Her scholarship centers on supporting disciplinary practices in history/social science classrooms with a focus on teaching history as inquiry. Much of this work examines how adolescents learn to write reasoned historical arguments from evidence and how such instruction can be a tool to challenge inequities in students’ literacy outcomes. She works to develop social studies curriculum to support all students' disciplinary thinking, reading, and writing and researches how teachers—both novices and veterans—learn to take up this instructional approach. She has won research grants from the Institute of Education Sciences, the Spencer Foundation, the Braitmayer Foundation, and the Library of Congress Teaching with Primary Sources program, among others, to support this work.