My scholarship bridges theory, practice, and innovation in education. As a practitioner-scholar, I focus on designing, implementing, and evaluating evidence-based instructional strategies that enhance learning outcomes and support workforce development. My research emphasizes the integration of AI, instructional coaching, and continuous improvement in job-embedded professional development.
I currently have several manuscripts in progress, including:
Bryant, L. S. (2025). Reframing professional development: A scholar-practitioner lens on embedded growth through The System for Teacher and Student Advancement (TSTSA) [Manuscript in preparation].
Bryant, L. S. (2025). Educator transformation through embedded professional development: A case study of The System for Teacher and Student Advancement (TSTSA) implementation [Manuscript in preparation].
Bryant, L. S. (2025). From theory to practice: Implementing embedded professional development in diverse school contexts [Manuscript in preparation].
Bryant, L. S. (2025). The ADAPT Model: Integrating AI, instructional coaching, and continuous improvement in job-embedded professional development [Manuscript in preparation; undergoing professional editorial review]
Past scholarship includes my doctoral dissertation on embedded professional development, multiple public publications, and thought leadership articles addressing career transitions, equity in education, and the effective application of instructional design principles. I also contribute to the field through peer review for journals such as the Journal of Teaching and Teacher Education and through invited presentations at professional conferences.
Through my research, I aim to advance the understanding of how strategic, evidence-based professional development can improve instructional quality, student learning, and organizational effectiveness in both K–12 and higher education settings.