Karin Sprow Forté, D.Ed.

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Assistant Teaching Professor of Teacher Education and Adult Education, School of Behavioral Sciences and Education
Professor-in-Charge, English as a Second Language (ESL) Program Specialist and Leadership Certificate Program
Office Phone
Office Location
Olmsted, W331
M-F, 9-11:30
Biography

Karin Sprow Forté is the Professor-in-Charge for the ESL Program Specialist and Leadership Program, Assistant 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.

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. (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. 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., 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)

Course Schedule
ADTED 460
ADTED 502
ADTED 510
ADTED 580
ADTED 594
C&I 280
EDUC 466
EDUC 467
EDUC 468
EDUC 469
EDUC 475
EDUC 495
EDUC 520
EDUC 591