Kristin E Harbour
Biographic Data
| ID | 6769448 |
|---|---|
| NAME | Kristin E Harbour |
| GIVEN NAMES | Kristin E |
| FAMILY NAME | Harbour |
| SIGNATURE | HARBOUR K E |
| AFFILIATIONS | University of South Carolina |
| ORCID | 0000-0002-7311-3167 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
(Up)Grading
Researchers across two universities and three different mathematics education courses implemented their vision of a novel grading approach called (Up)grading. (Up)grading shifts the focus of assessment from grades to growth. Key features of implementing (Up)grading included (a) providing students with opportunities to reflect upon and grow from their learning experiences, and (b) giving them a voice in determining their course grade. The findings…
Creating Cohesion and Collaboration in Mathematics Classrooms
Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the implementation of an interdepartmental PLC across Hord’s five dimensions of a successful PLC—supportive and shared leadership, shared beliefs values and vision, collective learning and its application…
Examining How Emergency Remote Teaching Influenced Mathematics Teaching
Math coaches, specialists, and student achievement
To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assess…
No prominent works on this page.
Math coaches, specialists, and student achievement
To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assess…
Examining How Emergency Remote Teaching Influenced Mathematics Teaching
Creating Cohesion and Collaboration in Mathematics Classrooms
Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the implementation of an interdepartmental PLC across Hord’s five dimensions of a successful PLC—supportive and shared leadership, shared beliefs values and vision, collective learning and its application…
(Up)Grading
Researchers across two universities and three different mathematics education courses implemented their vision of a novel grading approach called (Up)grading. (Up)grading shifts the focus of assessment from grades to growth. Key features of implementing (Up)grading included (a) providing students with opportunities to reflect upon and grow from their learning experiences, and (b) giving them a voice in determining their course grade. The findings…
Mathematics education (4 works) · Psychology (4 works) · Computer Science (2 works) · Educational Assessment and Improvement (2 works) · Pedagogy (2 works) · Teacher Education and Leadership Studies (2 works) · Teaching method (2 works) · Academic achievement (1 works) · Action research (1 works) · Cognition (1 works)