Ph.D., University of Michigan
Formerly an elementary classroom teacher of 10 years, Carrie's research explores the relationship between teachers' instructional practices and immigrant-origin youth's literacy and language development in multilingual contexts. Drawing upon sociocultural, sociolinguistic, and cognitive theories of literacy and language development, she aims to identify what teachers need to know to effectively facilitate immigrant-origin youth's learning across content areas and how culturally and linguistically responsive pedagogical knowledge is best developed. Carrie's research has been funded by the American Educational Research Association, the International Literacy Association, and Michigan State University's Diversity Research Network and Network for Global Civic Engagement and published in journals such as English Journal, Linguistics and Education, Journal of Research in Childhood Education, and Learning and Instruction. Carrie received the 2018 American Reading Forum Gary Moorman Early Career Literacy Scholar Award and the 2019 Malala Award for Dedication to Education from the Refugee Development Center in Lansing, Michigan. As a 2019-20 national Re-Imagining Migration fellow, her current community-based participatory research project-"Building Common Ground: Transforming Perceptions of (Im)migration"-explores the engendering of global civic engagement through storytelling in 'super-diverse' social contexts and is supported by MSU's RCAH Network for Global Civic Engagement.