Lauren Harris

Harris, L. M., Martell, C. C., Curren, J., Lee, J. (in press). “I was in the room where it happens”: Social studies state standards committees and educator agency. Theory & Research in Social Education. https://doi.org/10.1080/00933104.2023.2226655 [online ahead of print]

Harris, L. M., Archambault, L., & Shelton, C. (2023). Issues of quality on Teachers Pay Teachers: An exploration of best-selling U.S. history resources. Journal of Research on Technology in Education, 55(4), 608-627. https://doi.org/10.1080/15391523.2021.2014373 

Harris, L. M. & Girard, B. (2023). Seeing standards as educative: Guidance for the analysis and design of state world history standards. World History Connected, 20(1). https://doi.org/10.13021/whc.v20i1.3522

Harris, L. M., Sheppard, M., & Levy, S. (Eds.). (2022). Teaching difficult histories in difficult times: Stories of practice. Teachers College Press. https://www.tcpress.com/teaching-difficult-histories-in-difficult-times-9780807766446

Kessner, T. & Harris, L. M. (2022). Opportunities to practice historical thinking and reasoning in a made-for-school history-oriented videogame. Journal of Child-Computer Interaction, 34. https://doi.org/10.1016/j.ijcci.2022.100545

Halvorsen, A-L., Harris, L. M., Doornbos, L., & MIssias, M. T. (2021). Lesson study in historical inquiry. Teachers working across rural communities. Teaching and Teacher Education, 97. https://doi.org/10.1016/j.tate.2020.103206 

Girard, B., Harris, L. M., Mayger, L., *Kessner, T., & *Reid, S. F  (2021). “There’s no way we can teach all of this”: Factors that influence secondary history teachers’ content choices. Theory & Research in Social Education. https://doi.org/10.1080/00933104.2020.1855280  

Reid, S. F., Kessner, T., Harris, L. M., Benkert, V., & Bruner, J. (2021). Comparative genocide pedagogy and survivor testimony: Lessons from a unit on the Holocaust and the Rwandan Genocide. The History Teacher, 54(2), 297-235. http://societyforhistoryeducation.org/pdfs/F21_Reid_et_al.pdf

Harris, L. M., & Girard, B. (2020). Evaluating the support of teacher choice in state history standards. The History Teacher, 43(4), 613-633. http://www.societyforhistoryeducation.org/pdfs/A20_Harris_and_Girard.pdf

Shelton, C., Archambault, L., & Harris, L. M. (2020, August 7). Lesson plan platforms for teachers have a racism problem. Slate. https://slate.com/technology/2020/08/teachers-paying-teachers-racist-materials.html

Lee, M. & Harris, L. M. (2020). Teachers’ organization of world history in South Korea: Challenges and opportunities for curriculum and practice. Journal of Social Studies Research, 44, 339-354. https://doi.org/10.1016/j.jssr.2020.05.002

Harris, L. M., Reid, S. F., Benkert, V., & Bruner, J. (2019). Investigating comparative genocide teaching in two high school classrooms. Theory & Research in Social Education, 47(4), 497-525. https://doi.org/10.1080/00933104.2019.1635058

Halvorsen, A., Harris, L. M., & Doornbos, L., Missias, M.T. (2019). Community in context: Professional development for teaching historical inquiry. Teacher Education Quarterly, 42(2), 81-113.

Metzger, S. A. & Harris, L. M. (Eds.). (2018). Wiley international handbook of history teaching and learning. West Sussex, UK: John Wiley & Sons, Inc. Website

Girard, B. & Harris, L. M. (2018). Global and world history education. In Metzger, S.A. & Harris, L.M. (Eds.), Wiley international handbook of history teaching and learning. West Sussex, UK: John Wiley & Sons, Inc.

Harris, L. M. (2017). Six degrees of the Mongol Empire: Using thought experiments to prepare world history teachers. The History Teacher, 50(3). 381-401. http://www.societyforhistoryeducation.org/pdfs/M17_Harris.pdf

Harris, L. M., Shreiner, T. L., & *Hoelting, M. (2017). Examining an ambitious world history teacher’s knowledge for planning. Journal of Social Studies Research, 41(2). 117-130. http://dx.doi.org/10.1016/j.jssr.2016.08.003

Harris, L. M., Hutchinson, M., Benkert, V., Bruner, J., Lundin, A. E. (2017). Teaching, learning, and researching genocide comparatively. World History Connected, 14(2). Available: http://worldhistoryconnected.press.illinois.edu/14.2/forum_bruner.html

Bruner, J., Benkert, V., Harris, L. M., Hutchinson, M., & Lundin, A. E. (2017). Developing a critical comparative genocide method. World History Connected, 14(2). Available: http://worldhistoryconnected.press.illinois.edu/14.2/forum_harris.html

Harris, L. M., Halvorsen, A., & *Aponte-Martinez, G. J. (2016). "[My] family has gone through that": How high school students determine the trustworthiness of historical documents. Journal of Social Studies Research, 40(2), 109-121. http://dx.doi:10.1016/j.jssr.2015.06.007

Halvorsen, A., Harris, L. M., Aponte-Martinez, G. J., & Frasier, A. (2016). Does students’ heritage matter in their performance on and perceptions of historical reasoning tasks? Journal of Curriculum Studies, 48(4), 457-478. http://dx.doi.org/10.1080/00220272.2015.1092585

Hutchinson, M.J., & Harris, L. M. (2016). Listening for history: Using jazz music as a primary source. Social Education, 80(3), 134-140.

Harris, L. M. (2014). Making connections for themselves and their students: Examining teachers’ organization of world history. Theory and Research in Social Education, 42(3), 336-374. DOI: 10.1080/00933104.2014.937547. http://www.tandfonline.com/eprint/WYAwubfyrC5pWEjy9MBg/fu

Harris, L. M., & Girard, B. (2014). Instructional significance for teaching history: A preliminary framework. Journal of Social Studies Research, 38(4), 215-225.http://dx.doi.org/10.1016/j.jssr.2014.02.003

Harris, L. M., & Shreiner, T. L. (2014). Why can’t we just look it up?  Using concept formation lessons to teach global patterns and local cases in world history. World History Connected, 11(2). Available: http://worldhistoryconnected.press.illinois.edu/11.2/harris.html

Girard, B., & Harris, L. M. (2013). Considering world history as a space for developing global citizenship competencies. The Educational Forum, 77(4), 438-449. http://dx.doi.org/10.1080/00131725.2013.822042

Harris, L. M. (2012).  Conceptual devices in the work of world historians. Cognition and Instruction, 30(4), 312-358. http://dx.doi.org/10.1080/07370008.2012.716884

Girard, B., & Harris, L. M. (2012). Striving for disciplinary literacy instruction: Cognitive tools in a world history course. Theory and Research in Social Education, 40(3), 230-259. http://dx.doi.org/10.1080/00933104.2012.705183

Harris, L. M., & Bain, R. B. (2011).  Pedagogical content knowledge for world history teachers: What is it? How might prospective teachers develop it?  The Social Studies, 102(1), 9-17. http://dx.doi.org/10.1080/00377996.2011.532724

Harris, L. M., & Hamilton, S. (2009). “Challenges and opportunities: Reflections on teaching big history discussion sections,” World History Connected, 6(3). Available: http://worldhistoryconnected.press.illinois.edu/6.3/hamilton.html