Faculty Profile

Carrie Allen

Title
Assistant Professor
Department
Educational Psychology
College
College of Education

    

Education

PhD, University of Colorado Boulder, 2016.
Major: Learning Sciences and Human Development
Degree Specialization: Learning Sciences
Dissertation Title: Toward equitable teaching and learning opportunities: An examination of STEM education reform implementation
MAT, Seattle University, 2006.
Major: Master of Arts in Teaching Secondary Education
Degree Specialization: Secondary English (5-12)
BA, Western Washington University, 2005.
Major: English
Degree Specialization: Literature

Current Scheduled Teaching*

EPSY 5900.711, Special Problems, Summer 2021

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

EDCI 6280.001, Qualitative Research in Education, Spring 2021 Syllabus SPOT
EPSY 6280.001, Qualitative Research in Education, Spring 2021 SPOT
EDCI 3830.002, Teaching/Learning Process and Evaluation, Spring 2021 Syllabus SPOT
EPSY 5000.080, Introduction to Educational Psychology, Fall 8W1 2020 SPOT
EPSY 5000.086, Introduction to Educational Psychology, Fall 8W1 2020 SPOT
EDCI 3830.001, Teaching/Learning Process and Evaluation, Fall 2020 Syllabus SPOT
EDCI 6280.001, Qualitative Research in Education, Spring 2020
EPSY 6280.001, Qualitative Research in Education, Spring 2020
EDCI 6280.501, Qualitative Research in Education, Fall 2019 SPOT
EPSY 6280.501, Qualitative Research in Education, Fall 2019 SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book Chapter
Manz, E., Allen, C. (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.
Conference Proceeding
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., DiGiacomo, D., Chang-Order, J., Van Steenis, E. (2016). Brokering In and Sustained Interest-Related Pursuits: A Longitudinal Study of Connected Learning.
Allen, C., 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. (2016). Toward Equitable Teaching and Learning Opportunities: An Examination of STEM Education Reform Implementation.
Journal Article
Allen, C. D., Heredia, S. C. (2021). Viewing organizational barriers as levers for teacher learning in the context of 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., 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. (2017). Expanding STEM opportunities through inclusive STEM-focused high schools. Science Education. 101(5), 681--715.
Allen, C., 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. (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., 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., 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., 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., 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., 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.

Awarded Grants

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. (August 1, 2021 – Present).
Allen, C. D. (Principal), "Exploring the Relationship Between Continuous Improvement Culture and Afterschool STEM Program Quality," Sponsored by SRI International, Federal, $33256.00 Funded. (September 7, 2019June 30, 2024).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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