Office Hours
Biography
Karin Sprow Forté is the Professor-in-Charge for the ESL Program Specialist Certification Program, Associate Teaching Professor for Lifelong Learning and Adult Education and Teacher Education in the School of Behavioral Sciences and Education, and a member of the Graduate Faculty at Penn State Harrisburg. Her research explores the influence of sociocultural factors in education, teacher education, and clinical experiences, with a focus on critical perspectives, ESL, and online education.
Research Interests
- Social justice
- Adult learning
- English as a Second Language Teaching and Learning
- Second language acquisition
- Transformative learning
- Teacher preparation
- Professional Development
- Clinical Experiences
Publications
Sprow Forté, K. (2018). Why we need bridges. In Benoit, A., and Stevens, K. (Eds.) Leaps of Faith: Stories from Working-Class Scholars in Adult and Higher Education. 2018 Adult and Higher Education Association Book Series.
Sprow Forté, K. (2014). Adult financial literacy education: A sociocultural perspective. In Sprow Forté, K., Taylor, E. W., & Tisdell, E. J. (eds.). Financial Literacy and Adult Education, New Directions in Adult and Continuing Education. San Francisco: Jossey-Bass.
Sprow Forté, K. (2012). Educating Latinas for financial literacy: A case study. Adult Education Quarterly, 63(3), 215-235.
Sprow, K. (2008). Spirituality with poetic assistance. Adult Learning, 17(1-4), 7-10.
Sprow Forté, K., & Blouin, D. (2016). Fostering transformative learning in an online ESL professional development program for K-12 teachers. The Qualitative Report, (21)4, 781-797.
Sprow Forté, K. & Meister, D. G. (August, 2015). Building Support for English Language Learners: Strategies for Creating a School Culture of Academic Success. Research Brief 8. Camp Hill, PA: Center for Schools and Communities, Capital Area Intermediate Unit.
Sprow Forté, K., Taylor, E. W., & Tisdell, E. J. (Eds.) (2014). Financial Literacy and Adult Education, New Directions in Adult and Continuing Education. San Francisco: Jossey-Bass.
Sprow Forté, K., Wilburne, J. M., & Swogger, M. J. (In-press, 2021). Building a teacher residency
collaborative: Mapping the synergistic activities to the continuum of clinical partnership development and growth. In Preparing Quality Teachers: Advances in Clinical Practice. Information Age Publishing.
Ingerick, P. A., & Sprow Forté, K. (February, 2020). Learning through reflection on social media: Can social justice be served? Dialogues in Social Justice: An Adult Education Journal.
Tisdell, E. J., Taylor, E. W., & Sprow Forté, K. (2012). Teaching financial literacy: A survey of community-based educators. International Journal of Consumer Studies, 36(5), 531-538.
Tisdell, E. J., Taylor, E. W., & Sprow Forté, K. (2013). Community based financial literacy adult
education in a cultural context: A study of teacher beliefs and pedagogical practice. Adult Education Quarterly, 63(4), 338-356.
Tisdell, E., Taylor, E., & Sprow, K. (2010). Financial Literacy Education for Adult Learners in Community-Based Programs: Report on the Mixed Method Study of Financial Educators. Denver, CO: National Endowment for Financial Education©.
Tisdell, E., Taylor, E., & Sprow, K. (2010). Toward a Culturally Responsive and Transformative Learning Approach to Financial Literacy Education for Adult Learners in Community-Based Programs: A Practical Resource for Financial Educators. Denver, CO: National Endowment for Financial Education©.
Velott, D., and Sprow Forté, K. (2019). Toward health equity: Mindfulness and cultural humility as adult education. In Tisdell, E. J., Gupta, K., & Archuleta, K. (Eds.) Medication and Mindfulness in Adult Education. New Direction for Adult and Continuing Education. San Francisco: Jossey-Bass.
Education
D.Ed. (PSU)
M.A. (The University of Illinois)
B.A., M.A. (The University of Alabama)