About Us > Staff & Faculty > Carl Corter

Carl Corter

Tel: (416) 934-4513

Email: carl.corter@utoronto.ca

Carl Corter is interested in improving policy and professional education to support children and families. His research has focused on integrated early childhood services in the community, including child care and kindergarten as well as on parenting and parental involvement in schools and other services. His current research examines policy and practice directed at the development of self- and social-regulation in early learning settings. He is Professor of Applied Psychology and Human Development at the Dr. Eric Jackman Institute of Child Study.
 

Current research grants & contracts

2011-13 – UT Connaught Global Challenge Fund. “Developmental Trajectories: A University of Toronto System-Wide Initiative to Improve Health, Learning and Society.” Lye, S. (PI), Corter, C., Fleming, A., Jenkins, J. M., Matthews, S. & Sokolowski. M. ($999,061)

2009-2013 – Social Sciences and Humanities Research Council of Canada. “Redesigning Early Childhood Services through Integrated Service Hubs in Schools: Outcomes and Scaling-up of the Toronto First Duty Model.” Corter, C. (PI), Pelletier, J. (Co-PI).
 

Representative publications

Sejal Patel & Carl Corter (2012): Building capacity for parent involvement through school-based preschool services, Early Child Development and Care, DOI:10.1080/03004430.2012.701625.

Corter, C.  (2012). Government roles in early childhood education and care in Canada. In N. Howe  & L. Prochner (Eds.), New Directions in Early Childhood Education and Care in Canada. Toronto: UofT Press. (pp. 268-285).

Corter, C., Janmohamed, Z., & Pelletier, J. (Eds.). (2012). Toronto First Duty Phase 3 Report. Toronto, ON: Atkinson Centre for Society and Child Development, OISE/University of Toronto. Available at http://www.toronto.ca/firstduty/tfd_phase3report.pdf.

Corter, C. & Pelletier, J. (2010). Schools as integrated service hubs for young children and families: Policy implications of the Toronto First Duty Project. International Journal of Child Care and Education Policy, 4(2), 1-17.

Arimura, T. & Corter, C. (2010). School-based integrated early childhood programs: Impact on the well-being of children and parents. Interaction, 20(1), 23-32.

Corter, C., Patel, S., Pelletier, J. & Bertrand, J. (2008). The Early Development Instrument as an evaluation and improvement tool for school-based, integrated services for young children and parents: the Toronto First Duty Project. Early Education and Development, 19(5), 1-22.

Corter, C., & Wolanski, A. (2008). Do contemporary kindergartens measure up to traditional standards? Curriculum Inquiry, 38(4), 483-488.

Pelletier, J., Corter, C., & Morley, E. (2007). Training inquiring teachers: A laboratory school model of preservice graduate education at the Institute of Child Study. Education and Citizenship, 6(1), 29-38.

Corter, C., & Pelletier, J. (2005). Parent and community involvement in schools: Policy panacea or pandemic? In N. Bascia, A. Cumming, A. Datnow, K. Leithwood and D. Livingstone (Eds.), International handbook of educational policy (pp. 295-327). Dordrecht, the Netherlands: Springer.

Corter, C. & Fleming, A. (2002). Psychobiology of maternal behavior in humans. In M. Bornstein (Ed.), Handbook of parenting (2nd ed.), 2 (pp. 141-181). Englewood, N. J.: Erlbaum.