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Kate T. Anderson

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Associate Professor
Faculty, TEMPE Campus, Mailcode 1811
Biography

Kate T. Anderson's research draws on traditions in sociolinguistics, anthropology, and literacy studies with primary methodological expertise in discourse analysis, ethnography, and other forms of qualitative inquiry surrounding classroom interactions and ideologies of language and learning. Professor Anderson has applied her interdisciplinary training to multiple educational contexts through collaborations with youth, teachers, and community centers in the U.S. and Singapore. Her educational research agenda interrogates the role of ideologies in constructing everyday notions of social difference, regarding ability, race, language learning, and other social categories and constructions.

Professor Anderson is interested in understanding how people and institutions--through intersections of talk, action, and policy--shape students' opportunity to learn and be viewed as successful. She seeks to understand how inequities around student learning opportunities might be addressed through interdisciplinary research and practice. Professor Anderson is also the co-lead editor of the journal Linguistics and Education. 

In addition to her research, Professor Anderson teaches qualitative methods courses and linguistics courses in bilingual education in the division of educational leadership and innovation in the Mary Lou Fulton Teachers College. One current project examines how teachers make sense of linguistically diverse students' abilities and needs. Kate and her research team aim to help local teachers best serve the diverse refugee, immigrant, and other linguistically marginalized student populations by exploring intersections between multiple stakeholder assumptions, articulated community needs, and present educational realities. This project will be expanding to involve teachers across the U.S. including in-service teachers enrolled in online master's classes.

Education
  • Ph.D. Sociolinguistics, University of Georgia 2006
  • Interdisciplinary Graduate Certificate in Qualitative Studies, The University of Georgia 2006
  • Bachelor's degree. Music, New York University 2000
Research Interests

Guiding Research Questions:

  • How do different types of stakeholders (teachers, students, parents, schools, policymakers, researchers) make sense of learning processes, the goals of education, and the individuals involved; and how do these stakeholders shape what we take for granted as ability, academic English, and paths to success, both at systemic and individual levels?
  • In what ways do researchers’ methods and perspectives shape the types of questions we ask and answers we find?
  • How can researchers be more expansive and reflexive about our collective efforts to understand, represent, and shape educational research, policy, and practice?

Current Research Projects:

Dr. Anderson is currently engaged in a project examining how teachers make sense of linguistically diverse students’ abilities and needs. Kate and her research team are aiming to help local teachers working with refugee and immigrant students as well as other linguistically marginalized students best serve these diverse populations by exploring intersections between multiple stakeholder assumptions, articulated community needs, and present educational realities. This project also includes in-service teachers enrolled in online masters classes and will be expanding to include teachers across the U.S.

Publications

 

Anderson, K.T., Stewart, O.G., & Kachorsky, D. (2017). Seeing academically marginalized students’ multimodal authoring from a position of strength. Written Communication, 34(2), 104-134. doi:10.1177/0741088317699897

Anderson, K.T. (2017). Leveraging researcher reflexivity to consider a classroom event over time: Reflexive discourse analysis of ‘what counts.’ Classroom Discourse, 8(1), 36-54. doi:10.1080/19463014.2016.1271742

Anderson, K.T. (2015). The discursive construction of lower-tracked students: Ideologies of meritocracy and the politics of education. Education Policy Analysis Archives, 23(110), doi:10.14507/epaa.v23.2141

Fall 2018
Course NumberCourse Title
BLE 535Sociolinguistic Iss/Bilingual
DCI 784Internship
EPA 790Reading and Conference
DCI 790Reading and Conference
EPA 799Dissertation
DCI 799Dissertation
Summer 2018
Course NumberCourse Title
BLE 537Language Structure Acquisition
DCI 799Dissertation
Spring 2018
Course NumberCourse Title
BLE 597Capstone
DCI 691Seminar
DCI 784Internship
DCI 799Dissertation
Fall 2017
Course NumberCourse Title
COE 503Intro to Qualitative Research
BLE 535Sociolinguistic Iss/Bilingual
EPA 790Reading and Conference
DCI 790Reading and Conference
DCI 799Dissertation
Summer 2017
Course NumberCourse Title
BLE 537Language Structure Acquisition
DCI 799Dissertation
Spring 2017
Course NumberCourse Title
COE 503Intro to Qualitative Research
DCI 784Internship
DCI 799Dissertation
Fall 2016
Course NumberCourse Title
BLE 535Sociolinguistic Iss/Bilingual
DCI 790Reading and Conference
DCI 799Dissertation
Summer 2016
Course NumberCourse Title
BLE 537Language Structure Acquisition
Spring 2016
Course NumberCourse Title
COE 503Intro to Qualitative Research
EPA 691Seminar
DCI 784Internship
Fall 2015
Course NumberCourse Title
BLE 535Sociolinguistic Iss/Bilingual
EPA 691Seminar
DCI 790Reading and Conference
Summer 2015
Course NumberCourse Title
BLE 537Language Structure Acquisition
Spring 2015
Course NumberCourse Title
COE 503Intro to Qualitative Research
DCI 691Seminar
DCI 784Internship
Fall 2014
Course NumberCourse Title
COE 503Intro to Qualitative Research
BLE 535Sociolinguistic Iss/Bilingual
DCI 790Reading and Conference
Summer 2014
Course NumberCourse Title
BLE 537Language Structure Acquisition
Spring 2014
Course NumberCourse Title
COE 503Intro to Qualitative Research
DCI 691Seminar
DCI 784Internship