Early in my research career, I worked closely with early childhood and mathematics education experts to develop and implement a professional development program for prekindergarten (Pre-K) teachers. This work was particularly relevant as universal prekindergarten was beginning to be adopted by states across the United States. The professional development focused on developmentally and culturally responsive pedagogy and curriculum, with a particular focus on the Funds of Knowledge framework and approach, which became the focus of my PhD dissertation and subsequent publications.
Martinez Negrette, G. & Karabon, A. (2019). Figuring Math: Knowledge and Agency in a Bilingual Early Childhood Classroom. Journal of Latinos and Education. https://doi.org/10.1080/15348431.2019.1702044
Karabon, A. (2019). The use of mathematics in early childhood classroom transitions to foster co-construction of knowledge, negotiation, and cultural mediation. Learning, Culture, and Social Interaction, 22, https://doi.org/10.1016/j.lcsi.2019.100320
Karabon, A. (2017). They’re lovin’ it: how preschool children mediated their funds of knowledge into dramatic play. Early Childhood Development and Care, 187(5-6), 896-909. https://doi.org/10.1080/03004430.2016.1234467
Whyte, K. & Karabon, A. (2016). Transforming teacher-family relationships: Shifting roles and perceptions of home visits through the Funds of Knowledge Approach. Early Years: An International Research Journal, 36(2), 207-221.
Graue, E., Whyte, K., & Karabon, A. (2015). The power of improvisational teaching. Teaching and Teacher Education, 48, 13-21.
Graue, E., Karabon, A., Delaney, K., Whyte, K., Kim, J., & Wager, A. (March 2015). Imagining a future in prek: How professional identity shapes notions of early childhood mathematics. Anthropology & Education Quarterly, 46(1), 37-54.