Dr. Parker-Katz studies teacher learning and preparation for special and general educators; beginning teacher induction and mentoring, especially in terms of affecting urban school change; content-area learning as a focus for induction and mentoring through analysis of student learning; collaborative teaching and inclusion practices and how new teachers can construct best practices in schools. She also serves on the board of reviewers for the Journal of Teacher Education, and the Illinois Induction Policy Committee.

Dr. Parker-Katz serves on the Executive Board of the Illinois Teacher Education Division (TED).  She co-directs three personnel preparation grants, and co-directs a research project (Collaborative Teacher Network) funded through the Institute for Education Sciences. She publishes widely in general and special education.  She coordinates the masters programs in Special Education.

Dr. Pearl’s research focuses on peer relationships, particularly of children with learning disabilities and children considered by teachers or classmates to be high in aggressive behavior. Her most recent research examined factors associated with classroom friendships and social network status, from the perspective of classmates, the classroom teacher, and the children themselves. This work also investigated whether teachers are aware of their students’ peer status, and whether that awareness is a function of how teachers view a student’s personal attributes and academic achievement. Dr. Pearl’s earlier research examined adolescents’ understanding of risky situations and vulnerability to peer influence, and the social cognitive abilities and achievement motivation of students with learning disabilities.