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Educational Psychology: A Future Retrospective

Harris, Karen R.

Journal of educational psychology. Volume 110:Number 2 (2018); pp 163-173 -- [s.n.]

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Common Core State Standards and Writing: Introduction to the Special Issue

Graham, Steve|Harris, Karen R.

the elementary school journal -- University of Chicago Press] -- Volume: 115 Part: 4; (pages 457-463) -- 2015

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Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses

Graham, Steve; Harris, Karen R.

Studies in writing -- Brill -- Volume: 34 Issue:; (pages 13-37) -- 2018

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A Path to Better Writing: Evidence‐Based Practices in the Classroom

Graham, Steve; Harris, Karen R.

The reading teacher. Volume 69:Number 4 (2015); pp 359-365 -- John Wiley & Sons

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Common Core State Standards, Writing, and Students with LD: Recommendations

Graham, Steve; Harris, Karen R.

Learning disabilities research & practice. Volume 28:Issue 1 (2013); pp 28-37 -- Published by Blackwell Publishers for the Council for Exceptional Children, Division for Learning Disabilities

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Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future Research

Harris, Karen R.; Graham, Steve

Studies in writing -- Brill -- Volume: 34 Issue:; (pages 119-154) -- 2018

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Teaching Writing to Young African American Male Students Using Evidence-Based Practices

Graham, Steve; Harris, Karen R.; Beard, Keith

Reading and writing quarterly. Volume 35:Number 1 (2019, January 2nd); pp 19-29 -- Routledge

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Research-Based Writing Practices and the Common Core: Meta-analysis and Meta-synthesis

Graham, Steve|Harris, Karen R.|Santangelo, Tanya

the elementary school journal -- University of Chicago Press] -- Volume: 115 Part: 4; (pages 498-522) -- 2015

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Design Principles for Teaching Effective Writing: An Introduction

Fidalgo, Raquel; Harris, Karen R.; Braaksma, Martine

Studies in writing -- Brill -- Volume: 34 Issue:; (pages 3-12) -- 2018

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Formative Assessment and Writing: A Meta-Analysis

Graham, Steve|Hebert, Michael|Harris, Karen R.

the elementary school journal -- University of Chicago Press] -- Volume: 115 Part: 4; (pages 523-547) -- 2015

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