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Profile Dr.
Harris has taught kindergarten and fourth-grade students, as well as
elementary and secondary students with ADHD, learning disabilities, and
behavioral/emotional difficulties. Her
research focuses on theoretical and intervention issues in the development
of academic and self-regulation strategies among students with ADHD,
learning disabilities, and other challenges.
Author of over 100 scholarly publications, she co-authored the
book, Making the Writing process Work: Strategies for Composition and
Self-Regulation, and co-edited Teaching Every Child Every Day:
Learning in Diverse Schools and Classrooms.
She is Associate Editor of the Journal
of Educational Psychology, and co-director of the federally funded
Center for Accelerating Student Learning in collaboration with Vanderbilt
and Columbia Universities. Currently,
she is also serving as President-Elect and Program Chair of the Division
for Research of the Council for Exceptional Children.
Selected Recent Publications
De La Paz, S., Owen, B., Harris, K.R., & Graham, S. (2000).
Riding Elvis’ motorcycle: Using self-regulated strategy development to
PLAN and WRITE for a state exam. Learning Disabilities Research and
Practice, 15(2), 101-109.
Harris, K.R., & Graham, S. (1999). Programmatic intervention
research: Illustrations from the evolution of self-regulated strategy
development. Learning Disability Quarterly, 22, 251-262.
Mamlin, N., & Harris, K. R., (1998). Elementary teachers’
referral to special education in light of inclusion and prereferral:
“Every child is here to learn . . . but some of these children are in
real trouble.” Journal of Educational Psychology, 90(3), 385-396.
Pressley, M., & Harris, K. R. (1998). Constructivism and
instruction. Issues in Education: Contributions from Educational
Psychology, 3(2), 245-255.
Harris, K. R., & Alexander, P. A. (1998). Integrated,
constructivist education: Challenge and reality. Educational Psychology
Review, 10(2), 115-127.
Pressley, M., & Harris, K. R.
(1994). More about increasing the quality of educational intervention
research: A synthesis. Educational Psychology Review, 6, 191-208.
Recent Grants
Title: :
Research center to accelerate learning for children with
disabilities: Investigators:
Karen R. Harris & Steve Graham (Co‑Directors) Collaborating
Universities: Vanderbilt University & Columbia University Funding
Organization: U.S.
Department of Education, Office of Special Education Dates: January, 1999 - December, 2003 Total
Amount:
$807,250 Title:
Doctoral leadership preparation in learning disabilities Investigators:
Deborah Speece, Steve Graham, and Karen Harris Funding
Organization:
U. S. Dept. of Education, Office of Special Education Programs Total Amount: $820,000 |
Last modified 16 February, 2001
© 2000
University of Maryland
