Carrie D. Allen

Previous Scheduled Teaching

Published Intellectual Contributions

Book Chapter

• Penuel, W.R., Allen, C.D., Manz, E., Heredia, S.C. (2022). Design-Based Implementation Research as an Approach to Studying Teacher Learning in Research-Practice Partnerships Focused on Equity. Teacher Learning in the Learning Sciences.
• Harris, C., Allen, C. (2022). Project-Based Learning Environments Research. Routledge Encyclopedia of Education: Educational Psychology. New York, Taylor & Francis. https://education.routledgeresearchencyclopedias.com/what-is-the-routledge-encyclopedia-of-education
• Woulfin, S., Allen, C.D. (2022). The Institution of Schooling. Handbook of Improvement Science. San Francisco, Carnegie Foundation. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
• Manz, E., Heredia, S.C., Allen, C., Penuel, W.R. Learning in and through Researcher-Teacher Collaborations. Handbook of Research on Science Teacher Education.
• Manz, E., Allen, C.D. (2017). Supporting evidence construction practices in elementary classrooms. Reframing Science Teaching and Learning: Students and Educators Co-Developing Science Practices in and Out of School. 79. Taylor \& Francis.

Book Review

• Allen, C. (2021). Book Review: Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. Teachers College Record. https://www.tcrecord.org/Content.asp?ContentID=23694

Conference Proceeding

• Gordon, V., Dang, A., Allen, C.D. (2023). After-School Programs During the COVID-19 Pandemic: Shifting Figured Worlds. Savannah, chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://repository.isls.org/bitstream/1/10372/1/ICLS2023_970-973.pdf
• Heredia, S.C., Worsley , T., Allen, C.D. (2022). Organizational Co-design: Triggering Science Teacher Sensemaking to Support Recognition of Varied Forms of STEM Learning. https://repository.isls.org/handle/1/8942
• Allen, C. (2020). The Role of Productive Ambiguity in Shaping Teachers’ Sensemaking and Implementation of Education Reform. https://repository.isls.org/handle/1/6463
• Van Horne, K., Allen, C.D., DiGiacomo, D., Chang-Order, J., Van Steenis, E. (2016). Brokering In and Sustained Interest-Related Pursuits: A Longitudinal Study of Connected Learning.
• Allen, C.D., Eisenhart, M. (2016). Fighting for Desired Versions of a Future Self: Young African American Women's STEM-related Identity Negotiations in High School. Singapore: International Society of the Learning Sciences.

Dissertation

• Allen, C.D. (2016). Toward Equitable Teaching and Learning Opportunities: An Examination of STEM Education Reform Implementation.

Journal Article

• Heredia, S., Stallings, S., Worsley, T., Yu, J., Allen, C.D. (2023). Identifying the roles of science teacher leaders in practice. Journal of Science Teacher Education.
• Allen, C. “Figuring out my part in all of this”: Understanding ambiguity and uncertainty in shaping teacher learning in reform. American Journal of Education.
• Allen, C.D., Heredia, S.C. (2021). Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2020.1794292
• Allen, C. (2020). Teacher, Researcher, Designer: Expanding What Counts as “STEM” through Science Museum Internships. Other. https://niost.org/Afterschool-Matters-Fall-2020/teacher-researcher-designer
• Eisenhart, M., Allen, C. (2020). Addressing underrepresentation of young women of color in engineering and technology through the lens of sociocultural practice theory. Cultural Studies of Science Education.
• Allen, C.D., DiGiacomo, D.K., Van Horne, K., Penuel, W.R. (2018). Pursuing interests and getting involved: Exploring the conditions of sponsorship in youth learning. Other. (33) 120--129.
• Means, B., Wang, H., Wei, X., Lynch, S., Peters, V., Young, V., Allen, C.D. (2017). Expanding STEM opportunities through inclusive STEM-focused high schools. Science Education. 101 (5) 681--715.
• Allen, C.D., Eisenhart, M. (2017). Fighting for desired versions of a future self: How young women negotiated STEM-related identities in the discursive landscape of educational opportunity. Other. 26 (3) 407--436. Routledge. https://doi.org/10.1080/10508406.2017.1294985
• Eisenhart, M., Allen, C.D. (2016). Hollowed out: Meaning and authoring of high school math and science identities in the context of neoliberal reform. Other. 23 (3) 188--198. Routledge.
• Zion, S., Allen, C.D., Jean, C. (2015). Enacting a critical pedagogy, influencing teachers’ sociopolitical development. The Urban Review. 47 (5) 914--933. Springer Netherlands.
• Eisenhart, M., Weis, L., Allen, C.D., Cipollone, K., Stich, A., Dominguez, R. (2015). High school opportunities for STEM: Comparing inclusive STEM-focused and comprehensive high schools in two US cities. Journal of Research in Science Teaching. 52 (6) 763--789.
• Weis, L., Eisenhart, M., Cipollone, K., Stich, A.E., Nikischer, A.B., Hanson, J., Ohle Leibrandt, S., Allen, C.D., Dominguez, R. (2015). In the guise of STEM education reform: Opportunity structures and outcomes in inclusive STEM-focused high schools. American Educational Research Journal. 52 (6) 1024--1059. SAGE Publications Sage CA: Los Angeles, CA.
• Allen, C.D., Penuel, W.R. (2015). Studying teachers’ sensemaking to investigate teachers’ responses to professional development focused on new standards. Journal of Teacher Education. 66 (2) 136--149. Sage Publications Sage CA: Los Angeles, CA. https://doi.org/10.1177/0022487114560646
• Kornbluh, M., Ozer, E.J., Allen, C.D., Kirshner, B. (2015). Youth participatory action research as an approach to sociopolitical development and the new academic standards: Considerations for educators. The Urban Review. 47 (5) 868--892. Springer Netherlands.

White Paper

• Cheng, B., Clark, T.L., Allen, C., Garcia, A., Scipio, D. (2023). Equity-Centered Project Based Learning. https://www.lucasedresearch.org/research/white-papers/

Contracts, Grants and Sponsored Research

Grant - Research

• Keifert, D., Allen, C., Harris, D.C., "UNT Intramural Seed Grant," sponsored by UNT, University of North Texas, $3000 Funded. (2021).
• Fischer, L.A. (Principal), Allen, C.D. (Co-Principal), "Human Health, Equity and Access Grant," sponsored by Texas A&M Forest Service Community Forestry Grant Program, State, $101296 Funded. (2024 - 2025).
• Allen, C.D., Lund, A.K. (Co-Principal), Fischer, L.A. (Supporting), "Seeds to Engaging in Mentorship and Practice with Emerging Researchers (S2 EMPWER)," sponsored by Division of Research and Innovation, University of North Texas, $10000 Funded. (2023 - 2024).
• Allen, C.D., Lund, A.K. (Co-Principal), Kudaisi, Q. (Co-Principal), , Fischer, L.A. (Supporting), "Seeds to Engaging in Mentorship and Practice with Emerging Researchers (S2 EMPWER)," sponsored by AERI, University of North Texas, $10000 Funded. (2023 - 2024).
• Allen, C.D. (Principal), "Exploring the Relationship Between Continuous Improvement Culture and Afterschool STEM Program Quality," sponsored by SRI International, Federal, $33256.00 Funded. (2019 - 2024).
• Allen, C.D. (Principal), "Exploring the Relationship Between Continuous Improvement Culture and Afterschool STEM Program Quality," sponsored by SRI International, NFP, Funded. (2019 - 2024).