- Ph.D., University of Chicago, Educational Psychology, 1994
- M.A., University of Chicago, Educational Psychology, 1991
- M.S., Florida State University, Speech Pathology, 1980
- B.A., University of Florida, Speech Pathology, 1978
Teaching and Research Interests
My research, design and analytic efforts are aimed towards (1) supporting students with low literacy skills and non-English background learners’ access to (a) developmental mathematics and statistics; (b) middle and high school science curricula. Design activities involve analysis of mathematics and science curricular and assessment materials. Research explores instructional approaches to supporting underserved students’ through language and literacy-infused mathematics and science teaching. (2) Teaching and learning through the use of digital technologies and Web 2.0 environments across learning ecologies (schooling, afterschool, community, and online). Special focus of research is on the affordances of tools to support literacy development, literacy production, and critical literacy. My theoretical influences include situated, constuctivist, reading and writing to learn perspectives on teaching and learning. Use of discourse analytic framing (social semotic analyses) to describe and compare talk in classroom, afterschool and community programs, and online contexts.
Richards, K. & Gomez, K. (2011). Impasses to innovation in the development and design of new media curriculum. Proceedings of the 2010 International Conference of the Learning Sciences. Gomez, K., Lyons, L., & Radinsky, J. (Eds).
Richards, K, & Gomez, K. (2011). Participant understandings of the affordances of Remix World.International Journal of Learning and Media.
Zywica, J., Richards, K. & Gomez , K. (2011). Examining the Design and Affordances of a Scaffolded-Social Learning Site. Special Issue of On the Horizon: Online Social Networks as Sites for Learning. p. 33-42.
Braasch, J., Lawless, K., Goldman, S., Manning, F., Gomez, K. & MacLeod, S. (2009). Evaluating search results: An empirical analysis of middle school students’ use of source attributes to select useful sources.Journal of Educational Computing Research, 41(1) 63-82.
Gomez, K. (2009). “Living the literate life”: How teachers make connections between the personal and professional literate selves. Reading Psychology. 30, 20-50.