multi-stakeholder participation and human-centered implementation of responsible AI in K–12 education, aiming to foster more ethical, inclusive, and sustainable relationships between technology and humans.
Citation: Cai, Z., Tang, Z., Wang, X. C., Koyejo, S., Hock, A., Wang, A., Smigielski, K., Hoadley, C. (2026, April 8–12). Responsible AI in K–12 education: A policy review [Conference presentation]. American Education Research Association Annual Meeting, Los Angeles, CA, United States.
Reframing Teacher Pedagogy in the Age of AI: Adaptability, Engagement, and Equity
Conference: AI in Education Conference
Abstract: As artificial intelligence becomes integrated into K–12 education, teacher pedagogy stands at a pivotal intersection of technology, ethics, and equity. This paper examines how AI reshapes lesson planning, differentiation, and engagement while centering teachers as critical agents of interpretation and design. Drawing on a mixed-method qualitative study including a practitioner reflection from a mixed-ability kindergarten classroom and a document analysis of fifteen teacher education course descriptions, this research investigates how educators develop adaptability, ethical awareness, and professional agency in AI-mediated learning environments. Findings highlight three core dimensions of effective AI pedagogy: adaptability as iterative inquiry, engagement as relational and emotional investment, and equity as a guiding moral framework for inclusive practice. The analysis reveals that teacher education programs often emphasize technical competence without embedding AI ethics or reflective design. The paper concludes by advocating for an integrated model of teacher preparation that positions educators as co-designers of ethical, justice-oriented, and sustainable AI practices in schools.
Citation: Smigielski, K. (2025, November 15). Reframing teacher pedagogy in the age of AI: Adaptability, engagement, and equity [Conference presentation]. AI in Education Conference, Miami, FL, United States. https://myweb.fiu.edu/tgarza/conferences/
GenAI-Powered Pedagogy: Hands-on GenAI Tools for Educators.
Conference: Future Ready Maryland: AI in Education Summit
Abstract: GenAI-Powered Pedagogy prepares educators and leaders to integrate generative AI into instruction using research-based frameworks, real-world simulations, and accessible no-code tools. Grounded in current AI adoption trends, benchmark data, and student-voice research, the session demonstrates how generative AI can support writing, inquiry, data analysis, and career-readiness activities. Participants will learn to interpret key metrics, select tools using a contextual value framework, and design AI-enhanced workflows using Google Labs demonstrations. Case studies—such as expert role-play prompts, workplace simulations, and domain-specific assistants—illustrate practical strategies for boosting engagement and disciplinary depth. Ethical considerations, including safety, alignment, and AGI governance, are woven throughout to support responsible implementation. Attendees will leave with ready-to-use templates, example workflows, and planning tools aligned with Future Ready Maryland priorities and emerging workforce pathways, enabling immediate integration of AI-supported instruction in their classrooms and programs.
Citation: Hossain, S. & Smigielski, K. (2025, June 21). GenAI-powered pedagogy: Hands-on genAI tools for educators. [Speaker session]. Future Ready Maryland: AI in Education Summit. University of Maryland, Baltimore, MD, United States.
Mapping the AI Literacy Landscape: Frameworks & Practices for 21st-Century Educators
Conference: Future Ready Maryland: AI in Education Summit
Abstract: As AI transforms learning and work, educators need clear pathways for introducing AI literacy across grade levels and disciplines. Mapping the AI Literacy Landscape provides a concise, practical overview of seven major AI-literacy frameworks, including AI4K12, UNESCO’s Guidelines, the OECD Skills Framework, MIT’s Competency Model, Long & Magerko’s fluencies, MAWSES-informed dimensions, and Ng et al.’s “AI for Everyone” curriculum. The session highlights each model’s core competencies, shared principles, and distinctive emphases, helping educators identify the framework best suited to their context. Through comparative analysis, interactive polling, and classroom vignettes, participants will explore practical ways to align AI concepts with existing curricula and equity-centered instructional goals. Attendees will leave with a digital toolkit featuring a comparative matrix, a decision rubric, sample lessons for elementary and secondary classrooms, and assessment strategies for measuring student growth. This session equips educators to confidently introduce technical, ethical, and contextual dimensions of AI literacy in developmentally appropriate and responsible ways.
Citation: Hossain, S. & Smigielski, K. (2025, June 21). Mapping the AI literacy landscape: Frameworks & practices for 21st-century educators. [Speaker session]. Future Ready Maryland: AI in Education Summit. University of Maryland, Baltimore, MD, United States.
From Awareness to Action: Examining the Role of Teacher Dispositions in Disability-Inclusive Classrooms
Conference: State University of New York Graduate Research and Creative Activities Conference
Abstract: Inclusive education is not achieved by compliance checklists alone; it emerges when teachers combine deep emotional attunement with a critical, justice-oriented stance. Although most educators aspire to create classrooms that are safe, welcoming, and affirming, students with disabilities still encounter disproportionate exclusion, deficit labeling, and instructional neglect. This study examines how four elementary general-education teachers’ social-emotional learning (SEL) competencies, emotional intelligence (EI), and workplace “soft skills” interact with their evolving understandings of bias, identity, and disability. By illuminating the ways emotional self-regulation, empathy, and reflective practice shape day-to-day instructional decisions, and how those decisions are simultaneously constrained by systemic forces, this research positions teacher dispositions as a powerful lever for equity and justice in inclusive classrooms.
Citation: Smigielski, K. (2025, May 2). From awareness to action: Examining the role of teacher dispositions in disability-inclusive classrooms. [Poster presentation]. SUNY Graduate Research and Creative Activities Conference 2025, online.
Bridging the Gap: Enhancing Music Educators’ Preparedness and Self-Efficacy for Inclusive Education
Conference: American Educational Research Association (AERA) 2025
Abstract: This study examines the impact of self-efficacy, emotional competence, and pre-service preparation on music educators' ability to teach special education students. Using a mixed methods design, the research identifies critical gaps in pre-service training and underscores the importance of emotional awareness, resilience, and empathy in developing inclusive teaching strategies. Findings support existing literature and highlight the need to integrate emotional intelligence and soft skills into teacher education curricula. Practical implications include enhanced pre-service and in-service training programs, emphasizing hands-on experiences and ongoing professional development. The study advocates for a holistic approach to teacher preparation, fostering inclusive and effective music education environments where all students can thrive.
Citation: Smigielski, K. (2025, April 23-27). Bridging the gap: Enhancing music educators’ preparedness and self-efficacy for inclusive education [Roundtable presentation in the session: Empowering future educators: Integrating emotional intelligence and collaborative practices in teacher preparation for inclusive classrooms]. AERA Annual Meeting, Denver, CO, United States.
Emotional Competence and Self-Efficacy in Music Educators: Navigating Inclusive Education for Special Needs Students
Conference: American Educational Research Association (AERA) 2025
Abstract: This study examines the relationship between emotional competencies and self-efficacy in K-12 music educators teaching students with special needs. Using a parallel convergent mixed methods design, it reveals how emotional awareness, resilience, and empathy foster adaptive teaching strategies and stronger teacher-student relationships. Significant gaps in pre-service preparation are highlighted, advocating for comprehensive emotional intelligence training and inclusive teaching methods in teacher education programs. By focusing on emotional factors, the study provides a roadmap for improving the quality and inclusivity of music education, ensuring equitable access and support for all students. The research offers valuable insights for policymakers, educators, and future studies in music education.
Citation: Smigielski, K. (2025, April 23-27). Emotional competence and self-efficacy in music educators: Navigating inclusive education for special needs students [Roundtable presentation in the session: Teacher self-efficacy and teacher learning]. AERA Annual Meeting, Denver, CO, United States.
Fostering Inclusive Classrooms: Investigating the Role of Educators’ Social-Emotional Learning, Emotional Intelligence, and Soft Skills in Disability Equity
Conference: Interdisciplinary Symposium on Qualitative Methodologies
Abstract: This study examines how general educators’ social-emotional learning (SEL), emotional intelligence (EI), and soft skills shape their capacity to create equitable learning environments for students with disabilities. Drawing on a qualitative multiple-case study of four elementary teachers, the presentation explores how emotional regulation, instructional adaptation, relationship-building, and equity-oriented classroom management support inclusion. Findings illustrate how teachers’ identities, personal histories, and conceptions of disability evolve through reflection and lived experience, and how systemic barriers—such as rigid curricula, resource inequities, and emotional labor—complicate inclusive practice. Across cases, educators expressed deep commitment to students despite exhaustion, highlighting the relational and ethical dimensions of inclusive teaching. The session introduces the Equity and Justice Framework for Inclusive Teaching, which integrates educator dispositions, relational practices, and systemic influences. Implications emphasize the need for SEL/EI-centered teacher preparation, ongoing equity-focused professional development, and policy supports that enable authentic, sustainable inclusion.
Citation: Smigielski, K. (2025, April 11). Fostering inclusive classrooms: Investigating the role of educators’ social-emotional learning, emotional intelligence, and soft skills in disability equity [Paper presentation]; 8th Interdisciplinary Symposium on Qualitative Methodologies: Expanding Possibilities for Qualitative Research Across Disciplines at University of South Florida, Tampa FL United States. https://digitalcommons.usf.edu/isqm/
Developments in AI-Enabled Pedagogy
Conference: State University of New York AI Symposium
Abstract: Advances in AI-powered pedagogy are transforming how educators design instruction, support diverse learners, and cultivate deeper understanding across subjects. This work explores emerging practices in AI-integrated teaching, highlighting how generative tools can enhance differentiation, model complex thinking, and extend students’ opportunities for inquiry. Through case simulations, tailored learning supports, and multimodal creation tools, AI enables more responsive learning environments while helping educators refine feedback, detect bias, and strengthen metacognitive reflection. At the same time, the research underscores the importance of ethical and critical use: emphasizing the need to interrogate algorithmic assumptions, guard against oversimplification, and ensure that AI augments rather than replaces human judgment. Looking toward the future, the presentation considers how custom models, reflective mentoring tools, and justice-oriented approaches can position AI as a partner in equity-focused pedagogy. Together, these developments outline a path for integrating AI in ways that elevate human learning, creativity, and agency in an increasingly digital world.
Citation: Smigielski, K. (2025, April 9). Developments in AI-enabled pedagogy [Panel discussion in the session: AI in teaching panel] State University of New York AI Symposium at University at Buffalo, Buffalo NY, United States. https://www.buffalo.edu/research/landing-pages/suny-ai-symposium-invited.html
Learning from other industries: AI’s potential for educational equity
Conference: University at Buffalo Student Research Symposium 2025
Abstract: Artificial intelligence (AI) is transforming industries such as healthcare and finance, yet its integration in education remains fraught with challenges, including equity concerns, systemic biases, and ethical considerations (Taylor, 2020; Williamson, 2020). While AI-driven tools have the potential to personalize learning and support diverse learners, their implementation must be guided by empathy and inclusivity to avoid exacerbating educational disparities (Luan et al., 2020). This presentation examines lessons from other industries, where AI enhances personalized care and decision-making, to propose strategies for equitable AI adoption in education (Ayala-Pazmiño, 2023; Ma & Jiang, 2023). Drawing on frameworks such as human-in-the-loop (HITL) systems, this research highlights AI’s potential to support rather than replace educators, ensuring that technological advancements center student needs and foster meaningful learning experiences (Arora, 2021). By bridging insights across sectors, we can reimagine AI’s role in education to promote social equity and transformative learning.
Citation: Smigielski, K. (2025, April 8). Learning from other industries: AI’s potential for educational equity [Paper presentation in the session: Cultivating relationships for student and educator efficacy]; University at Buffalo Student Research Symposium: Building Bridges Across Communities with Empathy and Understanding for Critical Impact at University at Buffalo, Buffalo NY, United States. https://ed.buffalo.edu/research/symposium.html
Empowering online college instructors through UDL: Engaging and inclusive strategies.
Conference: University at Buffalo Student Research Symposium 2025
Abstract: As online education continues to expand, creating accessible and engaging learning environments remains a critical challenge for higher education institutions (IHEs). Many online courses fail to address learner variability, often resulting in barriers that hinder student engagement, comprehension, and persistence. Universal Design for Learning (UDL) provides a proactive framework for designing flexible and inclusive online courses by embedding multiple means of engagement, representation, and action & expression. This presentation explores practical strategies for implementing UDL in online university courses, offering concrete examples of digital tools, instructional techniques, and course design principles that empower both faculty and students. By integrating UDL principles, educators can enhance student success, foster equitable learning experiences, and increase faculty confidence in online teaching. This research contributes to ongoing conversations about building bridges across diverse learning communities and ensuring online education is both inclusive and effective for all students.
Citation: Didrichsen, S., & Smigielski, K. (2025, April 8). Empowering online college instructors through UDL: Engaging and inclusive strategies. [Poster presentation]; University at Buffalo Student Research Symposium: Building Bridges Across Communities with Empathy and Understanding for Critical Impact at University at Buffalo, Buffalo NY, United States. https://ed.buffalo.edu/research/symposium.html
Investigating the relationship between K-12 music teacher preparedness and self-efficacy in special education: A mixed-methods approach
Conference: New York State School Music Association Winter Conference 2024
Abstract: This study explores the role of self-efficacy, emotional competence, and preparedness in music educators' ability to offer inclusive education for students with special needs in New York State’s K-12 schools. Through a mixed-methods survey of 174 educators, the research highlights key emotional competencies—awareness, resilience, and empathy—as vital for inclusive teaching. Findings reveal important gaps in pre-service training, emphasizing the need for music education programs to better equip educators for working with diverse learners. The study advocates for the integration of emotional intelligence training and inclusive teaching strategies into these programs to enhance educators’ ability to create adaptive learning environments. By addressing these gaps, the research suggests that teacher preparation reforms can improve educators’ self-efficacy, job satisfaction, and ultimately the quality of education for students with special needs. The study also calls for further research beyond New York State, using longitudinal methods to assess the long-term impact of improved teacher training.
Citation: Smigielski, K. (2024, December 5-7). Investigating the relationship between K-12 music teacher preparedness and self-efficacy in special education: A mixed-methods approach [Conference presentation]. NYSSMA 2024 Winter Conference, Rochester NY, United States.
Examining K-12 music teacher preparation and self-efficacy for instructing special education students: A mixed-methods study
Conference: University at Buffalo Student Research Symposium 2024
Abstract: The current study explored the impact of self-efficacy, emotional competence, and preparedness on music educators' ability to offer inclusive education to students with special needs in New York State's K-12 schools. Engaging 174 educators through a mixed-methods survey, it assessed their emotional competencies and experiences alongside quantitative measures of self-efficacy and preparedness. The analysis revealed that emotional awareness, resilience, and empathy are key in enabling educators to implement adaptive and inclusive strategies. It also identified significant gaps in pre-service training, emphasizing the need for curricula that equip educators for inclusive teaching effectively. Findings suggested enhancing music educator programs with emotional intelligence training, inclusive teaching techniques, and continuous professional development to improve education quality for students with special needs and enhance educators' job satisfaction. Advocating for a comprehensive approach to teacher education that prioritizes emotional competencies and self-efficacy, the research calls for policy and educational practice reforms to create more inclusive learning environments. The study underscores the importance of extending future research beyond New York State and adopting longitudinal methods to assess the enduring effects of enhanced educator training and support.
Citation: Smigielski, K. (2024, March 26). Examining K-12 music teacher preparation and self-efficacy for instructing special education students: A mixed-methods study [Paper presentation in the session: Cultivating relationships for student and educator efficacy]; University at Buffalo Student Research Symposium: Edufuturism: Reimagining and Rebuilding Research, Education and Practice at University at Buffalo, Buffalo NY, United States. https://ed.buffalo.edu/research/symposium.html
Graduate student-parents' well-being: An analysis of predictors of mental health
Conference: University at Buffalo Student Research Symposium 2023
Abstract: Graduate students experience significantly higher rates of anxiety and depression compared to the general population, with over six times the likelihood of experiencing these challenges (Evans et al., 2018). However, limited research addresses the unique mental health challenges faced by graduate student-parents, who constitute 31% of this population (National Center for Education Statistics, 2016). This study investigates the relationship between demographic characteristics and mental health outcomes—depression, anxiety, flourishing, and overall well-being—among graduate student-parents in the United States. Using data from the 2019–2020 Healthy Minds Study, which surveyed 3,589 graduate student-parents, we employed multiple linear regression analyses to examine predictors such as age, gender identity, race, socioeconomic status (SES), and childhood financial conditions. Results indicate that younger age, female gender identity, and current financial stress predict higher depression and anxiety levels, while older age and better financial circumstances correlate with greater flourishing and overall well-being (Sawatzky et al., 2012; Aafreen et al., 2018). Additionally, White students reported poorer mental health outcomes compared to non-White peers, potentially linked to the timing of the survey during the COVID-19 pandemic (Wildey et al., 2022). These findings underscore the compounded challenges of parenting, academic demands, and financial strain in graduate student-parents, revealing a critical need for tailored mental health interventions and institutional support (Coffino et al., 2021). The study highlights the intersectionality of demographic characteristics and their collective impact, providing a foundation for future research and policy development (Crenshaw, 1989; Collins, 2015).
Citation: Hine, J., Lewis, T., Smigielski, K., & Thayaseelan, K. (2023, April 28-29). Graduate student-parents' well-being: An analysis of predictors of mental health [Paper presentation in the session: Narratives of well-being: Race, language, and nationality]; University at Buffalo Student Research Symposium: (Un)Censoring the Narrative, Transgressing Power and Activism in Education at University at Buffalo, Buffalo NY, United States. https://ed.buffalo.edu/research/symposium.html
Elementary math: Building family connections that count
Conference: Buffalo State University Graduate Research Fair 2019
Abstract: Many parents and teachers recognize the importance of literacy development at home, but early mathematics development is often forgotten, outside of a child’s homework. Parents and teachers usually do not have a strong bond that fosters mathematical learning outside of the classroom. As teachers and parents work together to build strong connections that improve a student’s math learning, long-lasting benefits can be seen beyond improved math scores. Activities outside of school that promote a child’s academic growth and skills are most effective when caregivers are involved. Such activities can include everyday activities and routines, modeled interests and values, games and puzzles to play with family members, math bags, communications with teachers, homework support, supplemental math activities, and involvement in learning activities and the community. This helps to create new forms of participation that invites families to engage in math-relevant discussions. Family activities are rich in mathematical reason and discourse, and providing these opportunities can lead to more ways for parents to productively interact with their child’s math learning. While teachers invest a significant effort and creative energy in providing projects to strengthen family mathematical connections, teachers can benefit by engaging in reflective practice through school-home involvement. Through providing opportunities for families to practice math together, benefits are seen through the students themselves, parents, parent-school connections, and mathematics curriculum of the home.
Citation: Smigielski, K. (2019, May 10). Elementary math: Building family connections that count [Poster presentation]; Graduate Research Fair, Department of Elementary Education, Literacy, and Educational Leadership, Buffalo State University, Buffalo NY.
A sound question: Do misconceptions of sound change with age for elementary students?
Conference: Buffalo State University Graduate Research Fair 2019
Abstract: Few studies have addressed the change in student preconceptions of sound throughout the elementary grades, as many studies have addressed the change throughout high school to higher education. This current research aims to reveal the change in student thinking between second and fourth grade, with the goal of finding the misconceptions that vary by age. The study will focus on the constructivist premise, which consists of the idea that students scaffold their scientific knowledge by building on their previously constructed conceptual framework. This then becomes the rationale for an aim to identify the preconceived notions of students, to therefore build on such previous knowledge. The fundamental topic of sound can be both complex and simple, as children interact with sound production from an extremely young age. Our research found that certain misconceptions change between second and fourth grade, some misconceptions disappear, and others appear. The most prevalent misconception was that sound is matter, with second graders thinking it travels through tiny cracks, and fourth graders thinking it travels through solid objects. Very few results hinted that sound is energy and travels through waves, transported by matter in the air. Our results also indicate that students heavily relate physics concepts of sound to their schema, as results varied the most based on previous understandings. This research also includes implications for teaching based on the findings from the research.
Citation: Smigielski, K. & Lane, T. (2019, May 10). A sound question: Do misconceptions of sound change with age for elementary students? [Poster presentation]; Graduate Research Fair, Department of Education, Literacy, and Educational Leadership, Buffalo State University, Buffalo NY.