Karyn A. Allee

Karyn A. AlleeDr. Allee earned degrees in Elementary Education (BAE and MEd) with a concentration in Early Childhood Education from the University of Florida and Educational Leadership (EdS) from Stetson University. She came to Mercer University from the University of Central Florida, where she earned a PhD in Education (Elementary). Dr. Allee’s professional experiences include teaching primary grades at high-need schools, working in a large urban district as a coach and PD facilitator, and working for three education companies to facilitate customized PD, support large-scale district implementations and school improvement efforts, to evaluate programs, and to develop early childhood curriculum. Dr. Allee works predominantly with MAT in Elementary Education initial teacher certification candidates and Curriculum and Instruction PhD students. Currently, her primary research focuses on how poverty affects cognitive development, executive function/self-regulation as predictors of school readiness and achievement, and purposeful play as an instructional mechanism to reduce gaps in children’s outcomes across domains. Her secondary line of research focuses on preservice teacher candidates' understanding and application of socially just, culturally and linguistically responsive, and developmentally appropriate instructional practices to increase equitable outcomes for all students. Dr. Allee is the founding PI of the Collaboratory for Critical and Transformative Elementary Education and has been published in multiple journals including Early Childhood Education Journal, Journal of Research in Childhood Education, and The Reading Teacher. She is also a member of multiple professional organizations such as the American Educational Research Association, the National Association for the Education of Young Children, and the National Association of Early Childhood Teacher Educators. Dr. Allee serves on editorial boards for the Journal of Research in Childhood Education, Journal of Education, and Journal of Modern Educational Research and as the Chair of the Constructivist Theory, Research, and Practice SIG of the AERA.

Publications

Leveraging Literacy Instruction to Support Learners Who Have Experienced Compounded Trauma
Leveraging Literacy Instruction to Support Learners Who Have Experienced Compounded Trauma
Karyn A. Allee, Annemarie Bazzo Kaczmarczyk. © 2023. 30 pages.
Children can experience trauma in multiple ways and spaces which can have profound effects on their development and impact student engagement, approaches to learning, and student...