Her research and teaching focus on supporting teacher development of innovative and empowering pedagogies to support all students, particularly those most marginalized in schools. Her qualitative work raises important questions about the potential of transformative, experiential teaching practices at all levels of education and across multiple contexts. Glazier’s research has appeared most recently in journals such as the New Educator, Journal of Experiential Education, and Teaching Education. Before her work in higher education, she was a high school English teacher.