Rate My Professor Praveen Dubey

Praveen Dubey serves as Assistant Professor of Education and Director of Clinical Experiences and Partnerships at Montana State University Northern within the College of Arts, Sciences, and Education. His research interests encompass multicultural education, diversity, equity, and inclusivity; leadership and change; technology in education, including digital equity and artificial intelligence; STEM education; immigrant education; comparative and international education; teacher quality; and teacher choice for diverse classrooms. Dubey utilizes sophisticated quantitative methods, including structural equation modeling (SEM), mediation and moderation analyses, and R programming, to evaluate educational policies and programs that improve learning outcomes for diverse students, immigrants, refugees, and minorities.

Dubey's scholarship includes an examination of teachers' entry pathways into the profession and their attitudes toward multicultural classrooms, based on the 2018 Teaching and Learning International Survey (TALIS) data from grades 7-9 teachers. This study, co-authored with Jessica Nadzam and Todd D. Little and published in Teaching and Teacher Education in 2025, identifies key relationships influencing teacher recruitment and training strategies. He has contributed to forthcoming book chapters on "AI for Academic Research: Transforming the Research Landscape" and "Artificial Intelligence and the Transformation of Career Technical Education" in 2026. Dubey has presented his empirical research at prominent national conferences such as the American Educational Research Association (AERA), Universities' Council for the International Education (UCIE), Association for Education Finance and Policy (AEFP), and Society for Research on Educational Effectiveness (SREE). In March 2026, he presented a brown bag lecture at MSU Northern titled "Teachers' Pathways to the Profession and Their Attitude Towards Diverse Classrooms," discussing findings on career choice impacts and gender differences in professional perceptions. Furthermore, he has obtained external funding as principal investigator or co-principal investigator for multiple projects advancing student learning.