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Karen Harris

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Mary Emily Warner Professor
Faculty, TEMPE Campus, Mailcode 1811
Biography

Karen R. Harris is the Warner Professor of Education. She has worked in education for over 40 years, initially as a general education teacher and then as a special education teacher. Harris has chosen to work throughout her teaching and research career in highly diverse schools in low-income areas due to her commitment to improving teaching and learning for all students. She is interested in validating instructional approaches for heterogeneous classrooms derived from integrating multiple, evidence-based theories and practices. Harris developed the evidence-based Self-Regulated Strategy Development (SRSD) model of strategies instruction. SRSD has been most extensively researched in the area of writing, although researchers have also addressed reading, math, and homework. Her current research focuses on continued refinement of SRSD, practice-based professional development in SRSD for special and general educators, development of new writing and reading strategies to address evolving writing demands and standards, and using technology to improve literacy instruction. Harris is a former editor of the Journal of Educational Psychology and the lead editor of the APA Educational Psychology Handbook. She has authored 14 books and over 200 peer-reviewed articles and chapters. Harris is a Fellow of both the American Psychological Association and the American Educational Research Association and has served in leadership roles for AERA, APA, and CEC. Recent awards include the AERA 2016, Division C; Scribner Award for a program of work that has significantly influenced thinking and research in the field of learning and instruction; and the Division K Exemplary Publication Award for research in professional development. She is a Co-PI, with Dr. Kay Wijekumar at Texas A&M, of an IES-funded grant to develop We-Write, a system integrating teacher-led instruction and a web-based intelligent tutor for developing persuasive writing (with and without source text) abilities among upper elementary school children (i.e., Grades 4 and 5). We-Write uses the self-regulated strategies development (SRSD) instructional approach to developing effective reading and persuasive writing and self-regulation strategies as well as motivation and self-efficacy for writing.

Research Interests

Learning and instruction, literacy, writing, reading for writing, self-regulation, professional development, practice-based professional development, learning disabilities, struggling learners, strategies instruction, SRSD

Current Research Projects:

Harris is Co-PI, with Dr. Kay Wijekumar at Texas A&M, of and IES funded grant to develop We-Write, a system integrating teacher-led instruction and a web-based intelligent tutor for developing persuasive writing (with and without source text) abilities among upper elementary school children (i.e., Grades 4 and 5). We-Write uses the self-regulated strategies development (SRSD) instructional approach to develop effective reading and persuasive writing and self-regulation strategies as well as motivation and self-efficacy for writing.

Harris' research team at ASU has validated a new set of strategies for reading informational text and writing to persuade at upper elementary grades aligned with Common Core and AZ State Standards. They are now validating professional development among special education teachers in using SRSD to teach these strategies as well as strategies for the writing process and self-regulation of the writing process. 

Additionally, Harris is Co-PI, with Dr. Kay Wijekumar at Texas A&M, of and IES funded grant to develop We-Write, a system integrating teacher-led instruction and a web-based intelligent tutor for developing persuasive writing (with and without source text) abilities among upper elementary school children (i.e., Grades 4 and 5). We-Write uses the self-regulated strategies development (SRSD) instructional approach to develop effective reading and persuasive writing and self-regulation strategies as well as motivation and self-efficacy for writing.

Publications

Harris, K. R., & Graham, S. (in press). Self-regulated strategy development: Theoretical bases,  critical instructional elements, and future research. In R. Fidalgo & T. Olive (Series Eds.) & R. Fidalgo, K. R. Harris, & M. Braaksma (Vol. Eds.), Studies in Writing: Vol. X, Design Principles for teaching effective writing: Theoretical and empirical grounded principles. Leiden, NL: Brill Editions

Harris, K.R., & Graham, S. (2016). Self-regulated strategy development in writing: Policy implications of an evidence-based practice. Policy Insights from Behavioral and Brain Sciences, 3, 77-84. DOI: http://bbs.sagepub.com/cgi/reprint/2372732215624216v1.pdf?ijkey=SgqI7iI7...

Harris, K.R., Graham, S., & Adkins, M.  (2015). Practice-based professional development and self-regulated strategy development for Tier 2, at-risk writers in second grade. Contemporary Educational Psychology, 40, 5-16. (Recipient, 2016 AERA Division K Publication Award)

Research Activity
Fall 2017
Course NumberCourse Title
DCI 691Seminar
DCI 790Reading and Conference
DCI 792Research
DCI 799Dissertation
Summer 2017
Course NumberCourse Title
DCI 790Reading and Conference
Spring 2017
Course NumberCourse Title
DCI 599Thesis
COE 691Seminar
DCI 792Research
DCI 799Dissertation
Fall 2016
Course NumberCourse Title
DCI 790Reading and Conference
DCI 792Research
DCI 799Dissertation
Summer 2016
Course NumberCourse Title
DCI 790Reading and Conference
Spring 2016
Course NumberCourse Title
DCI 599Thesis
DCI 791Seminar
DCI 792Research
Fall 2015
Course NumberCourse Title
DCI 790Reading and Conference
Spring 2015
Course NumberCourse Title
DCI 599Thesis
DCI 791Seminar
Spring 2014
Course NumberCourse Title
DCI 599Thesis
DCI 791Seminar
Spring 2013
Course NumberCourse Title
TEL 504Learning and Instruction