SelectedWorks - Hannah M. Carter

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Selected Works of Hannah M. Carter

Assistant Professor, Department of Literacy, Language, and Culture

Dr. Hannah M. Carter joined Boise State University in 2018 and is currently an assistant professor with the Department of Literacy, Language, and Culture. She received her Ph.D. in Literacy Studies from the University of Nevada, Reno and her M.Ed. in Curriculum and Instruction: Secondary English from the University of Mississippi. Dr. Carter’s research focuses on literacy in the disciplines, looking at both teaching candidates and practicing teachers. Her previous experience includes educating students at all levels - working in a literacy center for elementary students who struggle with reading and writing, teaching high school English, running a work experience program for special education students, and supervising and teaching pre-and in-service teachers in general education and literacy. She is currently a member of the Literacy Research Association, the National Council of Teacher of English, the International Literacy Association, and the American Educational Research Association.

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About Hannah M. Carter

Dr. Hannah M. Carter joined Boise State University in 2018 and is currently an assistant professor with the Department of Literacy, Language, and Culture. She received her Ph.D. in Literacy Studies from the University of Nevada, Reno and her M.Ed. in Curriculum and Instruction: Secondary English from the University of Mississippi. Dr. Carter’s research focuses on literacy in the disciplines, looking at both teaching candidates and practicing teachers. Her previous experience includes educating students at all levels - working in a literacy center for elementary students who struggle with reading and writing, teaching high school English, running a work experience program for special education students, and supervising and teaching pre-and in-service teachers in general education and literacy. She is currently a member of the Literacy Research Association, the National Council of Teacher of English, the International Literacy Association, and the American Educational Research Association.

Articles (17)

Literacy Instructional Coaching Practices in Writing and Writing Instruction: An Exploration of K–6 Teachers' Perspectives (Jadelyn Abbott, Katherine Landau Wright and Hannah Carter) International Journal of Mentoring and Coaching in Education (2024)

Purpose The purpose of this study was to identify if and how K–6 teachers perceive that their literacy instructional coaches influence their writing teaching. Design/methodology/approach The authors employed a parallel convergent mixed-methods design with survey ...

A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children (Gena Nelson, Hannah Carter, Peter Boedeker, et al.) Review of Educational Research (2024)

The purposes of this study included conducting a meta-analysis and reviewing the study reporting quality of math interventions implemented in informal learning environments (e.g., the home) by children’s caregivers. This meta-analysis included 25 preschool to ...

Literacy Teachers in the Making: A Look at Teacher Candidates’ Experiences as they Tutor Elementary Students (Hannah Carter and Jadelyn Abbott) Literacy Research and Instruction (2024)

The purpose of this study was to investigate teacher candidates’ perceptions of their first experience teaching literacy. Using a case study design, this research spans two consecutive semesters and investigates 34 teacher candidates’ reflections as ...

The Emotional Work of Being a Teacher Educator and Persisting Through a Pandemic (Jennifer L. Snow, Cheryl Dismuke, Hannah Carter, et al.) Teaching and Teacher Education (2023)

Dunbar and Baker (2014) identify the personal experiences of teaching as “emotional labor” based on Hargreaves (1998) “emotional practice” of teaching. We engaged in a collaborative self-study investigating the emotional work of teacher educators during ...

Preservice Teachers’ Preparedness to Teach Writing: Looking Closely at a Semester of Structured Literacy Tutoring (Hannah Carter, Jadelyn Abbott and Katherine Landau Wright) Journal of Writing Research (2023)

Preparing preservice teachers (PSTs) as teachers of writing has gained attention in recent years, but little is known about their preparedness when engaging with student writers over extended periods. We examine PSTs’ preparedness to teach ...

A Collaborative Self-Study of Supervisors in a University-Based Literacy Clinic: Exploring Tensions in Support, Feedback, and Conflict Resolution (Hannah Carter, Jadelyn Abbott, Lauren Herzberg, et al.) Journal of Educational Supervision (2023)

This article reports on a collaborative self-study conducted by five supervisors in a universitybased literacy clinic. Over two semesters of mentoring elementary teacher candidates, we met weekly and reflected biweekly. The purpose of this research ...

What’s the Purpose?: A Mixed-Methods Exploration of Purposes for Reading in Secondary Classrooms (Dianna Townsend, Hannah Carter and Rachel Knecht) Reading & Writing Quarterly (2023)

Supporting the wide range of readers in secondary disciplinary classrooms can involve a number of helpful scaffolds and instructional routines, and the role of reading purpose may be particularly important. Research suggests that reading purposes ...

How Early Mathematics Interventions Support Mathematics Vocabulary Learning: A Content Analysis (Gena Nelson and Hannah Carter) The Curriculum Journal (2022)

While there is a strong research base that supports intervening early in mathematics, research investigating the importance of mathematics vocabulary is still emerging. Practitioners and researchers may benefit from understanding how mathematics interventions support mathematics ...

A Rationale for Integrating Writing into Secondary Content Area Classrooms: Perspectives from Teachers Who Experience the Benefits of Integrating Writing Frequently (Hannah Carter and Dianna Townsend) Journal of Writing Research (2022)

Teachers navigate ongoing accountability pressures that target writing in each content area, yet little is understood about their experiences with or their rationales for integrating writing into content area lessons. While previous research describes writing ...

Word Walls in Social Studies: One Solution to the "Vocabulary Conundrum" (Dianna Townsend, Ashley Baxter, Annie Keller, et al.) Social Education (2020)

Julia Kearney and Lori Bingham (pseudonyms), two middle school social studies teachers in a large urban school, have a problem. They want to have their students asking and exploring important questions about American history, and ...

Scaffolding Development of Clinical Supervisors: Learning to be a Liaison (Jennifer Snow, Hannah Carter, Sherry A. Dismuke, et al.) Journal of Educational Supervision (2020)

Teacher education as a field has embraced the idea that clinically-based teacher education will better support teacher candidate learning and the learning of their future preK-12 students (AACTE, 2018; NCATE, 2010). Likewise, teacher education scholars ...

More Than Words: Older Adolescents' Linguistic Resources in the Context of Disciplinary Achievement and Academic Risk (Dianna Townsend, Ana Taboada Barber, Hannah Carter, et al.) Reading Psychology (2020)

This study explores older adolescents’ linguistic resources, specifically academic vocabulary knowledge, in the context of factors that can impact their academic success and risk of dropping out of school. The data resulted from a collaboration ...

‘We Have the Right to Stand Up': Elementary Students' Conceptual Understandings of Civic Virtue and Engagement (Julie L. Pennington, Kathryn M. Obenchain, Hannah Carter, et al.) Education, Citizenship and Social Justice (2019)

Early purposes of education in the United States concentrated on preparing young citizens to understanddemocratic principles in order to participate in their democratic communities. Today elementary instructionhas contracted in response to years of high stakes ...

“Opening the Window to a World Wider Than Our Little Classroom”: The Importance of Culturally Relevant Pedagogy (Hannah Carter and Melissa Bradford) EViE: Emerging Voices in Education (2019)

Diversity in today’s classrooms must be considered and valued to create effective learning environments. Through surveys (N=83) and interviews (N=10), this mixed methods study examined in-service elementary teachers’ beliefs about culturally relevant pedagogy (CRP) – ...

Finding our Place in the Third Space: The Authority of Not Knowing as Becoming in School-University Partnership Work (Hannah Carter, Jennifer Snow, Sara DiGrazia, et al.) School-University Partnerships (2019)

School-university partnerships have been a space for simultaneous renewal and teacher development for decades (Darling-Hammond, 1994; Goodlad, 1994; Teitel, 2003). As a case in point, this article takes a deeper look at how school- and ...

Secondary Teachers' Reflections from a Year of Professional Learning Related to Academic Langauge (Hannah Carter, Kimberly Crowley, Dianna R. Townsend, et al.) Journal of Adolescent & Adult Literacy (2016)

This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning (PL) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL, the authors ...

The Students are Listening: Elementary Education’s Responsibility to Young Citizens Beyond the Rituals of Democratic Citizenship (Kathryn M. Obenchain, Julie L. Pennington, Melissa Bedford, et al.) Teachers College Record (2016)

The purpose of this commentary is to reiterate our responsibility to educate our young citizens in ways that go beyond rituals and classroom walls. Our argument rests on the notion of bringing critical democratic literacy ...

Learning Academic Language, Comprehending Text (Dianna Townsend, Ana Taboada Barber and Hannah Carter) Handbook of Reading Research (2020)

Coding Protocol: Early Math Interventions in Informal Learning Settings: Attention to Literacy (Hannah Carter, Gena Nelson and Peter Boedeker) Literacy, Language, and Culture Faculty Publications and Presentations (2022)

The purpose of this document is to provide readers with the coding protocol that authors used to code 51 studies that met inclusion criteria for a systematic review. This systematic review focused on how literacy ...

Early Math Interventions in Informal Learning Settings Coding Protocol (Gena Nelson, Hannah Carter and Peter Boedeker) Early and Special Education Faculty Publications and Presentations (2021)

The purpose of document is to provide readers with the coding protocol that authors used to code experimental and quasi-experimental early mathematics intervention studies conducted in informal learning environments. The studies were conducted in homes ...

Data Set for A Meta-Analysis and Quality Review of Math Interventions Conducted in Informal Learning Environments (Hannah Carter, Gena Nelson and Peter Boedeker) Early and Special Education Datasets (2022)

The purpose of this dataset is to provide readers with article coding for variables associated with the publication, A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children. ...

Effective Methods That Parents and Caregivers Use to Improve Math Achievement in Informal Environments: A Meta-Analysis (Gena Nelson and Hannah Carter) Home Mathematics Environment Virtual Conference (2020)

The purpose of this study is to conduct a meta-analysis to identify effective mathematics practices for young children implemented in informal learning environments (e.g., the home, museums, libraries) by parents, childcare providers, and other adults. ...

The Emotional Work of Becoming a Teacher Educator (Jennifer L. Snow, Sherry Dismuke, Hannah Carter, et al.) American Educational Research Association Annual Meeting (2020)

Dunbar and Baker (2014) identify the personal experiences of teaching as “emotional labor” based in Hargreaves (1998) identification of the “emotional practice” of teaching. Likewise, this perspective expands to the role of teacher educators. We ...

Relational Work as the Foundation of Professional Development for Teacher Educators (Jennifer L. Snow, Sherry Dismuke, Hannah Carter, et al.) American Educational Research Association Annual Meeting (2020)

Creating a formal inquiry community to study teacher educator practice, five university liaisons (clinical supervisors) quickly came to a formalized collaborative self-study to both study our practice as “improvement-aimed” (Bullough & Pinnegar, 2007; Loughran, 2007) ...

Learning to Be a Liaison Through Examining Opportunities for Growth and Development Across the Professional Lifespan (Hannah Carter, Angel Larson, Jennifer Snow, et al.) Association of Teacher Educators 100th Annual Meeting (2020)