Karen Kortecamp

Karen Kortecamp
Associate Professor, Curriculum and Pedagogy
(202) 994-1527

Karen Kortecamp teaches two online courses: Program Evaluation in Curriculum and Instruction and Education Policy, Contemporary Reform, and Teacher Leadership. For many years, she coordinated and taught courses in the Secondary Education Master's Program.

Dr. Kortecamp's current research efforts center on teacher professional development and she is actively engaged in conducting program evaluations of grant and state funded projects.

Ph.D., University of Illinois, Chicago
M.Ed., University of Illinois, Chicago
B.A., University of Massachusetts, Amherst


Sheppard, M., Kortecamp, K., Jencks, S., Flack, J. Wood, A. (in press). Connecting theory and practice: Using place-based learning in teacher professional development. Forthcoming:  Journal of Museum Education. 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.