Karen Kortecamp's recent research investigates the connection between theory and practice in place-based teacher professional development. Central findings of the research are the importance of: 1) providing teachers with experiences that foster learning and structured reflective practice to become aware of how their social interactions in context shape their learning; 2) creating community through collaborative inquiry; 3) cultivating connections through place-based learning. A related study examines the effect of historic site-based professional development on history teaching and learning. Findings suggest that combining content, expert knowledge, multi-sensory experiences, and bridging opportunities enhanced the transfer of learning from professional development to classroom practice.
Dr. Kortecamp has extensive experience in leading and conducting program evaluations. Recently, she evaluated the quality and effectiveness of two National Park Service education programs and has implemented several evaluations of federal and state funded teacher professional development programs.
Her teaching expertise is in program evaluation, education policy, teacher leadership, pedagogy, and literature review. Dr. Kortecamp leads the Informal Learning Research Practice Team in the Ed.D. in Curriculum and Instruction Program.
