Kira J Carbonneau
Biographic Data
| ID | 5997520 |
|---|---|
| NAME | Kira J Carbonneau |
| GIVEN NAMES | Kira J |
| FAMILY NAME | Carbonneau |
| SIGNATURE | CARBONNEAU K J |
| AFFILIATIONS | Washington State University |
| ORCID | 0000-0002-4686-1290 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Preparing Teacher Candidates to Assess for Learning
Teachers’ approaches and mindsets for assessment affect student learning, motivation, and social-emotional well-being. This systematic review examines how initial teacher education programs prepare teachers to enact one core purpose of classroom assessment—assessment for learning (AfL). AfL (also known as formative assessment) is a planned process of instructionally embedded assessment wherein students and teachers collaborate within goal-driven …
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…
A cross-cultural perspective of agency in primary contexts
Phenomenological Study of Teachers’ Mindfulness and Social and Emotional Learning Experiences After a Consultation Intervention
The authors of the current study captured the mindfulness and social emotional learning experiences of fourteen teachers who participated in a five-week Advocating Student-within-Environment theory informed school counselor led consultation. A total of 14 middle and high school teachers employed in Title I schools participated in five 30-min consultation sessions with a trained school counselor. After the conclusion of the consultation interventi…
Latina Paraeducators’ Stories of Resistance, Resilience, and Adaptation in an Alternative Route to Teaching Program
Adichie asserts that “stories matter” because they help us to humanize and empower one another. Stories allow us to make sense of our experiences or the “lived stories” of our lives. This qualitative case study draws from a federally funded, multiyear mixed-methods study focusing on an alternative route to teaching program designed to certify English language learning and bilingual teachers. Using Yosso’s Community Cultural Wealth (CCW) model and…
Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms
Vocabulary is a building block of understanding, especially in science classrooms where language abilities are mixed. To reduce academic inequalities, approaches to vocabulary instruction need to demonstrate benefits for students across learning contexts. We summarize the results from the first unit, “Earth Systems and Catastrophic Events,” in a longitudinal study investigating the effectiveness of the Science Vocabulary Support (SVS) program ori…
Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students
A lack of familiarity with the lexical, grammatical, and discursive features associated with academic language presents comprehension challenges for many adolescent readers, especially those with still‐developing English language skills. Although many studies focused on reading comprehension in content areas, the prevalent use of standardized tests combining narrative and expository readings across academic domains undermines our understandings o…
A systematic review of digital badges in health care education
“I Plan to Attend College”
Zoe Higheagle Strong, Kira J. Carbonneau, Bruce W. Austin, “I Plan to Attend College”: Gender, Parent Education, and Academic Support Differences in American Indian and Alaska Native Educational Aspirations, Journal of American Indian Education, Vol. 57, No. 2 (Summer 2018), pp. 35-57
No prominent works on this page.
“I Plan to Attend College”
Zoe Higheagle Strong, Kira J. Carbonneau, Bruce W. Austin, “I Plan to Attend College”: Gender, Parent Education, and Academic Support Differences in American Indian and Alaska Native Educational Aspirations, Journal of American Indian Education, Vol. 57, No. 2 (Summer 2018), pp. 35-57
A systematic review of digital badges in health care education
Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms
Vocabulary is a building block of understanding, especially in science classrooms where language abilities are mixed. To reduce academic inequalities, approaches to vocabulary instruction need to demonstrate benefits for students across learning contexts. We summarize the results from the first unit, “Earth Systems and Catastrophic Events,” in a longitudinal study investigating the effectiveness of the Science Vocabulary Support (SVS) program ori…
Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students
A lack of familiarity with the lexical, grammatical, and discursive features associated with academic language presents comprehension challenges for many adolescent readers, especially those with still‐developing English language skills. Although many studies focused on reading comprehension in content areas, the prevalent use of standardized tests combining narrative and expository readings across academic domains undermines our understandings o…
Latina Paraeducators’ Stories of Resistance, Resilience, and Adaptation in an Alternative Route to Teaching Program
Adichie asserts that “stories matter” because they help us to humanize and empower one another. Stories allow us to make sense of our experiences or the “lived stories” of our lives. This qualitative case study draws from a federally funded, multiyear mixed-methods study focusing on an alternative route to teaching program designed to certify English language learning and bilingual teachers. Using Yosso’s Community Cultural Wealth (CCW) model and…
Phenomenological Study of Teachers’ Mindfulness and Social and Emotional Learning Experiences After a Consultation Intervention
The authors of the current study captured the mindfulness and social emotional learning experiences of fourteen teachers who participated in a five-week Advocating Student-within-Environment theory informed school counselor led consultation. A total of 14 middle and high school teachers employed in Title I schools participated in five 30-min consultation sessions with a trained school counselor. After the conclusion of the consultation interventi…
A cross-cultural perspective of agency in primary contexts
Preparing Teacher Candidates to Assess for Learning
Teachers’ approaches and mindsets for assessment affect student learning, motivation, and social-emotional well-being. This systematic review examines how initial teacher education programs prepare teachers to enact one core purpose of classroom assessment—assessment for learning (AfL). AfL (also known as formative assessment) is a planned process of instructionally embedded assessment wherein students and teachers collaborate within goal-driven …
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…
Psychology (7 works) · Mathematics education (4 works) · Pedagogy (4 works) · Sociology (4 works) · Early Childhood Education and Development (3 works) · Parental Involvement in Education (3 works) · Social Psychology (3 works) · Social science (3 works) · Teacher Education and Leadership Studies (3 works) · Comprehension (2 works)