Lindsay Beatty
About Lindsay Beatty
Lindsay Beatty is an Associate Lecturer at the University of Massachusetts Boston, where she has worked since 2018. She holds a PhD in Early Childhood Education and Care and has experience as an Inclusion Teacher and a 1st Grade Teacher, focusing on culturally responsive teaching practices.
Work at UMass Boston
Lindsay Beatty has been employed at the University of Massachusetts Boston since 2017. She currently holds the position of Graduate Research Assistant, a role she has maintained for seven years. In addition to her research assistantship, she has served as an Associate Lecturer since 2018, contributing to the academic environment for six years. In her capacity as a University Supervisor, she oversees pre-practicum and practicum students within the Department of Curriculum and Instruction.
Education and Expertise
Lindsay Beatty's educational background includes a Doctor of Philosophy (PhD) in Early Childhood Education and Care from the University of Massachusetts Boston, which she completed from 2017 to 2022. She also holds a Master of Education (MEd) in Curriculum and Instruction with a focus on Early Childhood Education from Arizona State University, earned between 2015 and 2017. Additionally, she obtained a Bachelor of Science (B.S.) in Early Childhood Education and Teaching from Boston University, completing her degree from 2009 to 2013.
Background in Teaching
Lindsay Beatty has a diverse teaching background, having worked in various educational settings. She served as an Inclusion Teacher at Boston Public Schools for ten months in 2021 to 2022. Prior to that, she was a 1st Grade Teacher at Whittier Elementary School within the Phoenix Elementary School District #1 from 2014 to 2017. Additionally, she worked as an Associate Teacher in Kindergarten at East End Preparatory School from 2013 to 2014 and as Part-Time Faculty at Boston University Wheelock College of Education & Human Development from 2020 to 2021.
Research Interests
Lindsay Beatty's research interests focus on teacher professional development within public school settings. Her work emphasizes the importance of culturally and linguistically responsive practices in the classroom, aiming to enhance educational outcomes for diverse student populations. This area of interest aligns with her extensive experience in early childhood education and her commitment to improving teaching practices.