Karen Kortecamp

Karen Kortecamp
Associate Professor, Curriculum and Pedagogy
(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. Currently, she is evaluating 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, and instruction. Dr. Kortecamp is an advisor for the Curriculum and Instruction EdD Research Practice Team in Learning Experiences

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

Publications

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.

Presentations

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.