I leverage qualitative and mixed methods tools to render empirical analysis of hard-to-trace constructs and phenomenon of educators, leaders, and students in K-12 settings. Additionally, I engage nuanced theory and conceptual frameworks to offer new analytical tools towards deeper understandings of constructs and phenomena. I have published and presented research regarding the aspects of K-12 that are often difficult to trace such as transformational affect, sense-making of identity locations and role efficacy, and the impact of gendered and racialized subjectivities as educators and students navigate their public school experiences.