Karen Harris

Mary Emily Warner Professor

Karen R. Harris is the Mary Emily Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University. She has worked in the field of education for over 35 years, initially as a general education teacher and then as a special education teacher. Her research focuses on informing and improving theory, research, and practice related to writing development among students with high incidence disabilities, students who struggle academically, and normally achieving students. She is interested in validating instructional approaches for heterogeneous classrooms derived from integrating multiple, evidence-based theories. She developed the 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 applications in reading, math, and homework. Former editor of the Journal of Educational Psychology, Dr. Harris is senior editor of the American Psychological Association Educational Psychology Handbook (2012). She is a senior editor (along with Steve Graham) of the What Works for Special Needs Learners series published by Guilford Press. She is co-author or co-editor of several books and numerous articles, and has served on editorial boards for journals in special education, educational psychology, and general education. She is a Fellow of both the American Psychological Association and the American Educational Research Association. She has served as President of the Division for Research of the Council for Exceptional Children and as an officer or committee member for the American Educational Research Association and the American Psychological Association. She has also served on committees or panels for organizations, including the National Institute of Child Health and Human Development, the International Reading Association, and the International Society for the Advancement of Writing Research. She has received several awards including the Career Research Award from the International Council for Exceptional Children, the Samuel A. Kirk Award from the Division of Learning Disabilities, and the Distinguished Researcher Award from the Special Education Interest Group of the American Educational Research Association, Her current research focuses on practice-based professional development in SRSD for general and special educators (focusing on outcomes among both teachers and students), and on using technology to improve literacy instruction.

Research Interest
  • Karen Harris' research focuses on theoretically based interventions for the development of academic and self-regulation abilities among students who are at-risk and those with disabilities, as well as effective models of in-service teacher preparation for writing instruction for all students. She developed the 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 applications in reading, math, and homework. In addition, she investigates approaches to professional development on evidence-based practices in writing that result in sustainable changes in the quality of writing instruction.

Research Expertise
  • Academic Outcomes
  • Achievement
  • Achievement Gap 
  • Affective Education
  • At-Risk Students
  • Attitude 
  • Attribution
  • Classroom Assessment
  • Classroom Research
  • Cognitive Processes/Development
  • Comprehension
  • Computers and Learning
  • Constructivism
  • Cooperative Learning
  • Culturally Responsive Schooling
  • Efficacy
  • Elementary Schools
  • Emotion/Emotional Regulation
  • Engagement
  • Evidence Based Education
  • Expertise
  • Individual Differences
  • Information Processing
  • Instructional Design/Development
  • Instructional Interventions
  • Instructional Practices
  • Learning Environments
  • Learning Processes/Strategies
  • Literacy
  • Memory
  • Metacognition
  • Mixed Methods
  • Motivation
  • Multicultural Education
  • Peer Interaction/Friendship
  • Poverty
  • Problem-Based Learning
  • Professional Development
  • Qualitative Research
  • Research Methodology
  • Research Utilization
  • School/Teacher Effectiveness
  • Self-Concept
  • Situated Learning
  • Social Change
  • Social Context
  • Special Education
  • Student Cognition
  • Student Knowledge
  • Survey Research
  • Teacher Cognition
  • Teacher Education - In-Service/Professional Development
  • Teacher Knowledge (cultural/content/pedagogical)
  • Teacher Quality
  • Teaching and Learning
  • Teaching Context
  • Writing
Awards
  • Award Title: 
    Fellow
    Presented by: 
    American Educational
Selected Publications
  • Publication Year: 
    2011
    Publication Type: 
    Journal Article
    Citation: 

    Lane, K., Harris, K. R., Graham, S., Driscoll, S., Sandmel, K., Morphy, P., Hebert, M., & House,E. (2011). The effects of self-regulated strategy development for second-grade students with writing and behavioral difficulties: A randomized controlled trial. Journal of Research on Educational Effectiveness, 4, 322-353.
     

  • Publication Year: 
    2012
    Publication Type: 
    Journal Article
    Citation: 

    Harris, K. R., Lane, K. L., Driscoll, S., Graham, S., Wilson, K., Sandmel, K., Brindle, M., & Schatschneider, C. (2012). Tier 1, teacher-implemented self-regulated strategy development for students with and without behavioral challenges. Elementary School Journal, 113, 160-191.
     

  • Publication Year: 
    2012
    Publication Type: 
    Journal Article
    Citation: 

    Harris, K. R., Lane, K. L., Graham, S., Driscoll, S., Sandmel, K., Brindle, M., & Schatschneider, C. (2012). Practice-based professional development for self-regulated strategies development in writing: A randomized controlled study. Journal of Teacher Education, 63 (2), 103-119.

  • Publication Year: 
    2012
    Publication Type: 
    Book
    Citation: 

    Harris, K. R., Graham, S., & Urdan, T. (Eds.) (2012). APA educational psychology handbook (Volumes 1 - 3). Washington, D.C.: American Psychological Association.

  • Publication Year: 
    In Press
    Publication Type: 
    Journal Article
    Citation: 

    Harris, K. R., Graham, S., & Adkins, M.  (in press). Tier 2, teacher implemented SRSD writing strategies instruction following practice-based professional development. Contemporary Educational Psychology.

Editorships