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Lauren Harris

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Associate Professor
Faculty, WEST Campus, Mailcode 3151
Associate Professor
Faculty, WEST Campus, Mailcode 3151
Affiliated Faculty
Faculty, WEST Campus, Mailcode 3151
Lincoln Center Affiliated Faculty
Faculty, WEST Campus, Mailcode 3151
Biography: 

Lauren McArthur Harris is an associate professor of history education with a joint appointment in the Mary Lou Fulton Teachers College and the School of Historical, Philosophical and Religious Studies. Her work focuses on representations of history in curricular resources and investigates how teachers teach history in schools. Professor Harris is a former ninth grade world history teacher in Arlington, VA. She has published in journals such as Cognition and InstructionTheory and Research in Social Education, and the Journal of Curriculum Studies. Harris is an associate editor for the journal Education Policy Analysis Archives and serves on the editorial board of Theory and Research in Social Education. She is co-editor with Scott Metzger of the Wiley International Handbook of History Teaching and Learning (2018).

Education: 
  • Ph.D. Educational Studies, University of Michigan
  • M.Ed.  Secondary Social Studies Education, George Mason University
  • B.A.. History, Colorado College

 

Research Interests: 

Guiding Research Questions:

  • How do curricular resources represent history content and pedagogies?
  • How do history teachers make decisions about what to teach in an increasingly interconnected world?
  • In what ways do teachers teach "difficult histories"?

Current Research Projects:

Following recent work on an interdisciplinary research project on the ethics and practice of teaching comparative genocide (see Harris, Reid, Benkert, & Bruner, 2019), Harris is co-editing a book for Teachers College Press on the teaching of difficult histories. In this book, practitioners’ (K-12 teachers and museum educators) voices and classrooms will be at the center of the chapters, providing readers with a rare picture of how teachers plan for, teach, and reflect on difficult histories. Chapter topics include teaching about 9/11, genocide and mass atrocities, racial violence, Black history, Indigenous resistance, immigration, and criminal justice reform.

Harris is working with a research team to investigate the nature and quality of history resources on a popular online curricular site. See here for a recent article in Slate that discusses some of our research findings.

Publications: 

Girard, B., Harris, L. M., Mayger, L., *Kessner, T., & *Reid, S. F  (2021). “There’s no way we can teach all of this”: Factors that influence secondary history teachers’ content choices. Theory & Research in Social Education. https://doi.org/10.1080/00933104.2020.1855280.  https://www.tandfonline.com/eprint/WATBTJWEEP3VANFPFRWY/full?target=10.1080/00933104.2020.1855280

Harris, L. M., & Girard, B. (2020). Evaluating the support of teacher choice in state history standards. The History Teacher, 43(4), 613-633. http://www.societyforhistoryeducation.org/pdfs/A20_Harris_and_Girard.pdf

Halvorsen, A-L., Harris, L. M., Doornbos, L., & MIssias, M. T. (in press). Lesson study in historical inquiry. Teachers working across rural communities. Teaching and Teacher Education, 97https://doi.org/10.1016/j.tate.2020.103206 

Shelton, C., Archambault, L., & Harris, L. M. (2020, August 7). Lesson plan platforms for teachers have a racism problem. Slate. https://slate.com/technology/2020/08/teachers-paying-teachers-racist-materials.html

Lee, M. & Harris, L. M. (in press). Teachers’ organization of world history in South Korea: Challenges and opportunities for curriculum and practice. Journal of Social Studies Research. https://doi.org/10.1016/j.jssr.2020.05.002

Harris, L. M., Reid, S. F., Benkert, V., & Bruner, J. (2019). Investigating comparative genocide teaching in two high school classrooms. Theory & Research in Social Education, 47(4), 497-525. https://doi.org/10.1080/00933104.2019.1635058

Halvorsen, A., Harris, L. M., & Doornbos, L., Missias, M.T. (2019). Community in context: Professional development for teaching historical inquiry. Teacher Education Quarterly, 42(2), 81-113.

Metzger, S. A. & Harris, L. M. (Eds.). (2018). Wiley international handbook of history teaching and learning. West Sussex, UK: John Wiley & Sons, Inc. Website

Girard, B. & Harris, L.M.+ (2018). Global and world history education. In Metzger, S.A. & Harris, L.M. (Eds.), Wiley international handbook of history teaching and learning. West Sussex, UK: John Wiley & Sons, Inc.

Harris, L. M. (2017). Six degrees of the Mongol Empire: Using thought experiments to prepare world history teachers. The History Teacher50(3). 381-401. http://www.societyforhistoryeducation.org/pdfs/M17_Harris.pdf

Harris, L. M., Shreiner, T. L., & *Hoelting, M. (2017). Examining an ambitious world history teacher’s knowledge for planning. Journal of Social Studies Research41(2)117-130. http://dx.doi.org/10.1016/j.jssr.2016.08.003

Harris, L. M., Hutchinson, M., Benkert, V., Bruner, J., Lundin, A. E. (2017). Teaching, learning, and researching genocide comparatively. World History Connected, 14(2). Available: http://worldhistoryconnected.press.illinois.edu/14.2/forum_bruner.html

Bruner, J., Benkert, V., Harris, L. M., Hutchinson, M., & Lundin, A. E. (2017). Developing a critical comparative genocide method. World History Connected, 14(2). Available: http://worldhistoryconnected.press.illinois.edu/14.2/forum_harris.html

Harris, L. M., Halvorsen, A., & *Aponte-Martinez, G. J. (2016). "[My] family has gone through that": How high school students determine the trustworthiness of historical documents. Journal of Social Studies Research, 40(2), 109-121. http://dx.doi:10.1016/j.jssr.2015.06.007

Halvorsen, A., Harris, L. M., *Aponte-Martinez, G. J., & *Frasier, A. (2016). Does students’ heritage matter in their performance on and perceptions of historical reasoning tasks? Journal of Curriculum Studies, 48(4), 457-478http://dx.doi.org/10.1080/00220272.2015.1092585

Hutchinson, M.J., & Harris, L. M. (2016). Listening for history: Using jazz music as a primary source. Social Education80(3), 134-140.

Harris, L. M., Wirz, J. P., Hinde, E. R., Libbee, M. (2015). Exploring teachers’ use of resources to integrate geography and history. Journal of Geography, 114(4), 158-167. http://dx.doi.org/10.1080/00221341.2014.959986

Harris, L. M. (2014). Making connections for themselves and their students: Examining teachers’ organization of world history. Theory and Research in Social Education42(3), 336-374. DOI: 10.1080/00933104.2014.937547. http://www.tandfonline.com/eprint/WYAwubfyrC5pWEjy9MBg/fu

Harris, L. M. and Girard, B. (2014). Instructional significance for teaching history: A preliminary framework. Journal of Social Studies Research, 38(4), 215-225.http://dx.doi.org/10.1016/j.jssr.2014.02.003

Harris, L. M. and Shreiner, T. L. (2014). Why can’t we just look it up?  Using concept formation lessons to teach global patterns and local cases in world history. World History Connected, 11(2). Available: http://worldhistoryconnected.press.illinois.edu/11.2/harris.html

Girard, B. and Harris, L. M. (2013). Considering world history as a space for developing global citizenship competencies. The Educational Forum77(4), 438-449. http://dx.doi.org/10.1080/00131725.2013.822042

Harris, L. M. (2012).  Conceptual devices in the work of world historians. Cognition and Instruction30(4), 312-358. http://dx.doi.org/10.1080/07370008.2012.716884

Girard, B. and Harris, L. M. (2012). Striving for disciplinary literacy instruction: Cognitive tools in a world history course. Theory and Research in Social Education, 40(3), 230-259. http://dx.doi.org/10.1080/00933104.2012.705183

Harris, L. M. and Bain, R. B. (2011).  Pedagogical content knowledge for world history teachers: What is it? How might prospective teachers develop it?  The Social Studies102(1), 9-17. http://dx.doi.org/10.1080/00377996.2011.532724

Harris, L. M. and Hamilton, S. (2009). “Challenges and opportunities: Reflections on teaching big history discussion sections,” World History Connected6(3). Available: http://worldhistoryconnected.press.illinois.edu/6.3/hamilton.html

Spring 2021
Course NumberCourse Title
TEL 710Innov Disseminating Res
TEL 780Practicum
TEL 792Research
DCI 799Dissertation
Fall 2020
Course NumberCourse Title
HST 480Mthd Tch Hist: Clsrm Resources
DCI 790Reading and Conference
DCI 792Research
EPA 792Research
TEL 792Research
DCI 799Dissertation
Spring 2020
Course NumberCourse Title
DCI 799Dissertation
Fall 2019
Course NumberCourse Title
HST 480Mthd Tch Hist: Clsrm Resources
SED 494Special Topics
DCI 790Reading and Conference
EPA 792Research
DCI 792Research
Spring 2019
Course NumberCourse Title
TEL 780Practicum
TEL 791Seminar
TEL 799Dissertation
Fall 2018
Course NumberCourse Title
TEL 780Practicum
DCI 790Reading and Conference
TEL 791Seminar
EPA 792Research
DCI 792Research
TEL 799Dissertation
Summer 2018
Course NumberCourse Title
TEL 780Practicum
TEL 791Seminar
Spring 2018
Course NumberCourse Title
HST 480Mthd Tch Hist: Clsrm Resources
TEL 780Practicum
TEL 791Seminar
TEL 792Research
Fall 2017
Course NumberCourse Title
HST 480Mthd Tch Hist: Clsrm Resources
DCI 790Reading and Conference
TEL 792Research
Spring 2017
Course NumberCourse Title
SED 480Spec Mthds Teaching Soc Studie
HST 480Mthd Tch Hist: Clsrm Resources
Fall 2016
Course NumberCourse Title
HST 480Mthd Tch Hist: Clsrm Resources
SED 494Special Topics
Honors / Awards: 

2014 Mary Lou Fulton Teachers College Faculty Achievement Award: Promising Research Scholar, Arizona State University

Editorships: 

Associate Editor, Education Policy Analysis Archives (2017-2022) http://epaa.asu.edu/ojs/

Editorial Board, Theory & Research in Social Education (2016-present) http://www.tandfonline.com/loi/utrs20

Professional Associations: 

American Educational Research Association (Division K; Teaching History SIG; Social Studies Research SIG), Arizona Council for History Education, Arizona Council for the Social Studies, National Council for History Education, National Council for the Social Studies: College and University Faculty Assembly, Phi Alpha Theta National History Honor Society, Society for History Education

Graduate Faculties / Mentoring History: 

Mary Lou Fulton Teachers College

School of Historical, Philosophical, and Religious Studies

Service: 

(Selected)

2015-present  National Advisory Board Member, The Society for History Education

2011-present  Course Coordinator, Special Methods in Teaching Social Studies (SED 480) and Methods of Teaching Social Studies in Secondary Schools (SED 494). Mary Lou Fulton Teachers College, Arizona State University.

2018-2019   Lead Strategist, Secondary Education Program, Mary Lou Fulton Teachers College, Arizona State University

2012-2018  Board Member, Arizona Council for History Education.

2017-2018   Chair, Curriculum Committee, Mary Lou Fulton Teachers College, Arizona State University

2015-2016     Secretary/Treasurer, AERA Teaching History Special Interest Group (SIG)

2014-2015     Chair, AERA Teaching History Special Interest Group (SIG)

2014-2015       Member, Social Studies Search Committee. Mary Lou Fulton Teachers College, Arizona State University.

2013-2015       Selection Committee Member, National Council for the Social Studies Grant for the Enhancement of Geographic Literacy

2013-2014       Program Chair, AERA Teaching History Special Interest Group (SIG)

2012-2014       Representative, National Council for the Social Studies House of Delegates, CUFA representative.