Catherine Lammert

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Assistant Professor

Texas Tech University

United States

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About

Catherine Lammert is an Assistant Professor at Texas Tech University in the United States. Her research focuses on teacher preparation, literacy education, and the incorporation of multilingual learners in classroom settings. Recent articles include topics such as lesson planning for elementary teachers, academic language use in science education, and the perceptions of teacher candidates regarding feedback. She seeks to explore the intersection of educational practices and equity in literacy instruction.

Recent Grants

Grant: Close

Can we Prepare Elementary Teachers to Select Texts that both Authentically Reflect Racial Diversity and are Appropriately Complex for Teaching Reading?

Open Date: 2021-01-01

Close Date: 2023-01-01

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Collaborators (6)

Jee Kyung Suh

The University of Alabama

UNITED STATES

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Gavin W. Fulmer

Iowa State University

UNITED STATES

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Brian Hand

UNITED STATES

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Samuel DeJulio

Assistant Professor

University of Texas at San Antonio

UNITED STATES

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Margaret Vaughn

Professor

Washington State University

UNITED STATES

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Oddny Judith Solheim

Professor

University of Stavanger

NORWAY

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Catherine Lammert

Research Interests

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About

Recent Grants

Articles (25)

How are elementary teachers prepared for lesson planning? A critical scoping review

Multilingual Learners and Possibilities for Agency

Reading Interventionists’ Representations of the Science of Reading in Interactions with Preservice Teachers

A cross-cultural study of school climate and student agency in literacy

A cross-cultural perspective of agency in primary contexts: Validation of the student agency profile across multiple sites

“Making Sure the Books Check Every Box”: Preservice Teachers Learning to Select Texts for Reading Instruction

Elementary Teacher Candidates’ Views of Children’s Literature on Climate Change

The impact of interviewing a reading interventionist on preservice teachers’ self-efficacy and views of reading instruction

“CATERing” to Readers' Needs with AI: Innovation in Text Design and Instruction

Who Has Authority over Their Knowledge? A Case Study of Academic Language Use in Science Education

Teacher Candidates’ Perceptions of Peer and Instructor Feedback Through Video Annotations: Whose Advice Do They Prefer?

“Close to my Heart”: Teacher Educators Building Racial Literacies

Better than Nothing? An Analysis of AI-Generated Lesson Plans Using the Universal Design for Learning & Transition Frameworks

‘Credible, but not really reliable’: teachers' responses to children's literature on energy production and the environment

“Batting” around Ideas: A Design/Development Study of Preservice Teachers’ Knowledge of Text Difficulty and Text Complexity

How do Teachers use Inquiry and Advocacy as Curriculum? A Longitudinal Study

Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools

Beyond pedagogy: the role of epistemic orientation and knowledge generation environments in early childhood science teaching

Refinement of an instrument measuring science teachers’ knowledge of language through mixed method

How do on-site teacher educators approach professional development? A study of insider/outsider hybridity

“It’s all in the moment”: a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches

Early Childhood Science Teachers’ Epistemic Orientations: A Foundation for Enacting Relational Care Through Dialogue

Teacher Educator and In-Service Teachers’ Self-Efficacy and Professional Literacy Knowledge in the Context of the Science of Reading Era

Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches?

Using Peer Coaching to Promote Adaptive Literacy Teaching in Preservice Teacher Education

Collaborators (6)

Jee Kyung Suh

Gavin W. Fulmer

Brian Hand

Samuel DeJulio

Margaret Vaughn

Oddny Judith Solheim

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