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Karen Harris

1050 S. Forest Mall
434E Farmer Bldg
Tempe
Mary Emily Warner Professor of Education
Faculty
TEMPE Campus
Mailcode
1811

Biography

Dr. Karen R. Harris is the Mary Emily Warner Professor of Education. Her experiences tutoring inner city children in Chicago during high school significantly impacted her future and contributed to a lifelong commitment to social justice. She has worked in education for more than 40 years, initially as a general education teacher in a coal-mining town in West Virginia, and then as a special education teacher for students ages 13-21 with learning, emotional, behavioral, and/or cognitive challenges in Nebraska. Dr. Harris has chosen throughout her teaching and research career to work in schools in high poverty areas due to her commitment to improving teaching and learning for all students. Achieving equitable and quality education for all students is one important aspect of achieving social justice.

Her research focuses on validating instructional approaches derived from integrating multiple theoretical views and evidence-based practices, as well as effective PD for these approaches. Schools, administrators, and teachers Dr. Harris and her teams collaborate with are partners in studying improvements in teaching and learning. When an approach or set of strategies is proven to work, all teacher and student materials are provided free to all administrators, literacy and curriculum leaders, coaches, and teachers in these schools, as is practice-based PD at no cost.

Dr. Harris developed the Self-Regulated Strategy Development (SRSD) model of strategies instruction, which has been deemed evidence-based in both special and general education. She can be contacted for a list of free and low-cost SRSD resources. She and her colleagues voluntarily support two nonprofit organizations dedicated to scaling up SRSD in schools, thinkSRSD (https://www.thinksrsd.com/) and SRSDonline (https://srsdonline.org/). SRSD has been most extensively researched in the area of writing and close reading for writing, although researchers have also addressed reading, math, and homework. Currently, SRSD instruction results in the largest effect sizes of any approach to writing instruction studied. Over 100 studies in over 12 countries have been reported. Her current research focuses on continued refinement of SRSD; practice-based professional development in SRSD for special and general educators; validating writing strategies in areas not yet addressed; development of new writing and reading strategies to address close reading and writing to learn; technology supported SRSD instruction; and integrating SRSD instruction with evidence-based practices in handwriting, spelling, sentence construction, and vocabulary in 1st and 2nd grade. 

Dr. Harris is a former editor of the Journal of Educational Psychology and was lead editor of the APA Educational Psychology Handbook. She has authored 14 books and more than 200 peer-reviewed articles and chapters in special education, general education, and educational psychology. She is a Fellow of both the American Educational Research Association and the American Psychological Association and has served in leadership roles for AERA, APA, and CEC. Awards include the Council for Exceptional Children Career Award for Research, the AERA Division C Scribner Award for a program of work that has significantly influenced thinking and research in the field of learning and instruction, the AERA Division K Exemplary Publication Award for research in professional development, and the Kauffman-Hallahan Distinguished Researcher Award from the Division for Research of CEC. 

Current funded projects include: 

Wijekumar, K., Harris, K.R., Graham, S., & McKeown, D. (July 31, 2018 to August 1, 2022). Efficacy of We-Write: A Teacher-Led and Computer-Supported Intervention with Fourth and Fifth Grade Students. U.S. Department of Education, Institute of Educational Sciences. $ 3,299,914

Gray, S, Restrepto, L., Artilles, A., Harris, K.R., & Graham, S. (Co-PIs, August, 2017  July 2022). Interdisciplinary Program to Prepare Faculty in Evidence-Based Interventions for English Language Learners with Learning Disabilities. U.S. Department of Education, $1,250,000.

Kim, Y-S, & Harris, K.R. (Co-PIs, August, 2017- July, 2020). SRSD Plus  Writing and Transcription Intervention for Children in Grades 1 and 2. U.S. Department of Education, Institute of Educational Sciences, $1,400,000.

Hall, T., Harris, K.R., & Graham, S. (Co-PIs, July 31, 2017 to August 1, 2020). Keys to Writing Smarter: An Online UDL Writing Workbench for Students with High Incidence Disabilities. U.S. Department of Education, Institute of Educational Sciences, $1,399,656.

Hall, T., Harris, K.R., & Schlichtmann, G., (Co-PIs, August, 2015-July, 2019). The UDL Science Notebook: Scaling an Inclusive Solution to Sense Making in Science. U.S. Department of Education-OSEP: Educational Technology, Media, and Materials for Individuals with Disabilities 84-305D2015-1, CFDA #84.327S, $2,499,611.

 

Education

  • Ed.D. Special Education  Learning Disabilities, minors: Research and Statistics; Educational Administration, Auburn University, AL 1981
  • M.A. Educational Psychology: Statistics, Learning, and Child Development, University of Nebraska 1978
  • B.A. Elementary Education (Summa Cum Laude), University of Northern Colorado 1974
  • B.A. Education of the Acoustically Handicapped (Summa Cum Laude), University of Northern Colorado 1974

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:

Wijekumar, K., Harris, K.R., Graham, S., & McKeown, D. (July 31, 2018 to August 1, 2022). Efficacy of We-Write: A Teacher-Led and Computer-Supported Intervention with Fourth and Fifth Grade Students. U.S. Department of Education, Institute of Educational Sciences. $ 3,299,914

Gray, S, Restrepto, L., Artilles, A., Harris, K.R., & Graham, S. (Co-PIs, August, 2017  July 2022). Interdisciplinary Program to Prepare Faculty in Evidence-Based Interventions for English Language Learners with Learning Disabilities. U.S. Department of Education, $1,250,000.

Kim, Y-S, & Harris, K.R. (Co-PIs, August, 2017- July, 2020). SRSD Plus  Writing and Transcription Intervention for Children in Grades 1 and 2. U.S. Department of Education, Institute of Educational Sciences, $1,400,000.

Hall, T., Harris, K.R., & Graham, S. (Co-PIs, July 31, 2017 to August 1, 2020). Keys to Writing Smarter: An Online UDL Writing Workbench for Students with High Incidence Disabilities. U.S. Department of Education, Institute of Educational Sciences, $1,399,656.

Schlichtmann, G., Hall, T., & Harris, K.R. (Co-PIs, August, 2015-July, 2019). The UDL Science Notebook: Scaling an Inclusive Solution to Sense Making in Science. U.S. Department of Education-OSEP: Educational Technology, Media, and Materials for Individuals with Disabilities 84-305D2015-1, CFDA #84.327S, $2,499,611.

Publications

Selected publications, see vita for complete list: 

Fidalgo, R., Harris, K.R., & Braaksma, M. (Eds.) (2017). Design principles for teaching effective writing: Theoretically and empirically grounded principles. Leiden, The Netherlands: Brill. In R. Fidalgo & T. Olive (Series Eds.), Studies in Writing: Vol. X, Leiden, NL: Brill Editions.

Harris, K.R., & Meltzer, L. (Eds.) (2015). The power of peers in the classroom: Enhancing learning and social skills. NY: Guilford.

IRA/NICHD Panel Report: The reading-writing connection (2012).  (Panelist and contributor) https://eric.ed.gov/?q=ED571549&id=ED571549

Harris, K.R., Graham, S., Mason, L., McKeown, D., & Olinghouse, N. (2018). Self-regulated strategy development in writing: A classroom example of developing executive function processes and future directions. In L. Meltzer (Ed.), Executive functioning in education: From theory to practice (2nd Ed., pp. 326-356). NY: Guilford.

Harris, K.R. & Graham, S. (2017). Self-regulated strategy development: Theoretical bases, critical instructional elements, and future research. In R. Fidalgo, K.R. Harris, & Braaksma, M. (Eds.), Design principles for teaching effective writing: Theoretical and empirical grounded principles (pp. 119–151). Leiden, The Netherlands: Brill.

Harris, K.R. & Graham, S. (2017). POW+TREE+TWA for writing persuasively from source text: Lesson plans, materials, and tips. (pp. 52-175; e-chapter accompanying Chapter 6: Self-regulated strategy development: Theoretical bases, critical instructional elements, and future research, In R. Fidalgo, K.R. Harris, & M. Braaksma, Design principles for teaching effective writing: Theoretical and empirical grounded principles). https://figshare.com/articles/pow_tree_twa_for_Writing_Persuasively_from_Source_Text_Lesson_Plans_Materials_and_Tips/5217226/2

Graham, S., & Harris, K.R. (2017). Evidence-based writing practices: A meta-analysis of existing meta-analyses. In R. Fidalgo, K.R. Harris, & M. Braaksma (Eds.). Design principles for teaching effective writing: Theoretical and empirical grounded principles (pp. 13-37). Hershey, PA: Brill Editions.

Harris, K.R., Graham, S., Chambers, A., & Houston, J. (2014). Turning broccoli into ice cream sundaes: Self-regulated strategy development for persuasive writing using informational text. In Gansky, K. (Ed.), Write now! Empowering writers in today’s K-6 classrooms (pp. 87-111). Newark, DE: International Reading Association.

Harris, K.R., Ray, A. Graham, S., & Houston, J. (2019). Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th grade students experiencing writing difficulties. Reading & Writing: An Interdisciplinary Journal, 32, 1345-1357.

McKeown, D., Brindle, M., Harris, K.R., Sandmel, K., Steinbrecher, T.D., Graham, S., Lane, K.L., & Oakes, W.P. (2019). Teachers’ voices: Perceptions of effective professional development and classwide implementation of self-regulated strategy development in writing. American Educational Research Journal, 56, 753-791.

Graham, S., Harris, K.R., & Beard, K. (2019). Teaching young African American male students to write using evidence- based practices. Reading & Writing Quarterly, 35, 19-29.

Harris, K. R. (2018). Educational psychology: A future retrospective. Journal of Educational Psychology, 110 (2), 163–173. http://dx.doi.org/10.1037/edu0000267

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://journals.sagepub.com/doi/abs/10.1177/2372732215624216?journalCode=bbsa

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.

Festas, I, Oliveira, A., Rebelo, J, Damião, M., Harris, K.R., & Graham, S. (2015). Profesional develpment in self-regulated strategy development: Effects on the writing performance of eigth grade Portuguese students.  Contemporary Educational Psychology, 40, 17-27. doi: 10.1016/j.cedpsych.2014.05.004

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., 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.

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.

Research Activity

Wijekumar, K., Harris, K.R., Graham, S., & McKeown, D. (July 31, 2018 to August 1, 2022).Efficacy of We-Write: A Teacher-Led and Computer-Supported Intervention with Fourth and Fifth Grade Students. U.S. Department of Education, Institute of Educational Sciences. $ 3,299,914

Gray, S, Restrepto, L., Artilles, A., Harris, K.R., & Graham, S. (Co-PIs, August, 2017 – July 2022). Interdisciplinary Program to Prepare Faculty in Evidence-Based Interventions for English Language Learners with Learning Disabilities. U.S. Department of Education, $1,250,000.

Kim, Y.-S.G., & Harris, K.R. (Co-PIs, August, 2017- July, 2020). SRSD Plus – Writing and Transcription Intervention for Children in Grades 1 and 2. U.S. Department of Education, Institute of Educational Sciences, $1,400,000.

Hall, T., Harris, K.R., & Graham, S. (Co-PIs, July 31, 2017 to August 1, 2020). Keys to Writing Smarter: An Online UDL Writing Workbench for Students with High Incidence Disabilities. U.S. Department of Education, Institute of Educational Sciences, $1,399,656.

Hall, T., Harris, K.R., & Schlichtmann, G. (Co-PIs, August, 2015-July, 2019). The UDL Science Notebook: Scaling an Inclusive Solution to Sense Making in Science. U.S. Department of Education-OSEP: Educational Technology, Media, and Materials for Individuals with Disabilities 84-305D2015-1, CFDA #84.327S, $2,499,611.

Cumming, J., Wyatt-Smith, C., Webster, A., Dickson, E., Harris, K.R., & Graham, S. (Co PIs; January1, 2015 to December 31, 2019). Effective Teacher-Based Assessment Adjusted for Students with Disabilities. Australian Research Council, Australia, $330,000.

Artiles, A., Graham, S., Harris, K.R., Mathur, S. (CoPIs, August, 2013 – July, 2018). Evidence-Based Interventions in High-Need Schools: An Interdisciplinary Program to Prepare Special Education Faculty. U.S. Department of Education, $1,250,000.

Ng, C., Graham, S. & Harris, K. (Co-PIs, 2016-2017). Improving disadvantaged students’ reading engagement and reading outcomes using student-voice driven and mastery-focused reading models. Education Horizon Research Grant Scheme. Department of Education and Training, Queensland State Government. ($108,536).

Harris, K.R., & Graham, S. (Co-PIs, January 1, 2012 – December 31, 2016). Center on the Use of Emerging Technologies to Improve Literacy Achievement for Students with Disabilities in Middle School. U.S. Department of Education. Subcontract from CAST to Arizona State University, $789,570. 

Wijekumar, K., Harris, K.R., & Graham, S. (Co-PIs, August, 2013 – July, 2016). We-Write Persuasively. U.S. Department of Education, Institute of Educational Sciences, $1, 485,702.00

Harris, K.R., Wijekumar, K., & Canavesi, B. (Co-PIs; August, 2013 - December, 2014). Personalized Engaging Adaptive Real-life Learning System for Persuasive Writing (PEARLS). Gates Foundation: Literacy Courseware Challenge, $100,000

Graham, S., Compton, D., Fuchs, D., Fuchs, L., & Harris, K. (Co-PIs, September 2009 – August 2013). Leadership preparation program in LD: Scientifically-Based Academic Practices, Cultural Diversity, and the General Education Curriculum. U.S. Department of Education, $798,884.42.

Harris, K.R., Craig, K., & Kaiser, A. (Co-PIs, September 2008-August 2013). VU Department of Special Education Postdoctoral Intervention Research Training Program. U.S. Department of Education, Institute of Education Sciences, $648,012.

Lane, K., Harris, K.R., & Graham, S. (Co-PIs, September, 2006 – August, 2009). The Effects of Strategy and Self-Regulation Instruction on Students’ Writing Performance and Behavior: A Preventative Approach (Project Write). U.S. Department of Education, Institute of Education Sciences, 2006-2009, $1,431,137.

Speece, D., Graham, S., & Harris, K.R. (Co-PIs, September 2002‑August 2006). Preparation of Leadership Personnel in Learning Disabilities. U.S. Department of Education, Office of Special Education. $800,000.

Harris, K.R., & Graham, S. (Co‑Directors). (January 1999‑December, 2005). Research Center to Accelerate Learning for Children with Disabilities: Kindergarten Through Grade 3. U.S. Department of Education, Office of Special Education. UM: $844,000. Collaborating institutions: Vanderbilt University; Columbia University.

Speece, D., Graham, S., & Harris, K.R. (Co-PIs,  September, 1997‑August, 2001). Doctoral Leadership Program in Learning Disabilities. U.S. Department of Education, Office of Special Education. $800,000.

Speece, D., Graham, S., & Harris, K.R. (Co-PIs, September, 1991‑August, 1996). Doctoral Leadership Program in Learning Disabilities: Preparing Researchers and Teacher Educators. U.S. Department of Education, Office of Special Education. $490,000.

Graham, S., Harris, K.R., & Speece, D. (Co-PIs, August 1989‑August, 1994). Master’s Program for Personnel Preparation of Teachers of Learning Disabled Children and Youth. U.S. Department of Education, Office of Special Education, Division of Personnel Preparation. $400,000.

Graham, S., Harris, K.R., & Speece, D. (Co-PIs, August, 1986‑August, 1989). Masters’ Program for Personnel Preparation of Teachers of Learning Disabled Children and Youth. U.S. Department of Education, Office of Special Education, Division of Personnel Preparation. Grant Number G008630234, $224,400.

Harris, K.R., & Pericola, L. (September 1, 1986‑August 31, 1987). Self‑Instructional Strategy Training: Improving the Mathematical Problem Solving Skills of Learning Disabled Students. U.S. Department of Education, Office of Special Education, Division of Research in Education of the Handicapped. $5,752.

Courses

Summer 2020
Course Number Course Title
DCI 790 Reading and Conference
Spring 2020
Course Number Course Title
DCI 599 Thesis
DCI 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Fall 2019
Course Number Course Title
COE 691 Seminar
DCI 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Summer 2019
Course Number Course Title
DCI 790 Reading and Conference
Spring 2019
Course Number Course Title
DCI 599 Thesis
DCI 790 Reading and Conference
RDG 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Fall 2018
Course Number Course Title
DCI 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Summer 2018
Course Number Course Title
DCI 790 Reading and Conference
Spring 2018
Course Number Course Title
DCI 599 Thesis
DCI 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Fall 2017
Course Number Course Title
DCI 691 Seminar
DCI 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Summer 2017
Course Number Course Title
DCI 790 Reading and Conference
Spring 2017
Course Number Course Title
DCI 599 Thesis
COE 691 Seminar
DCI 792 Research
DCI 799 Dissertation
Fall 2016
Course Number Course Title
DCI 790 Reading and Conference
DCI 792 Research
DCI 799 Dissertation
Summer 2016
Course Number Course Title
DCI 790 Reading and Conference
Spring 2016
Course Number Course Title
DCI 599 Thesis
DCI 791 Seminar
DCI 792 Research
Fall 2015
Course Number Course Title
DCI 790 Reading and Conference

Presentations

DCI 691: Introduction to Quantitative Research Design and Methods

COE 691: Advanced Quantitative Research Design and Methods

DCI 792  Research

DCI 791  Proposal Writing Seminar

DCI 791  Scholarly Writing Seminar

DCI 790  Reading and Conference: Foundational Theories in Learning and Teaching

TEL 504  Learning and Instruction

Honors/Awards

Finalist, 2019, ASU Faculty Womens Association Outstanding Faculty Mentor Award

 American Educational Research Association, 2017, Special Interest Group: Studying and Self-Regulated Learning Zimmerman Award, recognizing a researcher who has developed a programmatic area of research that has made a strong theoretical, empirical, and applied impact on the field.

American Educational Research Association, 2016, Division C Scribner Award, for a program of work that has significantly influenced thinking and research in the field of learning and instruction. 

American Educational Research Association, 2016, Division K Award for Exemplary Research in Teaching and Teacher Education, for 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.

McKeown, D., Brindle, M., Harris, K.R., Sandmel, K., Steinbrecher, T., Graham, S., Lane, K., & Oakes, W. Teachers voices: Understanding effective practice-based professional development for elementary teachers on SRSD in writing awarded the CEC Division for Research Student Research Award in the qualitative design method category, 2016; McKeown, Brindle, Sandmel, and Steinbrecher were former advisees.

Kauffman-Hallahan Distinguished Researcher Award, with Steve Graham, Division for Research of the Council for Exceptional Children, 2015

Fellow, American Educational Research Association, 2010

Recognition from the American Psychological Association for exemplary leadership as Editor of the Journal of Educational Psychology, 2002-2008

Fellow, American Psychological Association Division 15 (Educational Psychology), 2007

Career Award for Research, with Steve Graham, International Council for Exceptional Children, 2005

Ninth Most Published Scholar in Journals in Educational Psychology from 1991-2002 (study published in Contemporary Educational Psychology, 2004, Vol. 29, pp. 333-343).

Classic Articles in Special Education: Articles that Shaped the Field, 1960-1996. Identified in Remedial and Special Education, 25(2), 2004 (for: Harris, K.R., & Pressley, M. 1991. The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57, 392-404)  

Samuel A. Kirk Award, Division of Learning Disabilities, Council for Exceptional Children, for Best Review/Theoretical Paper in Learning Disabilities Research and Practice (for: Graham, S., Harris, K.R., & Larsen, L., 2001. Prevention and intervention for writing difficulties for students with learning disabilities, 16, 7484)

Fellow, International Academy for Research in Learning Disabilities, 2002

Distinguished Researcher Award, American Educational Research Association, Special Interest Group  Special Education Research, 2001

Outstanding Service to Persons with Disabilities Award, Presidents Commission on Disability Issues, University of Maryland, 1998

Distinguished ScholarTeacher Award, University of Maryland, 1997

LillyCenter for Teaching Excellence Award and Teaching Fellow, University of Maryland, 1996

 

    

Editorships

2012-2014       Archives of Scientific Psychology, Associate Editor, Section for Educational and School Psychology

20022008       Journal of Educational Psychology, Editor

19982001       Journal of Educational Psychology, Associate Editor

20002004       Focus on Exceptional Children, Consulting Editor

19871991       Exceptional Children, Associate Editor

19831986       Diagnostique, Associate Editor

Service

Selected Audio, Video, and Print Interviews:

Education Experts Worry About Gap Between Low, Higher Performing Readers. (2018). Karen R. Harris with the Mary Lou Fulton Teachers College at Arizona State University joined The Show with Mark Brodie, NPR, KJZZ. https://kjzz.org/content/639702/education-experts-worry-about-gap-between-low-higher-performing-readers

Robert Mitchel, Superintendent: What is Self-Regulated Strategy Development? SRSD makes students "love to write"! (2019), thinkSRSD: https://www.youtube.com/watch?v=nSgx0T2DEqs&feature=youtu.be

SRSD: Changing Students Lives Forever with Writing to Learn. (undated). Teachers, students, and researchers talk about SRSD for writing, SRSD online: https://honceoui.wistia.com/medias/n0dlewrxva

SRSD: A Deep Dive, with Dr. Karen R. Harris. (undated). 18 short videos on key aspects of SRSD, LDonline.. https://srsdonline.org/srsd-deep-dive/

Self-Regulated Strategy Development Instruction: Built for Teacher Ownership and Differentiation, Dr. Karen R. Harris, Australian Catholic University, Institute for Learning Sciences and Teacher Education (2018). https://www.youtube.com/watch?v=Qk7KcY3n_OQ&t=24s

Reading Rockets; Video interviews with Karen R. Harris (2013). 13 videos: I'm a writer; Starting early to raise a writer; Purpose and audience; Nurturing writing skills in all genres; Reading and writing across the curriculum; Deeper thinking with the Common Core; Powerful writing strategies; Using technology for personalized instruction; Author visits; Role of parents in writing development; Assessing student writing; Effective PD for writing; Teachers as writers. https://www.youtube.com/playlist?list=PLLxDwKxHx1yIvpIvlxkZtO24XQmLbxDBB

Self-Regulated Strategy Development (SRSD): A Framework for Teaching Instructional Strategies. An interview with Karen R. Harris. (2013). The IRIS Center, Vanderbilt University. Audio: http://iris.peabody.vanderbilt.edu/interview/self-regulated-strategy-development-srsd-a-framework-for-teaching-instructional-strategies/; Transcript: http://iris.peabody.vanderbilt.edu/interview/self-regulated-strategy-development-srsd-a-framework-for-teaching-instructional-strategies/transcript-karen-harris/