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D-Index & Metrics

Social Sciences and Humanities

D-Index
46
Citations
16443
World Ranking
3498
National Ranking
1685

Research.com Recognitions

  • 1988 - Review of Research Award, American Educational Research Association

Overview

Thomas P. Carpenter is affiliated with the University of Wisconsin-Madison in the United States. Their research primarily addresses topics within psychology and social sciences, with notable focus areas that include clinical psychology, sociology and political science, occupational therapy, and social psychology.

Carpenter's work engages extensively with themes such as eating disorders and behaviors, resilience and mental health, occupational health and performance, social and intergroup psychology, neurotransmitter receptor influence on behavior, gambling behavior and treatments, and posttraumatic stress disorder research.

Frequent collaborators in Carpenter's academic career include Suzy B. Gulliver, Rose T. Zimering, Jeffrey Knight, Sandra B. Morissette, and Barbara W. Kamholz. These collaborations have contributed to studies across multiple intersecting fields.

Among Carpenter's recent publications are:

  • A prospective study of firefighters' PTSD and depression symptoms: The first 3 years of service., 2020, Psychological Trauma Theory Research Practice and Policy
  • Evolutionary perspectives on substance and behavioural addictions: Distinct and shared pathways to understanding, prediction and prevention, 2024, Neuroscience & Biobehavioral Reviews
  • Individual Differences in Implicit Bias Can Be Measured Reliably by Administering the Same Implicit Association Test Multiple Times, 2022, Personality and Social Psychology Bulletin
  • Optimizing the scientific study of suicide with open and transparent research practices, 2021, Suicide and Life-Threatening Behavior
  • Negative Emotionality Interacts with Trauma Exposure to Prospectively Predict Posttraumatic Stress Disorder Symptoms During Firefighters' First 3 Years of Service, 2020, Journal of Traumatic Stress

Carpenter's research has been published in a range of venues, reflecting the multidisciplinary nature of their work:

  • Neuroscience & Biobehavioral Reviews
  • Psychological Trauma Theory Research Practice and Policy
  • Journal of Traumatic Stress
  • Personality and Social Psychology Bulletin
  • Suicide and Life-Threatening Behavior

Over their career, Carpenter has predominantly contributed to clinical psychology with seven publications, followed by significant work in sociology and political science, occupational therapy, and social psychology. Their focus areas underline connections between psychological resilience, mental health outcomes, and occupational performance.

An award received by Carpenter includes the Review of Research Award from the American Educational Research Association in 1988.

Best Publications

  • A LONGITUDINAL STUDY OF LEARNING TO USE CHILDREN'S THINKING IN MATHEMATICS INSTRUCTION

    Elizabeth Fennema;Thomas P. Carpenter;Megan L. Franke;Linda Levi

  • Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching: An Experimental Study

    Thomas P. Carpenter;Elizabeth Fennema;Penelope L. Peterson;Chi-Pang Chiang

  • Learning and teaching with understanding.

    James Hiebert;Thomas P. Carpenter

  • Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics

    James Hiebert;Thomas P Carpenter;Elizabeth Fennema;Karen Fuson

  • The Acquisition of Addition and Subtraction Concepts in Grades One through Three.

    Thomas P. Carpenter;James M. Moser

  • Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction

    Thomas P. Carpenter;Elizabeth Fennema;Megan L. Franke

  • Capturing Teachers’ Generative Change: A Follow-Up Study of Professional Development in Mathematics

    Megan Loef Franke;Thomas P. Carpenter;Linda Levi;Elizabeth Fennema

  • Teachers' Pedagogical Content Beliefs in Mathematics

    Penelope L. Peterson;Elizabeth Fennema;Thomas P. Carpenter;Megan Loef

  • A longitudinal study of invention and understanding in children's multidigit addition and subtraction

    Thomas P. Carpenter;Megan L. Franke;Victoria R. Jacobs;Victoria R. Jacobs;Elizabeth Fennema

  • Addition and Subtraction : A Cognitive Perspective

    Thomas P. Carpenter;James M. Moser;Thomas A. Romberg

  • Professional Development Focused on Children's Algebraic Reasoning in Elementary School

    Victoria R. Jacobs;Megan Loef Franke;Thomas P. Carpenter;Linda Levi

  • Teachers' pedagogical content knowledge of students' problem solving in elementary arithmetic

    Thomas P. Carpenter;Elizabeth Fennema;Penelope L. Peterson;Deborah A. Carey

  • Children's Conceptual Structures for Multidigit Numbers and Methods of Multidigit Addition and Subtraction.

    Karen C. Fuson;Diana Wearne;James C. Hiebert;Hanlie G. Murray

  • Teachers' attributions and beliefs about girls, boys, and mathematics

    Elizabeth Fennema;Penelope L. Peterson;Thomas P. Carpenter;Cheryl A. Lubinski

  • RESULTS OF THE SECOND NAEP MATHEMATICS ASSESSMENT: SECONDARY SCHOOL

    Thomas P. Carpenter

  • Rational numbers : an integration of research

    Thomas P. Carpenter;Elizabeth Fennema;Thomas A. Romberg

  • Understanding Teachers' Self-Sustaining, Generative Change in the Context of Professional Development.

    Megan Loef Franke;Thomas Carpenter;Elizabeth Fennema;Ellen Ansell

  • Using Children’s Mathematical Knowledge in Instruction

    Elizabeth Fennema;Megan L. Franke;Thomas P. Carpenter;Deborah A. Carey

  • A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking

    Elizabeth Fennema;Thomas P. Carpenter;Victoria R. Jacobs;Megan L. Franke

  • Models of Problem Solving: A Study of Kindergarten Children's Problem-Solving Processes.

    Thomas P. Carpenter;Ellen Ansell;Megan L. Franke;Elizabeth Fennema

Frequent Co-Authors

Elizabeth Fennema
Elizabeth Fennema University of Wisconsin–Madison
James Hiebert
James Hiebert University of Delaware
Penelope L. Peterson
Penelope L. Peterson Northwestern University
Paul Cobb
Paul Cobb Vanderbilt University

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