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
  • Literacy
  • Professional Development
  • Writing
Awards
  • Award Title: 

    Fellow

    Presented by: 

    American Educational Research Association (AERA)
  • Award Title: 

    President, Division 15

    Presented by: 

    American Psychological Association (APA)
  • Award Title: 

    2015 Kauffman-Hallahan Distinguished Researcher Award

    Presented by: 

    Council for Exceptional Children, Division for Research

    Award Description: 

    This award recognizes individuals or research teams whose research has resulted in more effective services or education for exceptional individuals. Recipients of this award are recognized for both the creation of a research base and the work done to translate this research into practice.

Selected Publications
  • 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 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 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 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 Type: 

    Journal article

    Citation: 

    Harris, K. R., Graham, S., & Adkins, M.  (2014). Practice-based professional development and Self-Regulated Strategy Development for Tier 2 at risk writers in second grade. Contemporary Educational Psychology. http://dx.doi.org/10.1016/j.cedpsych.2014.02.003

Editorships