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个人简介
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 in Nebraska for students ages 13-21 with learning, emotional, behavioral, and/or cognitive challenges. 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.
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JOURNAL OF EDUCATIONAL PSYCHOLOGYno. 7 (2023): 1028-1043
Literacy studiespp.3-10, (2023)
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Steve Graham, Allen G. Harbaugh-Schattenkirk,Angelique Aitken,Karen R. Harris,Clarence Ng,Amber Ray,John M. Wilson,Jeanne Wdowin
Assessment in Education: Principles, Policy & Practiceno. 2 (2022): 238-261
Educational technology research and developmentno. 4 (2022): 1415-1439
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