Karen Thompson

Assistant Professor
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Office: 541-737-2988

Joyce Collin Furman Hall

Joyce Collin Furman Hall 301B

200 SW 15th Street

200 SW 15th Street
Corvallis, OR 97331
Credentials: 
Ph.D. in Educational Linguistics, Stanford University, 2012
M.A. in Education; Bilingual, Crosscultural, Language and Academic Development Teaching Credential, University of California, Berkeley, 2002
B.A. with double major in English and American Literature and in Political Science, Brown University, 1996
Curriculum Vitae: 

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At OSU
Affiliated with: 
College of Education
Headquarters: 
OSU Main Campus
Research/Career Interests: 

Dr. Thompson’s research addresses how curriculum and instruction, teacher education, and policy interact to shape the classroom experiences of multilingual students in K-12 schools. In one strand of this research, Dr. Thompson collaborates with education agencies in researcher-practitioner partnerships to analyze longitudinal data about multilingual students in novel ways that inform policy and practice. Currently, Dr. Thompson serves as the Principal Investigator for the ODE/OSU English Language Learner Partnership, funded by the Institute of Education Sciences and the Spencer Foundation. In another strand of her research, Dr. Thompson focuses on developing innovative ways for teachers to develop the necessary knowledge and skills to meet the needs of multilingual students. She led OSU’s first Massive Open Online Course, in partnership with the Oregon Department of Education and Stanford University, providing professional development for over 5,000 teachers. She also serves as Principal Investigator for the Teachers Educating All Multilingual Students (TEAMS) project. Funded by the Office of English Language Acquisition, the TEAMS project supports clusters of teachers from five Oregon districts in completing online coursework leading to state endorsements for working with English learner students. Dr. Thompson’s work has been published in Educational Researcher, the American Educational Research Journal, and the Journal of Policy Analysis and Management, among other venues.


Selected Publications:

Robinson-Cimpian, J. P., Thompson, K. D., & Umanksy, I. M. (2016). Research and policy considerations for English learner equityPolicy Insights from the Behavioral and Brain Sciences, 3(1), 129-137.

Robinson-Cimpian, J. P. & Thompson, K. D. (2015). The effects of changing test-based policies for reclassifying English learnersJournal of Policy Analysis and Management. Advance online publication. doi: 10.1002/pam.21882

Thompson, K. D. (2015). Questioning the Long-Term English Learner label: How classification and categorization can blind us to students’ abilitiesTeachers College Record, 117(12), 1-50.

Thompson, K. D. (2015). English learners’ time to reclassification: An analysisEducational Policy. Advance online publication. doi: 10.1177/0895904815598394

Thompson, K. D. (2013). Is separate always unequal? A philosophical examination of ideas of equality in key cases regarding racial and linguistic minorities in educationAmerican Educational Research Journal, 50(6), 1249-1278.

Hopkins, M., Thompson, K. D., Linquanti, R., August, D., & Hakuta, K. (2013). Fully accounting for English learner performance: A key issue in ESEA reauthorization. Educational Researcher, 42(2): 101-108.

Thompson, K. D. and Hakuta, K. (2011). Education and bilingualism. In J. P. Gee and M. Handford (Eds.), The Routledge handbook of discourse analysis (pp. 396-411). New York: Routledge.

Wentworth, L., Pellegrin, N., Thompson, K. D., & Hakuta, K.  (2010). Proposition 227 in California: A long-term appraisal of its impact on language minority student achievement. In P. Gándara and M. Hopkins (Eds.), Forbidden language: English learners and restricted language policies (pp. 37-49). New York: Teachers College Press.

Biography

Dr. Karen Thompson holds a Ph.D. in Educational Linguistics from Stanford University and an M.A. in Education from the University of California, Berkeley, where she also earned an elementary bilingual teaching credential. Prior to entering academia, Dr. Thompson spent more than a decade working with English language learners in California public schools as a bilingual teacher, after-school program coordinator, and school reform consultant. As both a teacher educator and a policy researcher, she works to improve the experiences of multilingual students in U.S. schools.