Frances K Harper
Biographic Data
| ID | 6007983 |
|---|---|
| NAME | Frances K Harper |
| GIVEN NAMES | Frances K |
| FAMILY NAME | Harper |
| SIGNATURE | HARPER F K |
| AFFILIATIONS | University of Tennessee at Knoxville |
| ORCID | 0000-0003-3718-7625 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Building Primary Teachers’ Capacity for Integrated STEM Education
A global push for teaching science, technology, engineering and mathematics (STEM) as a multidisciplinary endeavor is becoming increasingly prevalent in primary education. To understand how teachers are prepared to meet this need, we examined the programmatic design of seven teacher education programs, identified from among seventeen Robert Noyce Teacher Scholarship projects that focused on integrated STEM teacher education at the primary level. …
Partnerships as Professional Learning
Theory and practice related to computing education with racially/ethnically and linguistically diverse groups of preschoolers remain in nascent stages. Accordingly, early childhood educators both require substantial support when integrating culturally responsive computing into curriculum and instruction and offer valuable perspectives on emerging practices. The purpose of this research study is to explore how educator voice-directed efforts suppo…
Preschool teachers’ pedagogical documentation
Exploring preschool teachers’ pedagogical documentation practices in early computer science education, we analyzed 131 artifacts generated by four teachers. Documentation included predominantly photographs capturing interactions and work samples, with fewer video clips and reflective notes. Two teachers emphasized documenting interactions/processes over work samples/products. Most documentation occurred during small group lessons, showcasing vari…
Any Other Thoughts?”
Research practice partnerships (RPPs) that include parents and teachers as cocreators of educational programs provide opportunities to build equitable partnerships yet require university partners to intentionally develop spaces for coconstruction and synergistic interactions. RPPs built within a third space can foster engagement of all partners in the coconstruction of knowledge and practices while assuming roles and navigating partnership work t…
Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood
The specific mechanisms by which teachers and parents can provide culturally relevant opportunities for computational thinking for racially/ethnically and linguistically diverse groups of preschoolers remain unknown. Accordingly, the purpose of this research is to examine how PreK parent and teacher voice directed efforts to realize a culturally relevant computing program. We drew data sources from a subsample of design-based research meetings in…
Advancing Critical and Culturally Relevant Experiential Learning
Mathathome during the Covid-19 Pandemic
During the COVID-19 pandemic, schools abruptly transitioned to emergency remote instruction. Consequently, expectations for parental involvement in school mathematics rose to unprecedented levels. We sought to understand the experiences of parents to reimagine possibilities for engagement in mathematics during and beyond the pandemic. Leveraging data from tweets using #mathathome and survey responses from parents, we identified who supported cont…
Learning to pose collaborative mathematics problems with secondary prospective teachers
Advancing Critical and Culturally Relevant Experiential Learning
Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood
The specific mechanisms by which teachers and parents can provide culturally relevant opportunities for computational thinking for racially/ethnically and linguistically diverse groups of preschoolers remain unknown. Accordingly, the purpose of this research is to examine how PreK parent and teacher voice directed efforts to realize a culturally relevant computing program. We drew data sources from a subsample of design-based research meetings in…
Learning to pose collaborative mathematics problems with secondary prospective teachers
Mathathome during the Covid-19 Pandemic
During the COVID-19 pandemic, schools abruptly transitioned to emergency remote instruction. Consequently, expectations for parental involvement in school mathematics rose to unprecedented levels. We sought to understand the experiences of parents to reimagine possibilities for engagement in mathematics during and beyond the pandemic. Leveraging data from tweets using #mathathome and survey responses from parents, we identified who supported cont…
Advancing Critical and Culturally Relevant Experiential Learning
Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood
The specific mechanisms by which teachers and parents can provide culturally relevant opportunities for computational thinking for racially/ethnically and linguistically diverse groups of preschoolers remain unknown. Accordingly, the purpose of this research is to examine how PreK parent and teacher voice directed efforts to realize a culturally relevant computing program. We drew data sources from a subsample of design-based research meetings in…
Any Other Thoughts?”
Research practice partnerships (RPPs) that include parents and teachers as cocreators of educational programs provide opportunities to build equitable partnerships yet require university partners to intentionally develop spaces for coconstruction and synergistic interactions. RPPs built within a third space can foster engagement of all partners in the coconstruction of knowledge and practices while assuming roles and navigating partnership work t…
Building Primary Teachers’ Capacity for Integrated STEM Education
A global push for teaching science, technology, engineering and mathematics (STEM) as a multidisciplinary endeavor is becoming increasingly prevalent in primary education. To understand how teachers are prepared to meet this need, we examined the programmatic design of seven teacher education programs, identified from among seventeen Robert Noyce Teacher Scholarship projects that focused on integrated STEM teacher education at the primary level. …
Partnerships as Professional Learning
Theory and practice related to computing education with racially/ethnically and linguistically diverse groups of preschoolers remain in nascent stages. Accordingly, early childhood educators both require substantial support when integrating culturally responsive computing into curriculum and instruction and offer valuable perspectives on emerging practices. The purpose of this research study is to explore how educator voice-directed efforts suppo…
Preschool teachers’ pedagogical documentation
Exploring preschool teachers’ pedagogical documentation practices in early computer science education, we analyzed 131 artifacts generated by four teachers. Documentation included predominantly photographs capturing interactions and work samples, with fewer video clips and reflective notes. Two teachers emphasized documenting interactions/processes over work samples/products. Most documentation occurred during small group lessons, showcasing vari…
Mathematics education (7 works) · Pedagogy (7 works) · Psychology (7 works) · Computer Science (4 works) · Sociology (4 works) · Collaborative Teaching and Inclusion (3 works) · Early childhood education (3 works) · Political science (3 works) · Teacher education (3 works) · Child Development and Digital Technology (2 works)