Carrie Allen

Faculty, Educational Psychology

Assistant Professor

Matthews Hall 316

940-565-2097

Dr. Allen’s research aims to address institutional and systemic differences within STEM education by supporting the design and implementation of STEM learning reforms. She examines the ways that instructional improvement efforts take on meaning and become consequential for youth and teachers in local practice. Some of her current work examines how efforts to improve STEM education intersect with students’ learning within and out of school. Allen's research has been published in journals such as Journal of Learning Sciences, Journal of Teacher Education, Journal of Research in Science Teaching, and AERJ.

Prior to joining the faculty at UNT, Allen was a STEM Researcher at SRI International. Allen received her doctorate in learning sciences and human development at the University of Colorado at Boulder. Before pursuing her doctorate, she taught high school English and reading, writing, and developmental education community college courses in the Seattle area. She has a master in teacher degree from Seattle University and a BA in English Literature from Western Washington University.

Allen, C.D. (in press). Teacher, researcher, designer: Expanding what counts as “STEM” through science museum internships. Afterschool Matters.
Allen, C.D. &Heredia, S.C. (2020). Viewing organizational barriers as levers for teacher learning in the context of science education reform. Journal of Science Teacher Education. DOI: https://doi.org/10.1080/1046560X.2020.1794292
Eisenhart, M. &Allen, C.D. (2020). Addressing underrepresentation of young women of color in engineering and technology through the lens of sociocultural practice theory. Cultural Studies in Science Education. DOI: 10.1007/s11422-020-09976-6
Allen, C.D., DiGiacomo, D., Van Horne, K., &Penuel, W.R. (2018). Pursuing interests and getting involved: Exploring the conditions of sponsorship in youth learning. Digital Education Review.
Allen, C.D. &Eisenhart, M. (2017). Fighting for desired versions of a future self: How young women of color negotiated STEM-related identities in the discursive landscape of educational opportunity. Journal of the Learning Sciences. doi: 10.1080/10508406.2017.1294985
- * 2017 Best Paper Published award, Journal of the Learning Sciences
Means, B., Wang, H., Wei, X., Lynch, S., Peters, V., Young, V., Allen, C. (2017). Expanding STEM opportunities through inclusive STEM-focused high schools. Science Education. doi: 10.1002/sce.21281
Eisenhart, M. Allen, C.D. (2016). Hollowed out: Meaning and authoring of high school math and science identities in the context of Neoliberal reform.Mind, Culture, and Activity. doi: 10.1080/10749039.2016.1188962.
Allen, C.D. &Penuel, W.R. (2015). Studying teachers’ sensemaking to investigate teachers’ responses to professional development focused on new standards. Journal of Teacher Education. doi: 10.1177/0022487114560646.
Eisenhart, M., Weis, L., Allen, C.D, Cipollone, K., Stich, A., &Dominguez, R. (2015). High school opportunities for STEM: Comparing inclusive STEM-focused and comprehensive high schools in two U.S. cities. Journal of Research in Science Teaching. doi: 10.1002/tea.21213.

Book Chapters

Manz, E., Allen, C.D. (2017). Supporting Evidence Construction Practices in Elementary Classrooms. In D. Stroupe (Eds.), Redefining the Roles of Educators and Students across Science Learning Settings. New York: Taylor &Francis.

Policy Briefs

Young, V., Lynch, S., Means, B., House, A., Peters, V., Allen, C. (2017). Bringing Inclusive STEM High Schools to Scale: Policy Lessons from Three States.Retrieved from: https://inclusivesteminsights.sri.com/downloads/inclusive-stem-high-schools-to-scale-policy-lessons-brief.pdf