Amy sees herself, and other researchers, as critical to successful educational leadership by collecting, analysing and translating data that practitioners can use in their work. She sees her present research as forward-thinking, relevant and responsive as it is giving a voice to parents and a vision to schools in ways to better engage with families. As the first-and-forever teachers, and co-educators, of their children, the voice of parents in education is critical yet poorly understood. Her research sets out to help those in the field of education better understand the preparation practices parents undertake in preparing their child for school as well as the beliefs they hold. Such information assists educators in preparing individualised, responsive and relevant transitioning programs. Progressing the parental engagement agenda in education is one of Amy's current key research focusses, and this has also translated into government policy imperatives and funding attention. Parenting practices echo the society that parents exist in and the institutions they interact with, including schools. Similarly, much attention is paid to the readiness of children when they enter school. However, little is known about the kinds of preparation that parents undertake to prepare their children for this period of transition. She is dedicated to knowledge translation and making sure research and data are relevant for the end user. This makes it responsive to the needs of the educational community.