Toshna Pandey's doctoral research explored school-based behavior interventions and educational equity. During her doctoral training, Pandey served as a teacher coach for preK and early elementary school teachers. Her research interests include collaborative teacher coaching to improve students' social, emotional, and behavioral development and investigating culturally responsive classroom management for racially and ethnically minoritized students. She is currently working as a postdoctoral research associate with Catherine Bradshaw, Jessika Bottiani, and Katrina Debnam on projects that seek to prevent challenging student behaviors, facilitate positive student-teacher engagement, and improve teachers' equity stamina and racial literacy.
Ph.D., Virginia Commonwealth University, 2021
M.Sc., Christ University, 2016
B.A., University of Delhi, 2014
Pandey's research focuses on optimizing coaching to enhance teachers' implementation fidelity of evidence-based practices. Specifically, she serves as the co-PI of a study that explores the core components of classroom-based coaching models (coaches' personality traits, self-assessment, perceptions of discreet coaching activities, etc.) that lead to high intervention implementation fidelity. Concurrently, she is working on a grant funded by the NIMHD that uses a school-level randomized controlled trial (RCT) design to test the integration of a universal, classroom-based evidence-based social-emotional learning program for Anne Arundel County Public Schools students with elements from the Double Check professional development and coaching preventive intervention. Additionally, she is also serving as a project coordinator for a follow-up study that seeks to explore teachers' practices, attitudes, and beliefs, personality traits that influence their decision to either stay or leave the teaching profession, and their perceptions of the Good Behavior Game intervention and MyTeachingPartner.