Catherine Lammert, Ph.D.
Dr. Catherine Lammert is an Assistant Professor in the Department of Teacher Education.
Since 2021, she has served as anchor faculty in undergraduate literacy teacher education
in the College of Education. Broadly, her research focuses on the uses of field-based
experiences, practice-based research, and interdisciplinary approaches to cultivate
literacy preservice teacher adaptiveness. In 2020, she was honored to receive the
Dissertation Award for Literacy Excellence from the Research in Reading & Literacy
Special Interest Group of the American Educational Research Association for her study
titled: Inquiry, Advocacy, and Practice-Based Research: Transformative Possibilities in Literacy
Preservice Teacher Education. Her current research focuses on the ways discourse analysis and topic modeling can
support the development of new instrumentation to measure teacher adaptiveness, particularly
in relation to preservice literacy teachers' selection of texts for teaching reading.
- Postdoc in Teaching and Learning at The University of Iowa, 2019- 2021
- Ph.D. in Curriculum and Instruction from The University of Texas at Austin, 2015- 2019
- M.S. in Educational Psychology from The University of Wisconsin- Madison, 2012- 2014
- B.A. in English and Elementary/ Middle Grades Education from Marquette University, 2006- 2010
Areas of Expertise
- Field-Based Teacher Education
- Literacy Teacher Adaptiveness
- Practice-Based Research
- Activism as Curriculum
- Disciplinary Literacy
- National Literacy Campaigns
Lammert, C., & Tily, S. E. (2022). Using Peer Coaching to Promote Adaptive Literacy Teaching in Preservice Teacher Education. The New Educator, https://doi.org/10.1080/1547688X.2022.2097753
Lammert, C., Suh, J. K., Hand, B., & Fulmer, G., (2022). Is Epistemic Orientation the Chicken or the Egg in Professional Development for Knowledge Generation Approaches? Teaching and Teacher Education, 116. https://doi.org/10.1016/j.tate.2022.103747
Lammert, C., Hand, B., Suh, J. K., & Fulmer, G., (2022). “It's all in the moment”: A Mixed-Methods Study of Elementary Science Teacher Adaptiveness following Professional Development on Knowledge Generation Approaches. Disciplinary and Interdisciplinary Science Education Research, 4(12). https://doi.org/10.1186/s43031-022-00052-3
Lammert, C., Allen, K., Van Wig, A., & Worthen, B., (2022). Teacher Educator and In-Service Teachers' Self-Efficacy and Professional Literacy Knowledge in the Context of the Science of Reading Era. The Teacher Educator, 57(1), 1- 26.
Lammert, C., (2022). A Review of Literacy Preservice Teachers' Engagement in Research: Operationalizing Critical Reflexivity to Explore Possibilities for Growing Racial Literacy. Journal of Language & Literacy Education, 18(1), 1-29.
Lammert, C., & Behyl, J. (2021). “But what happened to your dog?”: Inquiry into immigration in a first-grade Texas classroom. English in Texas, 50(2), 12-16.
Hoffman, J. V., Lammert, C., DeJulio, S., Tily, S., & Svrcek, N. (2020). Preservice teachers engaging elementary students in an activist curriculum. Research in the Teaching of English, 55(1), 9-31.
Lammert, C., DeWalt, L., & Wetzel, M. M. (2020). “Becoming” a mentor between reflective and evaluative discourses: A case study of identity development. Teaching and Teacher Education (96), 1-10.
Lammert, C. (2020). Becoming inquirers: A review of research on inquiry methods in literacy preservice teacher preparation. Literacy Research and Instruction, 59(2), 1-27.
Lammert, C., & Riordan, E. (2019). “She's not going to tell you what to ask:” Strategies for writing in science. The Reading Teacher, 72(7), 367-373.
Flores, T. T., Khan Vlach, S., & Lammert, C. (2019). The role of children's literature in cultivating preservice teachers as transformative intellectuals: A literature review. Journal of Literacy Research, 51(2), 214-232.
Hoffman, J. V., DeJulio, S., & Lammert, C. (2018).Transforming Literacy Teacher Preparation: Practice Makes Possible. [Literacy Leadership Brief]. International Literacy Association. Available at: https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-transforming-literacy-teacher-preparation.pdf?sfvrsn=fb40bb8e_6
Lammert, C. (PI). (2021). Can we Prepare Elementary Teachers to Select Texts that both Authentically Reflect Racial Diversity and are Appropriately Complex for Teaching Reading? National Council for Teachers of English (NCTE) English Language Arts Teacher Education Research Initiative. https://ncte.org/groups/elate/research-initiative/
College of Education
AddressTexas Tech University, College of Education, 3002 18th Street Lubbock, TX 79409