Catherine Lammert
Biographic Data
| ID | 4214904 |
|---|---|
| NAME | Catherine Lammert |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Lammert |
| SIGNATURE | LAMMERT C |
| AFFILIATIONS | Texas Tech University |
| ORCID | 0000-0001-7356-0816 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
What Happens When Early Childhood Science Teachers Value Student Authorship
This study investigates the impact of generative learning environments on early childhood students’ language development and scientific understanding through the lens of student authorship. Focusing on three second‐grade teachers, we explore how generative and replicative practices influence the degree of multimodality in students’ science writing. Prior research indicates that learning environments characterized by knowledge generation encourage…
Homegrown Teachers: Leveraging Residency Pathways to Address Rural Teacher Shortages
Rural schools have difficulty attracting and retaining teachers. To explore whether residencies might provide novel solutions, a case study of 16 teacher candidates in one rural residency program was conducted. The research focused on their motivations to teach in a rural area and the resources they identified as supporting their teaching. Findings suggest that teacher candidates identify rural familialism, defined as the inter-generational wisdo…
Mapping the feedback landscape: A systematic review of research on feedback sources, methods, and technologies in preservice teacher education
Feedback is widely recognized as a cornerstone of effective teacher education that functions as a critical bridge between conceptual knowledge and instructional practice. In the context of preservice teacher education, feedback supports teacher candidates’ development of instructional competence by providing targeted suggestions for improvement. Although existing literature offers insight into various feedback practices, there remains a lack of h…
A cross-cultural study of school climate and student agency in literacy
This article examines how school climate influences student agency in literacy across schools in four countries-Italy, New Zealand, Norway, and the United States. Using data from across these areas, we conducted path analyses to identify relationships between the dimensions of student agency in literacy within each school climate factor. Results indicate that two core constructs of the hypothesized model of student agency, persistency, and intera…
Multilingual Learners and Possibilities for Agency
Teacher Candidates’ Perceptions of Peer and Instructor Feedback Through Video Annotations: Whose Advice Do They Prefer
Feedback literacy, defined as the ability to reflect on and implement constructive insights provided by others, is crucial for teachers’ professional growth. This study explores how Teacher Candidates (TCs) (n = 160) in an online reading methods course valued feedback on their teaching videos from peers versus instructors, leveraging communities of practice as the theoretical framework. This study examines TCs’ preferences and rationales for feed…
Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change
In today’s elementary classrooms, students face an uncertain future, standing to inherit a world characterized by environmental unsustainability. Therefore, elementary teachers must educate their students on anthropogenic climate change to increase the likelihood that future generations will mitigate its risks. This article documents the perspectives on children’s literature depicting climate change held by 27 Teacher Candidates in a conservative…
A cross-cultural perspective of agency in primary contexts: Validation of the student agency profile across multiple sites
The impact of interviewing a reading interventionist on preservice teachers’ self-efficacy and views of reading instruction
Beyond pedagogy: The role of epistemic orientation and knowledge generation environments in early childhood science teaching
Policy documents in many nations, as well as international policies indicate that the goal of improved student science learning requires teachers to learn to use knowledge generation environments for teaching science. This is a particular challenge for early childhood teachers (kindergarten through grade two), who have historically valued practices like active inquiry, but have received little Professional Development (PD) focused on theories of …
Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools
With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize e…
Using Peer Coaching to Promote Adaptive Literacy Teaching in Preservice Teacher Education
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches
Preservice Teachers Engaging Elementary Students in an Activist Literacy Curriculum
Preview this article: Preservice Teachers Engaging Elementary Students in an Activist Literacy Curriculum, Page 1 of 1 /docserver/preview/fulltext/rte/55/1/researchintheteachingofenglish30899-1.gif
Becoming” a mentor between reflective and evaluative discourses: A case study of identity development
What If We Were Committed to Giving Every Individual the Servicesand Opportunities They Need?” Teacher Educators’ Understandings,Perspectives, and Practices Surrounding Dyslexia
Educators and researchers from a range of fields have devoted their careers to studying how reading develops and how to support students who find reading challenging. Some children struggle specifically with learning to decode print, the central issue in what is referred to as dyslexia.However, research has failed to identify unique characteristics or patterns that set apart students identified as dyslexic from other readers with decoding challen…
The Evolution of Group and Online Support for Families Who Have Experienced Perinatal or Neonatal Loss
This article examines how group and online support for bereaved parents has evolved over the past 35 years. From little to no support at all, support for grieving parents has evolved from face-to-face peer support groups and one-on-one telephone support, into online support, specialized groups for pregnancy and parenting after a loss, and, finally, into groups that provide care for those making decisions when the baby is not expected to survive. …
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches
Becoming” a mentor between reflective and evaluative discourses: A case study of identity development
The Evolution of Group and Online Support for Families Who Have Experienced Perinatal or Neonatal Loss
This article examines how group and online support for bereaved parents has evolved over the past 35 years. From little to no support at all, support for grieving parents has evolved from face-to-face peer support groups and one-on-one telephone support, into online support, specialized groups for pregnancy and parenting after a loss, and, finally, into groups that provide care for those making decisions when the baby is not expected to survive. …
The Evolution of Group and Online Support for Families Who Have Experienced Perinatal or Neonatal Loss
This article examines how group and online support for bereaved parents has evolved over the past 35 years. From little to no support at all, support for grieving parents has evolved from face-to-face peer support groups and one-on-one telephone support, into online support, specialized groups for pregnancy and parenting after a loss, and, finally, into groups that provide care for those making decisions when the baby is not expected to survive. …
What If We Were Committed to Giving Every Individual the Servicesand Opportunities They Need?” Teacher Educators’ Understandings,Perspectives, and Practices Surrounding Dyslexia
Educators and researchers from a range of fields have devoted their careers to studying how reading develops and how to support students who find reading challenging. Some children struggle specifically with learning to decode print, the central issue in what is referred to as dyslexia.However, research has failed to identify unique characteristics or patterns that set apart students identified as dyslexic from other readers with decoding challen…
Preservice Teachers Engaging Elementary Students in an Activist Literacy Curriculum
Preview this article: Preservice Teachers Engaging Elementary Students in an Activist Literacy Curriculum, Page 1 of 1 /docserver/preview/fulltext/rte/55/1/researchintheteachingofenglish30899-1.gif
Becoming” a mentor between reflective and evaluative discourses: A case study of identity development
Using Peer Coaching to Promote Adaptive Literacy Teaching in Preservice Teacher Education
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches
Beyond pedagogy: The role of epistemic orientation and knowledge generation environments in early childhood science teaching
Policy documents in many nations, as well as international policies indicate that the goal of improved student science learning requires teachers to learn to use knowledge generation environments for teaching science. This is a particular challenge for early childhood teachers (kindergarten through grade two), who have historically valued practices like active inquiry, but have received little Professional Development (PD) focused on theories of …
Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools
With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize e…
Teacher Candidates’ Perceptions of Peer and Instructor Feedback Through Video Annotations: Whose Advice Do They Prefer
Feedback literacy, defined as the ability to reflect on and implement constructive insights provided by others, is crucial for teachers’ professional growth. This study explores how Teacher Candidates (TCs) (n = 160) in an online reading methods course valued feedback on their teaching videos from peers versus instructors, leveraging communities of practice as the theoretical framework. This study examines TCs’ preferences and rationales for feed…
Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change
In today’s elementary classrooms, students face an uncertain future, standing to inherit a world characterized by environmental unsustainability. Therefore, elementary teachers must educate their students on anthropogenic climate change to increase the likelihood that future generations will mitigate its risks. This article documents the perspectives on children’s literature depicting climate change held by 27 Teacher Candidates in a conservative…
A cross-cultural perspective of agency in primary contexts: Validation of the student agency profile across multiple sites
The impact of interviewing a reading interventionist on preservice teachers’ self-efficacy and views of reading instruction
Mapping the feedback landscape: A systematic review of research on feedback sources, methods, and technologies in preservice teacher education
Feedback is widely recognized as a cornerstone of effective teacher education that functions as a critical bridge between conceptual knowledge and instructional practice. In the context of preservice teacher education, feedback supports teacher candidates’ development of instructional competence by providing targeted suggestions for improvement. Although existing literature offers insight into various feedback practices, there remains a lack of h…
A cross-cultural study of school climate and student agency in literacy
This article examines how school climate influences student agency in literacy across schools in four countries-Italy, New Zealand, Norway, and the United States. Using data from across these areas, we conducted path analyses to identify relationships between the dimensions of student agency in literacy within each school climate factor. Results indicate that two core constructs of the hypothesized model of student agency, persistency, and intera…
Multilingual Learners and Possibilities for Agency
What Happens When Early Childhood Science Teachers Value Student Authorship
This study investigates the impact of generative learning environments on early childhood students’ language development and scientific understanding through the lens of student authorship. Focusing on three second‐grade teachers, we explore how generative and replicative practices influence the degree of multimodality in students’ science writing. Prior research indicates that learning environments characterized by knowledge generation encourage…
Homegrown Teachers: Leveraging Residency Pathways to Address Rural Teacher Shortages
Rural schools have difficulty attracting and retaining teachers. To explore whether residencies might provide novel solutions, a case study of 16 teacher candidates in one rural residency program was conducted. The research focused on their motivations to teach in a rural area and the resources they identified as supporting their teaching. Findings suggest that teacher candidates identify rural familialism, defined as the inter-generational wisdo…
Psychology (14 works) · Mathematics education (12 works) · Pedagogy (11 works) · Sociology (8 works) · Teacher Education and Leadership Studies (8 works) · Literacy (6 works) · Reflective Practices in Education (4 works) · Teacher education (4 works) · Coaching (3 works) · Educational Strategies and Epistemologies (3 works)