I am entering my third decade in teaching, initially as a classroom teacher and then as a teacher educator. For the last decade, I have focused on working with P-16 teachers and administrators in highly diverse schools with large populations of multilingual students from immigrant and refugee backgrounds. As a culturally responsive qualitative researcher, I co-create research studies with the community and engage member participation in every step of the work.
Areas of Expertise
- Adapting teaching and content for multilingual students
- Program creation, implementation, and growth
- School based Practicum and Teaching Practice
Education, Licensure & Certifications
- PhD in Education, University of Colorado Denver
- Master of Arts, Kent State University, Kent, Ohio
- Master of Arts, Savitribai Phule Pune University, India
- Bachelor of Arts, Fergusson College, Pune, India
Research
- Refugee Students Resettlement in Public Schools
- Teacher Diversity and Grow Your Own Programs
- Participatory Action Research with Communities
Publications and Presentations
Airozo, A., Siman, S., & Tandon, M. (October 2022). Report on the Conversation Guide for Professionals on Substance Use, Children, and Families. A Qualitative Evaluation on Family Acceptance, Resonance, and Impact. Collective Progress.
Airozo, A. & Tandon, M. (September 2022). Child Maltreatment Prevention Framework for Action Pathway to Enhancement. Collective Progress.
Tandon, M. (2019). History of science in India: Focus on pre-Vedic and Vedic times. Science Education in India: Philosophical, historical and contemporary conversations.
Tandon, M. (2018). Family structures and schooling of refugee students in U.S. schools. In P. C. Miller & T. Rishel (Eds.). Stress and Coping of English Learners in the 21st century.
Tandon, M., Viesca, K., Hueston, C. &. Milbourn, T. (2017). Perceptions of linguistically responsive teaching in U.S. teacher candidates/novice teachers. Bilingual Research Journal, 40(2), 154-168. doi: 10.1080/15235882.2017.1304464
Tandon, M. (2016). Resettlement struggles of Burmese refugee students in U.S. high schools: A qualitative study. Journal of Southeast Asian American Education and Advancement. 11(2). doi: 10.7771/2153-8999.1143
Acquah, E., Tandon, M., & Lempinen, S. (2015). Teacher diversity awareness in the context of changing demographics. European Educational Research Journal. 1474904115611676.