Karen Harris Email Karen Harris
Curriculum vitae
Curriculum vitae
ASU directory page

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
  • Educational Psychology
  • Learning Disabilities
  • Professional/Staff Development
  • Teaching and Learning
  • Writing
Awards
Fellow
Editorships

Associate Editor
Archives of Scientific Psychology.

Editor
Journal of Educational Psychology

Editor
What Works for Special Needs Learners, book series

Editorial Board
Journal of Special Education

Editorial Board
Journal of Research on Educational Effectiveness

Editorial Board
European Journal of Education and Psychology

Editorial Board
Exceptional Children

Editorial Board
Reading Research Quarterly

Editorial Board
Journal of Educational Psychology

Editorial Board
Reading and Writing Quarterly

Selected publications

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.

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.
 

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.

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

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.