Paula M. Carbone
Associate (Teaching) Professor of Education
PhD, University of California, Los Angeles
Dr. Paula M. Carbone is an Associate Professor of Clinical Education at Rossier. Her research interests center on teacher preparation in secondary, urban contexts. She is also an expert in the area of promoting equity and access in urban education through literacy, specifically policy implications and academic writing.
Her current research focuses on literacy pedagogy, specifically with bi-lingual and bi-cultural students in Generation 1.5. She is investigating writing instruction in varied secondary, urban contexts over time for models of teaching with students who have not had rigorous, consistent experiences with academic writing. Dr. Carbone is also investigating pre-service teachers and online instruction, looking at the relationship of theory-into-practice.
Before coming to Rossier Carbone was a high school teacher in Los Angeles where she encountered firsthand the significant number of underrepresented students recycled through remediation, effectively constraining their access to rigorous, consistent experiences with academic literacy, inspiring her field of interest. Carbone received her Ph.D. in Education from the University of California, Los Angeles, her M.Ed. from the University of California, Los Angeles and a Bachelor of Fine Arts in Theater Education and Language Arts from Boston University, College of Fine Arts.
Current research is focused on the trajectories of first year English Language Arts teachers in secondary settings and their implementation of strategic learning from their teacher education preparation, especially in writing instruction and assessment.
EDUC 421 Global Issues: Impact on Educational Outcomes
Education Minor: Education and Society
The purpose of the course is to situate U.S. education within the global context, and examine the impact of global issues on education (nationally and internationally) in the 21st Century. This course examines global issues and their impact on educational outcomes. Focus is on situating U.S. schools within a global context, examining possible causal effects on disparities in educational outcomes between the U.S. and other nations.
EDUC 670: Introduction to Curriculum & Pedagogy in Urban Secondary Schools
This course is a general introduction to curriculum and instruction (pedagogy) affecting teaching and learning across disciplines, grade levels, and different social contexts of schooling. The understandings of the theories and research related to curriculum design and instructional models is a prerequisite to the development of professionalism and prospective teachers’ abilities to implement and advocate for appropriate practices responsive to needs, interests, abilities of K-12 students in all educational settings. The explicit knowledge of curriculum designs and instructional models is intended to provide the foundation to assist educators in becoming “teacher leaders” within the classroom, school, district, and community/state/federal context.
EDUC 673 & 677: Application of Curriculum & Pedagogy in Urban English Language Arts Classrooms, Parts A & B
This course is designed for candidates to apply content knowledge of English Language Arts using pedagogical approaches that promote complex, rigorous, and appropriately challenging learning. The major goals are to engage students in meaningful learning using dialogic discussions, culturally situated skills development, problem-posing inquiry, and and other competencies in ELA to facilitate instruction that enables learners to become collaborative and independent problem-solvers, as well as critical and creative thinkers. Antiracist pedagogy frames the course as an Enduring Understanding that Eurocentric approaches to planning, teaching, and assessing should be reframed to include Black, Indigenous, and People of Color’s (BIPOC) perspectives and knowledge.
Thematic Chair for Ed.D dissertation students in the Organizational Change and Leadership Program. Mentor their research and writing skills as they complete their dissertations.
Carbone, P. M. (2017). Multimodal composing: Engaging diverse learners in AP English Language and Composition. Gifted Education Quarterly, Winter 2017. Available at http://giftededucationcommunicator.com/gec-winter-2017/
Carbone, P. M. (2016, June 03). [Review of the book Urban teaching: the essentials, (3rd. ed.)]. Teachers College Record, http://www.tcrecord.org
Carbone, P. M. (2014). Aristotle in the classroom: scaffolding the rhetorical situation. Voices in the Middle, 21(3), 41-48.
Carbone, P. M., & Reynolds, R. (2013). Considering Community Literacies in the Secondary Classroom: A Collaborative Teacher and Researcher Study Group. Teacher Development.
Carbone, P. M. (2012). Writing Instruction to Support Generation 1.5 Students’ Acquisition of Academic Persuasive Writing. In B. Yoon & H. K. Kim (Eds.). Teachers’ roles in second language learning: Classroom applications of sociocultural theory. Charlotte, NC: Information Age Publishing, Inc.
Carbone, P. M. (2010). Using commonplace books to help students develop multiple perspectives. English Journal, 99(6).
Carbone, P. M., & Orellana, M. F. (2010). Developing academic identities: Persuasive writing as a tool to strengthen emergent academic identities. Research in the Teaching of English, 44(3), 292-316.
Martínez, R., Orellana, M., Pacheco, M., & Carbone, P. (2008). Translating Voices: Connecting Bilingual Youths’ Translation Experiences to Academic Writing. Language Arts, 85(6), 21-431.
Pacheco, M., Carbone, P., & Martínez, R. (2006). Professional book reviews: Learning from multilingual and multicultural students to plan literacy curriculum. Language Arts, 84(2), 194-6.