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Papers by Kira Carbonneau

Contemporary Educational Psychology, 2020

This is a PDF file of an article that has undergone enhancements after acceptance, such as the ad... more This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

Journal of Research in Childhood Education, 2020

ABSTRACT In this qualitative case study, we draw from a larger, federally funded, multiyear study... more ABSTRACT In this qualitative case study, we draw from a larger, federally funded, multiyear study focused on preparing teachers to work with English language learners, which includes an increasing population of refugee background students. We report on the experiences and perspectives of two experienced upper elementary teachers teaching in a magnet school for refugee students, who make up 75% of the school’s population. The school is in a medium-sized school district in southeastern Washington State. Applying a culturally responsive, humanizing pedagogical perspective to our analysis of interviews, observations, and artifacts, a number of themes describing similar and different ways the teachers supported their students’ socioemotional well-being and learning emerged. The main similarities included: (1) opening up space for students to share their personal experiences; (2) partnering with families in support of cross-cultural understandings; and (3) scaffolding instruction, especially through modeling, schema building, and contextualizing. The main differences included: (1) approaches to relationship-building (focus on teacher-student versus student-student support systems), (2) ways of relating to students’ personal lives and background experiences (primary reliance on in- versus out-of-school support systems), and (3) differentiating for the varying levels of English language proficiency (e.g., differences in native language use).

Professional school counseling, Mar 1, 2023

We explored the outcomes of a school counselor consultation intervention informed by the Advocati... more We explored the outcomes of a school counselor consultation intervention informed by the Advocating Student-within-Environment theory as delivered to nine teachers of 149 students in a Title I school. Results from hierarchical regression analyses revealed changes in teachers’ perceptions of the teacher–student relationship that predicted students’ perception of the same relationship. We also found that similar coregulated changes in two curiosity scales can be attributed to the intervention, as can a small change in teachers’ stress tolerance from the pre- to post-test data collection periods. We discuss implications for school relationships and school counseling services.

Journal of Child and Adolescent Counseling

Proceedings of the 2023 AERA Annual Meeting

Contemporary School Psychology

Proceedings of the 2020 AERA Annual Meeting

AERA 2022

Research on general academic and domain-specific self-concept is robust, but often neglects to ad... more Research on general academic and domain-specific self-concept is robust, but often neglects to address how self-concept is formed through a students' gender identity. The present study aims to synthesize the current literature and understand how gender has been situated in academic self-concept research over the last 20 years in secondary education settings. We selected to conduct this review in a narrative fashion due to the nuanced understandings of gender and broad definitions of self-concept. Through our systematic search procedures we reviewed, analyzed, synthesized 43 studies that had gender and academic self-concept as main foci. Largely, we have discovered that the literature discusses gender in terms of binary sex rather than as a social construct and requires further understanding of the role that gender and social theories play in developing a students' academic self-concept, both generally and in specific domains that are tied to traditional gender stereotypical beliefs.

Chemical Engineering Journal, 2020

Journal of Child and Adolescent Counseling, 2021

ABSTRACT Minoritized students in Title 1 schools face myriad oppressive forces that can negativel... more ABSTRACT Minoritized students in Title 1 schools face myriad oppressive forces that can negatively affect their academic and social-emotional development. It is imperative that interventions delivered in schools promote self-empowerment by cultivating student capacities in culturally apposite ways. The authors describe the results of a longitudinal phenomenological qualitative study of 57 culturally diverse middle school students who participated in a combined social and emotional learning and mindfulness, as consistent with the Advocating Student-within-Environment school counseling theory and practice scheme. Emerging themes included changes in students’ expression of emotions, enhanced self-control over cognitive responses, enhanced self-control over behavioral reactions, greater sense of connectedness, and use of mindfulness dispositions. The authors address implications of the results and considerations for future research.

All in-text references underlined in blue are linked to publications on ResearchGate, letting you... more All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.

Veterinary Anaesthesia and Analgesia, 2018

Contemporary Educational Psychology, 2021

The Journal of Educational Research, 2021

Abstract Vocabulary is a building block of understanding, especially in science classrooms where ... more Abstract 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 originally designed for sheltered classrooms. Four grade 7 classrooms, including 106 students (25% native English speakers; 29% former English learners [ELs]; 46% current ELs), participated in this quasi-experimental, matched-group study. Results indicated that students in SVS classrooms outperformed those experiencing regular instruction on science and targeted academic vocabulary, as well as on reading comprehension measures. We detected no significant program impact differences between current EL and proficient English-speaking students across measures. Results suggest that programs such as SVS may help teachers meet the needs of all students in mixed-English-proficiency classrooms.

Journal of Educational Research and Practice, 2020

This study focused on two fourth-grade science classrooms with English learners (ELs), exploring ... more This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students’ science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs’ science and language learning. One key implication is that enacting these three principles of practice in students’ first language (Spanish), when less linguistic scaffolding is required, creates more opportunities to focus on disciplinary content and exploration of students’ ideas. The second key implicat...

2019 ASEE Annual Conference & Exposition Proceedings

Cara has three years of structural engineering design experience and has been teaching civil engi... more Cara has three years of structural engineering design experience and has been teaching civil engineering classes since 2014 at Washington State University. Her breadth of design ranges from waterfront structures in the Gulf of Mexico to seven story concrete buildings governed by seismic loads in Seattle, WA. She is pursuing material science related research regarding durable materials for construction. Currently, she serves as Clinical Professor at Washington State University teaching the Integrated Civil Engineering Design class and with regards to engineering education, specializes in easing the school to work transition.