Dr. Karen Kortecamp

Dr. Karen Kortecamp headshot

Dr. Karen Kortecamp

Associate Professor, Curriculum and Pedagogy

School: Graduate School of Education and Human Development

Department: Curriculum and Pedagogy


Office Phone: (202) 994-1527

Karen Kortecamp's recent research investigates the connection between theory and practice in place-based teacher professional development. Central findings of the research are the importance of: 1) providing teachers with experiences that foster learning and structured reflective practice to become aware of how their social interactions in context shape their learning; 2) creating community through collaborative inquiry; 3) cultivating connections through place-based learning. A related study examines the effect of historic site-based professional development on history teaching and learning. Findings suggest that combining content, expert knowledge, multi-sensory experiences, and bridging opportunities enhanced the transfer of learning from professional development to classroom practice.

Dr. Kortecamp has extensive experience in leading and conducting program evaluations. Recently, she evaluated the quality and effectiveness of two National Park Service education programs and has implemented several evaluations of federal and state funded teacher professional development programs.

Her teaching expertise is in program evaluation, education policy, teacher leadership, pedagogy, and literature review. Dr. Kortecamp leads the Informal Learning Research Practice Team in the Ed.D. in Curriculum and Instruction Program.

Ph.D., University of Illinois, Chicago

M.Ed., University of Illinois, Chicago

B.A., University of Massachusetts, Amherst

  • Curriculum and Pedagogy
  • Evaluation Research
  • Qualitative Research
  • Professional Learning
  • Education Policy

Kortecamp, K. & Peters, M. L., (2023). The impact of a high-dosage tutoring program on reading achievement of beginning readers: A multi-level analysis. Journal of Education for Students Place at Risk (JESPAR), DOI: 10.1080/10824669.2023.2179056.

Yang, B. & Kortecamp, K. (2021). Interventions to enhance secondary students’ self-regulation in online contexts: A review of the literature 2000-2020. The Quarterly Review of
Distance Education, 21
(1), pp. 23-43.

Sheppard, M., Kortecamp, K., Jencks, S., Flack, J. & Wood, A. (2019). Connecting Theory and Practice: Using Place-Based Learning in Teacher Professional Learning. Journal of Museum Education, 44(2), 187-200, DOI: 10.1080/10598650.2019.1597598

Schrum, K., Kortecamp, K., Rosenfeld, J., Briscoe, K., & Steeves, K. (2016). Assessing the effect of historic site-based professional development on history teaching and learning. The History Teacher, 50(1), 33-53.

Green, C., Kortecamp, K., Harper, B., & Jordan, V. (2015). An Evaluation of the Effects of Innovations for Learning’s Digital Applications on Literacy Teaching and Learning. National Center for Research in Advanced Information and Digital Technologies. Washington, DC.

Peters, M., & Kortecamp, K. (2010). Rethinking undergraduate mathematics education: The importance of classroom climate and self-efficacy on mathematics achievement. Current Issues in Education, 13 (4), 1–33.

Milman, N. B., Kortecamp, K., & Peters, M. (2007). Assessing teacher candidates' perceptions and attributions of their technology competencies. International Journal of Technology in Teaching and Learning, 3 (3), 15-3.

Kortecamp, K., & Steeves, K. (2006). Evaluating professional development of American history teachers. Theory and Research in Social Education, 3, 484 – 515.

Tate, P., Pyke, C., Kortecamp, K., & Muskin, C. (2006). Developing an ethical orientation toward supervisory practice through collaborative case writing. Action in Teacher Education, 27 (3), 13 – 25.

Kortecamp, K., & Steeves, K. (2002). Teacher research: The key to understanding the effects of classroom technology on learning. Journal of Technology Studies, 28 (2) 42-47.

Cortez, K., Kortecamp, K., Loeb, S., Robinson, C. (2023). A scalable approach to high-impact tutoring for young readers: Results of a randomized control trial. Association of Education Policy and Finance, 48th Annual Conference, Denver, CO, March 23- 25.

Kortecamp, K. & Peters, M. L.. (2022).  A randomized control trial of an effective high dosage tutoring program for at-risk emergent readers.  American Educational Research Association Annual Meeting, San Diego, CA., April 21- 26.

Yang, B. & Kortecamp, K. (2020).  Interventions to enhance post-secondary students' self-regulation in online contexts:  A review of the literature 2000 - 2020, American Educational Research Association, San Francisco, CA,  April 17 - 21.

Baker, L., DiCerbo, P. & Kortecamp, K. (2019). Educating quality professionals and unifying instruction for English Learners. Office of English Language Acquisition (OELA), Directors Meeting, Arlington, VA, November 13 – 14.

Kortecamp, K., Harper, B., & Green, C. (2016). Technology-enhanced literacy instruction: Evaluating digital learning tools for emergent readers. American Educational Research Association Annual Meeting, Washington, DC, April 8 – 12.

Kortecamp, K. & Hess-Rice, E. (2016). Talking about assessment: Teacher intern’s discussions of assessing K-12 students’ knowledge and skills. American Educational Research Association Annual Meeting, Washington, DC, April 8 – 12.

Kortecamp, K. & Steeves, K. (2013). A collaborative approach to overcoming evaluation obstacles. American Evaluation Association Annual Meeting, Washington, DC, October 26 – 30.

Kortecamp, K., Carlson-Bancroft, A. & Turner, A. (2013). Evaluation of secondary education methods coursework across disciplines: Students’ perceptions of their preparation for the teacher internship. Association of Teacher Educators Annual Meeting, Atlanta, Georgia, February 15 – 19.

Kortecamp, K. & Steeves, K. (2012). Eleventh hour evaluation: Guiding the process when the train has left the station. American Evaluation Association Annual Meeting, Minneapolis, MN, October 24 – 27.

Clark, M. & Kortecamp, K. (2012). How charter school teachers act on perceived autonomy: A qualitative study of curricular decisions. American Educational Research Association, Vancouver, British Columbia, Canada, April 13 – 17.

Kortecamp, K. (2011). Evaluating American history teachers' transfer of learning via classroom observations. American Evaluation Association Annual Meeting. Anaheim, CA, November 2 – 5.

Kortecamp, K. & Spoales, L. (2011). Evaluation by collaboration: A winning formula. Teaching American History Directors Conference, Washington, DC. August 8 – 10.

Kortecamp, K. & Tate P. (2011). Encouraging passionate teachers to become passionate teacher leaders: Reflections on the development and implementation of a university course on teacher leadership. Association of Teacher Educators Annual Meeting. Orlando, FL, February 14 – 16.

Kortecamp, K. (2010). Enhancing evaluation stakeholder responsiveness through collaborative development of data collection instruments. American Evaluation Association Annual Meeting. San Antonio, TX, November 10 -13.

Acosta, B., Orr, J, Kortecamp, K. & Campbell, N. (2009). Moving from here to where? Using evaluation to support nonprofit network development. Paper presented at the American Evaluation Association Annual Meeting, Orlando, FL, November 11 – 14.

  • March 2023Dr. Karen Kortecamp is working with a team of researchers from the National Student Support Accelerator, a Stanford research organization that studies tutoring. The team is conducting a 4-year study in Broward County Schools on Chapter One's short burst tutoring program. A report of the year one results is highlighted in a recent Hechinger Report.