Katherine J Carter

Interests

Research

My research interests are in the general areas of teaching and teacher education. Historically, my work has been aimed at discovering what experienced teachers understand about classrooms and classroom processes as well as what novice teachers come to understand as they learn to teach. Perhaps the scholarship that has had the most impact on the field involves my work on the place of story and narrative in the study of teaching and teacher education. This analysis has lead to a consideration of the political context of story and the issues of gender, race, culture, language, and gender identity/sexual orientation, and the related issues of power, ownership, and voice that are captured in compelling ways by a narrative framework. For me, these lines of inquiry centered around sociocultural and social justice issues appropriately address major intellectual tensions in the fields of teaching and teacher education. For the review period of 2015 - 2017, my research and writing continued with a distinct direction: a focus on preservice teachers’ understandings of social justice issues in classroom and in schools. Across each of three areas, I have worked, together with my colleagues, to understand the narrative knowledge of preservice teachers regarding social justice issues related to LGBTQ students, English learners, and female mathematics students. We are learning much from this work, and I am excited about its potential to positively impact for the quality of life for traditionally marginalized students in tomorrows’ classroom settings.

Teaching

Since I study teacher knowledge and its development, I strongly believe that, in a very special way, my research informs my teaching and my teaching informs my research. I view teaching as an act of examining and uncovering the research and practical knowledge that can inform one's work and of constructing new knowledge through conversations with my students. This view leads to the creation of classroom teaching events which are research based and inquiry oriented.

Courses

Scholarly Contributions

Chapters

• Carter, K. J., Stoehr, K., Sugimoto, A., & Carter, G. (2017). Under the School Roof, Inside Classroom Walls: The Power of Place-Based Plot Patterns to Shape School Stories of Happiness and Glee or Humiliation and Shame for Elementary Students. In Why Kids Love (And Hate) Schools. Myers Education Press, Gorham, ME.
• Carter, K. J., Sugimoto, A. T., & Stoehr, K. J. (2018). Under the School Roof, Inside Classroom Walls: The Power of Place-Based Plot Patterns to Shape School Stories of Happiness and Glee or Humiliation and Shame for Elementary Students.. In Why Kids Love (And Hate) Schools, Academy Book Series. Gorham, ME:: Myers Education Press.
• Stoehr, K., Carter, K. J., & Sugimoto, A. (2017). Stories and Statistics: A Mixed Picture of Gender Equity in Mathematics. In Intersections of Teacher Knowledge and Subject Matter Knowledge: Narrative Approaches at the Crossroads of the Classroom. Emerald Publishing, West Yorkshire, England.
• Carter, K., & Sugimoto, A. (2016). Divergent narratives: The story of schools, schooling, and students from the 1960s to the present. In In K. Bosworth (Ed.), Prevention science in school settings: Complex relationships and processes(pp 1-32). New York: Springer.

Journals/Publications

• Sugimoto, A., Carter, K. J., & Stoehr, K. (2017). Teaching "in their best interest": Preservice Teachers' Narratives Regarding English Learners. Teaching and Teacher Education, 67, 179-188.

Proceedings Publications

• Carter, K., & Kathy, S. (2013, November). Mathematical Misconceptions of a Different Kind: Women Preservice Teachers’ Working Theories of Mathematics Teaching.. In Psychology of Mathematics Education-North America Conference, Chicago, IL..
• Carter, K., & Stoehr, K. (2012, Fall). Positive Turning Points for Girls in Mathematics: Do they stand the test of Time?. In Proceedings from the Psychology of Mathematics Education-North America Conference, Kalamazoo, MI..

Presentations

• Carter, K. J. (2018, Spring). Invited Presentation: A Research-Based Response to the Question:"What are the best and richest professional development activities and graduate studies we can offer teachers?. Critical Questions in Education Conference. Portland, Oregon: Academy for Educational Studies.
• Carter, K. J., Sugimoto, A., & Smith, J. (2018, Spring). Stories in School and Society: Can we Prepare Teachers to Teach Out and Proud?. Critical Questions in Education Conference. Portland, Oregon: Academy for Educational Studies.
• Carter, K. J. (2015, April). Invited Presentation: What Reviewers Want You to Know: The Do's and Don'ts of Writing Successful AERA Research Conference Proposals. AERA, Division G - Social Context of Education.
• Carter, K., Carter, G., Sugimoto, A., & Stoehr, K. (2014, February). Monopolizing the masculinity narrative: Exploring how males police hegemonic masculinity within social media, music, and school settings. The annual Queering Arizona conference. Phoenix, AZ.
• Carter, K., Sugimoto, A., & Stoehr, K. (2014, April). Teaching in “their best interest:”Preservice teachers’ developing stories from the field about English learners. The annual meeting of the American Educational Research Association. Philadelphia, PA: American Educational Research Association.
• Carter, K., Sugimoto, A., & Stoehr, K. (2014, April). Understanding the syntax of school life for English learners: A study of preservice teacher narratives regarding issues of social justice. The annual meetings of the American Educational Research Association. Philadelphia, PA: American Educational Research Association.
• Carter, K. (2013, Fall). NOH8 inside the school gate? Statistics and stories of sorrow about LGBTQ students’ experiences in K-12 Settings. The 9th annual Critical Questions in Education Conference by the Academy for Educational Studies. San Antonio, TX: Academy for Educational Studies.
• Carter, K. J., & Sugimoto, A. (2013, October). NO8 inside the school gate: Statistics and stories of sorrow about LGBTQ students’ experiences in k-12 settings. An Evening with the LGBTQ Community, Aldea Church. Tucson, AZ: Aldea Church Community.
• Carter, K. J., Stoehr, K., & Sugimoto, A. (2013, April). Learning to teach out and proud: Preservice teachers’ well-remembered narratives of social injustice in school and field-based setting. The annual meeting of the American Educational Research Association. San Francisco: American Educational Research Association.
• Carter, K., Stoehr, K., & Sugimoto, A. (2013, April). Gay but not gay: Preservice teachers’ narratives of sorrow about LGBTQ students’ experiences in K- 12 school settings. The annual meetings of the American Educational Research Association. San Francisco, CA: American Educational Research Association.
• Carter, K., Sugimoto, A., & Stoehr, K. (2013, November). A study of preservice teachers’ early field-based narratives regarding English learners: Will the plot thicken?. The biannual meeting of the Southwest Consortium for Innovative Psychology in EducationSouthwest Consortium for Innovative Psychology in Education.
• Carter, K. J., & Stoehr, K. (2012, April). Developing stories from the field: The impact of audience, advice, and authenticity on preservice teachers’ narrative understandings of teaching. The annual meeting of the American Educational Research Association. Vancouver, British Columbia, CANADA: American Educational Research Association.
• Carter, K. J., Carter, G., & Stoehr, K. (2012, April). Narrating school experience and knowing teaching: Confronting issues of equity and social justice in programs for preservice teacher preparation. The annual meeting of the American Educational Research Association. Vancouver, British Columbia, CANADA: American Educational Research Association.

Reviews

• Carter, K. J., Amanda, S., & Kathy, S. (2015. Review of: You Can Do This: Hope and Help for New Teachers (Jackson, R, 2014)..
• Carter, K. J., & Sugimoto, A. (2014. Review of: Storybridge to Second Language Literacy: The Theory, Research, and Practice of Teaching English with Children's Literature (Ghosn, I.K, 2013)..