Sarah J Carrier
Biographic Data
| ID | 9978075 |
|---|---|
| NAME | Sarah J Carrier |
| GIVEN NAMES | Sarah J |
| FAMILY NAME | Carrier |
| SIGNATURE | CARRIER S J |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0002-6902-812X |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The Differential Impact of Informal Experiences on Teachers’ Identity and Career Aspirations
This explanatory mixed-methods study explored the relationship of teachers’ early informal teaching and facilitation experiences on the development of a teacher identity and decisions to pursue careers in teaching. Science teachers were surveyed (n = 160) about informal experiences they had prior to teaching that influenced their decision to enter a teaching career. Ten teachers were randomly selected to participate in a follow-up interview desig…
Elementary teachers’ use of educative support materials for citizen science projects: Affordances, obstacles, and impacts
Formidable obstacles constrain elementary teachers’ efforts to provide science instruction that creates opportunities for students to engage with science. These include limited instructional time, inadequate access to high-quality instructional materials and professional learning, and teachers’ self-efficacy. Citizen science, or community science, supports teachers by offering ways to engage students in science and in collecting and interpreting …
Climate change visual representations in science lesson plans: Selection rationales and psychological distance
Citizen science in elementary classrooms: A tale of two teachers
Introduction Elementary teachers face many challenges when including reform-based science instruction in their classrooms, and some teachers have chosen to enhance their science instruction by introducing students to citizen science (CS) projects. When CS projects are incorporated in formal school settings, students have an opportunity to engage in real-world projects as they collect and make sense of data, yet relatively few CS projects offer su…
Elementary teachers as collaborators: Developing educative support materials for citizen science projects
Science education is an important component of a full education beginning in primary grades. In recent decades, research has identified young learners' rich knowledge of the natural world and their potential to connect with sophisticated science ideas. Elementary teachers face many challenges to implementing reform-based science instruction in their classrooms. Some teachers may choose to enhance their students' science experiences by introducing…
Developmental trajectories for novice teachers: Teaching efficacy, instructional beliefs, and domain knowledge
The current study investigates the developmental trajectories of novice elementary teachers’ self-efficacy science beliefs, their science instructional beliefs and science knowledge over the course of participants’ teacher preparation and into their first two years of teaching. Study results indicate changes in teachers’ self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers…
Leveraging the epistemic emotion of awe as a pedagogical tool to teach science
Awe is a complex emotion theorised to impact science learning and practice. In science education, awe has the potential to motivate explanation-seeking, promote conceptual change, and instill feelings of connectedness to the natural world. This exploratory study examined teachers’ experiences with awe as well as their uses of awe in their science instruction. Thirty-four elementary (grades 4-5; n =14) and middle school (grades 6-7; n = 20) teache…
What is community-level environmental literacy, and how can we measure it? A report of a convening to conceptualize and operationalize CLEL
Environmental education research often emphasizes the importance of community context, but conceptualization and measurement of environmental literacy has mostly occurred at the individual level, often focusing on individual behaviors. The environmental problems facing the world today require collective action—communities coming together to address large-scale problems. Accordingly, understanding and encouraging collective action requires a shift…
How outdoor science education can help girls stay engaged with science
Although gender gaps associated with K-12 science achievement have narrowed significantly, gaps in science engagement and efficacy in childhood likely explain why women remain underrepresented in science careers. Early intervention programs may address root causes of gender gaps in science careers. Outdoor science education (OSE) is one understudied but promising strategy, that provides ample opportunity for reform-based instructional practices t…
Evaluating climate change behaviors and concern in the family context
Although research suggests that family dynamics likely play a role in shaping children’s behaviors, few studies focus on environmental behaviors, and none to our knowledge investigate how parents shape climate change mitigation behaviors among their children. We begin to fill this gap through a quantitative case study using matched household-level survey data from 182 coastal North Carolina families (n = 241 parents aged 29–77; n = 182 students a…
Intergenerational learning: Are children key in spurring climate action
Overcoming skepticism with education: Interacting influences of worldview and climate change knowledge on perceived climate change risk among adolescents
Intergenerational learning: Are children key in spurring climate action
Evaluating climate change behaviors and concern in the family context
Although research suggests that family dynamics likely play a role in shaping children’s behaviors, few studies focus on environmental behaviors, and none to our knowledge investigate how parents shape climate change mitigation behaviors among their children. We begin to fill this gap through a quantitative case study using matched household-level survey data from 182 coastal North Carolina families (n = 241 parents aged 29–77; n = 182 students a…
What is community-level environmental literacy, and how can we measure it? A report of a convening to conceptualize and operationalize CLEL
Environmental education research often emphasizes the importance of community context, but conceptualization and measurement of environmental literacy has mostly occurred at the individual level, often focusing on individual behaviors. The environmental problems facing the world today require collective action—communities coming together to address large-scale problems. Accordingly, understanding and encouraging collective action requires a shift…
Overcoming skepticism with education: Interacting influences of worldview and climate change knowledge on perceived climate change risk among adolescents
Intergenerational learning: Are children key in spurring climate action
Evaluating climate change behaviors and concern in the family context
Although research suggests that family dynamics likely play a role in shaping children’s behaviors, few studies focus on environmental behaviors, and none to our knowledge investigate how parents shape climate change mitigation behaviors among their children. We begin to fill this gap through a quantitative case study using matched household-level survey data from 182 coastal North Carolina families (n = 241 parents aged 29–77; n = 182 students a…
How outdoor science education can help girls stay engaged with science
Although gender gaps associated with K-12 science achievement have narrowed significantly, gaps in science engagement and efficacy in childhood likely explain why women remain underrepresented in science careers. Early intervention programs may address root causes of gender gaps in science careers. Outdoor science education (OSE) is one understudied but promising strategy, that provides ample opportunity for reform-based instructional practices t…
Developmental trajectories for novice teachers: Teaching efficacy, instructional beliefs, and domain knowledge
The current study investigates the developmental trajectories of novice elementary teachers’ self-efficacy science beliefs, their science instructional beliefs and science knowledge over the course of participants’ teacher preparation and into their first two years of teaching. Study results indicate changes in teachers’ self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers…
Leveraging the epistemic emotion of awe as a pedagogical tool to teach science
Awe is a complex emotion theorised to impact science learning and practice. In science education, awe has the potential to motivate explanation-seeking, promote conceptual change, and instill feelings of connectedness to the natural world. This exploratory study examined teachers’ experiences with awe as well as their uses of awe in their science instruction. Thirty-four elementary (grades 4-5; n =14) and middle school (grades 6-7; n = 20) teache…
What is community-level environmental literacy, and how can we measure it? A report of a convening to conceptualize and operationalize CLEL
Environmental education research often emphasizes the importance of community context, but conceptualization and measurement of environmental literacy has mostly occurred at the individual level, often focusing on individual behaviors. The environmental problems facing the world today require collective action—communities coming together to address large-scale problems. Accordingly, understanding and encouraging collective action requires a shift…
Citizen science in elementary classrooms: A tale of two teachers
Introduction Elementary teachers face many challenges when including reform-based science instruction in their classrooms, and some teachers have chosen to enhance their science instruction by introducing students to citizen science (CS) projects. When CS projects are incorporated in formal school settings, students have an opportunity to engage in real-world projects as they collect and make sense of data, yet relatively few CS projects offer su…
Elementary teachers as collaborators: Developing educative support materials for citizen science projects
Science education is an important component of a full education beginning in primary grades. In recent decades, research has identified young learners' rich knowledge of the natural world and their potential to connect with sophisticated science ideas. Elementary teachers face many challenges to implementing reform-based science instruction in their classrooms. Some teachers may choose to enhance their students' science experiences by introducing…
Climate change visual representations in science lesson plans: Selection rationales and psychological distance
The Differential Impact of Informal Experiences on Teachers’ Identity and Career Aspirations
This explanatory mixed-methods study explored the relationship of teachers’ early informal teaching and facilitation experiences on the development of a teacher identity and decisions to pursue careers in teaching. Science teachers were surveyed (n = 160) about informal experiences they had prior to teaching that influenced their decision to enter a teaching career. Ten teachers were randomly selected to participate in a follow-up interview desig…
Elementary teachers’ use of educative support materials for citizen science projects: Affordances, obstacles, and impacts
Formidable obstacles constrain elementary teachers’ efforts to provide science instruction that creates opportunities for students to engage with science. These include limited instructional time, inadequate access to high-quality instructional materials and professional learning, and teachers’ self-efficacy. Citizen science, or community science, supports teachers by offering ways to engage students in science and in collecting and interpreting …
Psychology (9 works) · Science education (8 works) · Sociology (8 works) · Environmental Education and Sustainability (6 works) · Mathematics education (6 works) · Pedagogy (6 works) · Social Psychology (5 works) · Animal and Plant Science Education (4 works) · Climate change (4 works) · Climate Change Communication and Perception (4 works)