Profile

Education

B.A.E. – University of Florida, 1993 - Elementary Education with an Early Childhood Education Concentration
M.Ed. – University of Florida, 1994 - Early Childhood Education Elementary Education with an Early Childhood Education Concentration
Ed.S. – Stetson University, 2009 - Educational Leadership
Graduate Certificate - University of Central Florida, 2018 - Serving High Needs Populations (Urban Education)
Ph.D. – University of Central Florida, 2019 – Elementary Education

Biography

Dr. Allee-Herndon earned degrees in Elementary Education (BAE and MEd) with a concentration in Early Childhood Education from the University of Florida and Educational Leadership (EdS) from Stetson University. She comes to Tift College of Education from the University of Central Florida where she earned a PhD in Education (Elementary). Throughout her 25+ year education career, Dr. Allee-Herndon has taught primary grades and worked at the school and district level facilitating professional learning for teachers and administrators Title I schools in Orange County Public Schools (Orlando, FL). She has also worked corporately to facilitate customized professional learning, support large-scale district implementations and school improvement efforts, to evaluate programs, and to develop early childhood age- and stage-appropriate curriculum at all levels of educational organizations. Currently, Dr. Allee-Herndon’s research focuses on how poverty affects cognitive development, executive function and self-regulation as predictors of school readiness and achievement, and instructional strategies (including play) to reduce achievement gaps. Dr. Allee-Herndon has been published in multiple journals including the International Journal of the Whole Child, The Reading Teacher, and Journal of Research in Childhood Education. She is also a member of multiple professional organizations like the American Educational Research Association, the  National Association for the Education of Young Children, and the National Association of Early Childhood Teacher Educators.

https://www.linkedin.com/in/karyn-a-allee-herndon-a69a3633/

Teaching

Dr. Allee-Herndon taught primary grades at Title I schools in Orange County Public Schools (Orlando, FL). She also worked at the school and district levels facilitating professional learning for teachers and administrators. After 15 years, Dr. Allee-Herndon transitioned to corporate professional development work for the next seven years. Her professional development areas of expertise were in teacher and administrator leadership development, curriculum and instruction, early childhood education, effective instructional strategies, action research, coaching, and school improvement work. Before beginning her PhD studies, Dr. Allee-Herndon returned to the public school Title I elementary classroom for one year. At the University of Central Florida, Dr. Allee-Herndon taught EDG 4410 – Teaching Strategies and Classroom Management and LAE 4314 – Language Arts in Elementary School, and her student perceptions of instruction were consistently higher than both the college and university averages. She also supervised elementary education interns during Held placement. Dr. Allee-Herndon won the University of Central Florida 2017-2018 Award for Excellence in Graduate Student Teaching. At Mercer, Dr. Allee-Herndon has taught in the Elementary MAT program (EMAT 621 – Curriculum & Instruction in Elementary Education, EMAT 636 - Essential Elements of Elementary Literacy, EMAT 637 - Creating an Elementary Literate Environment, and EMAT 671 - Teaching Science and Health in Elementary Education) and in the PhD program (EDCI 826 - Changing Views of Learner Assessment). Her teaching interests include: curriculum and instruction, teaching strategies and classroom management, neuroscience-informed teaching, developmentally appropriate practice, culturally responsive pedagogy, social justice in education, elementary education methods, authentic assessments to inform instruction, and leadership development.

Scholarship

Dr. Allee-Herndon’s early research and grant writing experiences were focused on leadership development and shifting schools’ professional development cultures to professional learning communities to increase student achievement. Recently, Dr. Allee-Herndon’s research has focused on how poverty affects student achievement and school readiness, play-based pedagogy as an approach to mitigate the effects of poverty and increase student achievement, vocabulary, executive function, purposeful play as an instructional approach to minimize mental health referrals, how voluntary pre-kindergarten affected student outcomes, and social justice, culturally relevant pedagogy, and equity in PK-12 education and teacher development. Her research interests for the near future include: the effects of poverty on developing brain architecture and cognitive development, executive function and self-regulation as predictors of school readiness and academic achievement, social-emotional learning to support academic achievement, instructional strategies (including play-based pedagogy) to decrease the achievement gap and mitigate the effects of poverty, and exploring how movement influences learning in classrooms.

Publications

Kaczmarczyk, A. B., Allee-Herndon, K. A., & Roberts, S. K. (2020). Reading, ‘riting, and racism: The modern three Rs to teach today’s anti-racist children [Invited manuscript submitted for publication]. College of Education, Mercer University.
*Allee-Herndon, K. A., Kaczmarczyk, A. B., Buchanan, R., & Geheb, E. (2020). Is it “just” planning?: Exploring the integration of social justice education in an elementary language arts methods course thematic unit [Manuscript submitted for publication]. College of Education, Mercer University.
*Allee-Herndon, K. A., Ford, D., Perrotta, K. A., Panther, L., & Cannon, S. (2020). Preparing educators in times of disruption: How College of Education students perceived the impact of the COVID-19 pandemic [Manuscript submitted for publication]. College of Education, Mercer University.
*Allee-Herndon, K. A., & Perrotta, K. (in press). Making space for teachers to create social justice brave spaces: Educational leadership that supports social justice work in classrooms. In R. Shankar-Brown (Ed.), Bending the arc towards justice: Equity-focused practices for educational leaders (pp. TBD). Information Age Publishing.
*Allee-Herndon, K. A., & Roberts, S. K. (in press). The power of purposeful play in primary grades: Adjusting pedagogy for children’s needs and academic gains. Journal of Education, 200(3), (pp. TBD). https://doi.org/10.1177/0022057420903272
*Allee-Herndon, K. A., Taylor, D. D., & Roberts, S. K. (2019). Putting play in Its place: Presenting a continuum to decrease mental health referrals and increase purposeful play in classrooms. International Journal of Play, 8(2), 1-18. https://doi.org/10.1080/21594937.2019.1643993   
*Allee-Herndon, K. A., & Roberts, S. K. (2019). Poverty, self-regulation and executive function, and learning in K-2 classrooms: A systematic literature review of current empirical research. Journal of Research in Childhood Education, 33(3), 345-362. https://doi.org/10.1080/02568543.2019.1613273
*Allee-Herndon, K. A., Kaczmarczyk, A. B., & Roberts, S. K. (2019). Book Review: What Does it Mean to be White? Developing White Racial Literacy. In Jenlink, P. M. (Ed.), Teacher Preparation at the Intersection of Race and Poverty in Today's Schools (pp. 123-126). Rowman & Littlefield.
Kaczmarczyk, A., Allee-Herndon, K. A., & Roberts, S. K. (2019). Using literacy approaches to begin the conversation on racial illiteracy. The Reading Teacher, 72(4), 523-528. https://doi.org/10.1002/trtr.1757
*Allee-Herndon, K. A., & Roberts, S. K. (2018). Neuroeducation and early elementary teaching: Retrospective innovation for promoting growth with students living in poverty. International Journal of the Whole Child, 3(2), 4-18. https://libjournals.mtsu.edu/index.php/ijwc/article/view/1136  (IJWC 2018 Outstanding Manuscript)

Service

While at the University of Central Florida, and in the years preceding, Dr. Allee-Herndon’s service contributions have included both university-affiliated, professional organization, and community-based efforts. Recently, she was an invited member of the Teacher Quality Partnership (TQP) Project (Enhancing Quality in Teacher Preparation in Mathematics within Urban Partnerships) to enhance teacher recruitment, development, and retention within the Central Florida area in partnership with the University of Central Florida, Orange County Public Schools, the Florida Department of Education, and several national centers on teacher education and mathematics. She was also a UCF LGBTQ+ Ally, supported new doctoral students and promoted UCF programs, assisted with Research and Professional Development for the Situational Environmental Circumstances Grant, and served as a member of the Serving High Needs Populations Special Interest Group. Dr. Allee-Herndon co-facilitated a joint project with the University of Central Florida and Orange County Public Schools to take EDG 4410 – Teaching Strategies and Classroom Management undergraduate students on tours of Title I schools to increase teacher candidate exposure and de-stigmatize high need schools.

At Mercer University, Dr. Allee-Herndon has contributed in a variety of ways including sitting on PhD candidate dissertation committees, serving as a member of the Assessment Committee and Vice-Chair of the Bylaws, Policies, and Procedures Committees, and working with an ad hoc group to address bias and racism in education. Over the years she has served as an invited reviewer for a variety of different scholarly journals including the Journal of Early Childhood Research, Childhood Education, the Journal of Research in Childhood Education, and Early Childhood Education Journal. Dr. Allee-Herndon is also a member of multiple professional organizations and has provided service in the form of reviewing conference proposals, facilitating sessions at conferences and volunteering time during meetings and proceedings.

In the community, Dr. Allee-Herndon volunteers at her church and her son’s high school. She has served as a volunteer member of local advisory boards and school boards such as the Sweetwater Episcopal Academy, Stetson University Teacher Advisory Board, Florida United Methodist Children’s Home In As Much Child Development Center, and the Episcopal Church of the Resurrection Vestry.