Rebecca’s SSHRC-funded (CGS doctoral scholarship) doctoral study (dissertation) explored educator acculturation in the context of teachers and educators in positions of leadership in K-12 international schools. Her study was situated in 5 regions in Southeast & East Asia. Participants shared ‘sojourning’ stories at many intersections, including educator identity, leadership, advocacy of children with special needs, teacher induction and support, policyscapes, and thriving. Her exploratory study yielded insights that can help to address sustainable development goals outlined by the United Nations, such as SDG #3 pertaining to child health and well-being, SDG #4 pertaining to equitable education, and SDG #9, especially with regards to students with disabilities or social barriers.
Current research interests include educational leadership, equity and diversity in education,  teacher induction and mentoring programs, public policy involving children and/or education, program evaluation, international education, second language teaching & learning, arts-based pedagogies and research methodologies, and Indigenous ways of knowing and conducting story- and land- based research.
Rebecca has engaged in several applied research projects and program evaluations in K-12 education and social programming for at risk children and youth. She is a certified high school teaching career with 20 years of experience spanning 5 countries, primarily as a teacher of language and theatre arts. Rebecca writes poetry and short works of fiction, and is interested in the development research methodologies that explore all realms understanding: intellectual, emotional, spiritual, and physical, via the use of arts-based and embodied experience-based research methodologies.