Kristin Harbour - Academia.edu (original) (raw)

Papers by Kristin Harbour

Education sciences, Jun 15, 2024

School science and mathematics, Apr 15, 2024

˜The œMathematics teacher/˜The œmathematics teacher, Dec 1, 2022

Journal of educational supervision, Dec 10, 2023

This special issue of the Journal of Educational Supervision, Cases in Critical Supervision withi... more This special issue of the Journal of Educational Supervision, Cases in Critical Supervision within School Contexts, critically examines educational supervision models, highlighting their limitations in fostering equity and inclusivity. As greater attention and awareness of diverse identities and experiences becomes more common in schools there also needs to be acknowledgement of how supervision is experienced by educators and enacted by instructional supervisors. We argue for a paradigm shift towards more empathetic and diverse supervisory practices that consider the varied backgrounds and needs of students. Throughout this special issue, researchers propose innovative approaches that prioritize collaboration, understanding, and the recognition of the unique potential of every teacher, educator, and student. Empowered with a willingness and an awareness of how educational experiences can be experienced differently, researchers suggest supervisory models to transform educational environments into spaces where all students, especially those from marginalized groups, can thrive.

Teaching children mathematics, May 1, 2019

In our attempts to make a concept easier, we may hinder student learning.

International electronic journal of mathematics education, May 15, 2021

In this study, we used hierarchical linear modeling to examine restricted-use 2011 National Asses... more In this study, we used hierarchical linear modeling to examine restricted-use 2011 National Assessment of Educational Progress (NAEP) data to explore relationships between principal-reported time spent on the different NAEP responsibilities of mathematics coaches and specialists (MCSs) and the achievement scores of approximately 37,400 fourth-grade students in 1,500 U.S. elementary schools. The model included adjustments for composite covariates, control variables, and sampling weights. Significant relationships between principalreported time spent on six different NAEP-defined responsibilities provided by full-time MCSs and fourth-grade students' mathematics achievement were observed, including relationships between achievement and MCSs assisting both teachers and students. Implications for the effective use of MCSs in schools and suggestions for future research are discussed.

Theory & Practice in Rural Education

Key Policy documents call for science teacher preparation programs to provide teacher candidates ... more Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in communities that are rural and geographically far from university settings is especially difficult. Stakeholders also point to the importance of positive coaching and mentoring relationships as key factors impacting the growth of teacher candidates. In this paper we discuss the positive potential of virtual science-related summer institutes as a vehicle to (a) provide authentic science teaching experiences for teacher candidates, and (b) promote the development of positive coaching and mentoring relationships. We also share features of a summer science institute developed as a launch to our teacher residency preparation program that incorporated teacher candidates, school-based teacher educators, and university-based supervisors to maximiz...

Theory & Practice in Rural Education

As teacher preparation paths change and rural areas have opportunities to engage qualified commun... more As teacher preparation paths change and rural areas have opportunities to engage qualified community members in the teaching profession, a flagship university co-developed a teacher residency program with two school districts located in rural communities. Through this partnership, the Networked Improvement Community focused on root causes of recruitment and retention challenges in the rural school districts. Using an improvement science approach, a 14-month residency model was developed to recruit qualified community members to transition to the teaching profession, with a focus on mirroring the diversity of the local community. This study focuses on the development of the residency model and the recruitment of teacher residents for the initial cohort of this alternative teacher preparation program.

TEACHING Exceptional Children

Teachers who work with students with targeted, co-occurring academic and behavior differences req... more Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to support teachers in designing and implementing integrated targeted interventions for mathematics and self-monitoring needs in an elementary, co-taught classroom. This strategic approach includes: (a) screening and diagnostic assessment, (b) delivering academic and behavioral strategies and interventions, and (c) monitoring progress to inform instructional decisions. A case example of a second-grade classroom during supplemental small group linear measurement instruction and self-monitoring integrated Tier 2 intervention is provided for context.

Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2020

TechTrends, 2022

The COVID-19 pandemic forced teachers worldwide to shift to emergency remote teaching (i.e., virt... more The COVID-19 pandemic forced teachers worldwide to shift to emergency remote teaching (i.e., virtual teaching). As teachers return to their classrooms for in-person teaching, there is a need to examine how remote teaching influences teachers' instruction. This study examined teachers' use of digital technologies and specific mathematics activities both during remote teaching and during in-person teaching after returning to their classrooms. The study also examined how teacher participants reported how the pandemic influenced their mathematics teaching. Data analysis indicated statistically significant differences in the frequency of use of all digital technologies except for mathematics games, meaning that mathematics games are used now as much during in-person teaching as remote teaching. Teacher participants also reported that the largest influences of the pandemic and remote teaching have had on their in-person mathematics teaching was the use of general, non-mathematics specific technologies to support organization, the use of hands-on or virtual manipulatives, and the benefit of formative assessment. Implications for future research include the need to examine teachers' use of digital technologies and mathematics activities more closely during in-person teaching and leverage interviews as a possible way to more closely study teachers' experiences.

Kappa Delta Pi Record, 2022

To encourage growth in instructional practice, the authors describe various formats, plans, and s... more To encourage growth in instructional practice, the authors describe various formats, plans, and scheduling options for mathematics coaches and other stakeholders to consider when determining effective ways to enhance the teaching and learning of mathematics.

Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2020

School Science and Mathematics, 2021

For the past forty years, United States school districts have increasingly hired mathematics spec... more For the past forty years, United States school districts have increasingly hired mathematics specialists to support the teaching and learning of mathematics. Despite the prevalence of this professional development structure, this is a relatively new research topic for the mathematics education field. In this paper, we report findings from an exploration of literature between 1981 and 2018 to examine the role of mathematics specialists (MSs). In particular, we examine: (a) MS positioning across research; (b) historical trends of school‐based MS research; and (c) orientations of school‐based MSs within research. Using the McGatha and Rigelman framework as an analytic lens, we found that beyond the positions identified in their framework (coach, intervention specialist, teacher), there were four additional MS positionings within the research (learner, other p‐12 stakeholder, university stakeholder, unknown). Ultimately, we forward an expansion to the McGatha and Rigelman framework to i...

Assessment in Mathematics Education Contexts, 2019

Investigations in Mathematics Learning, 2021

Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research, 2021

In this chapter, the authors explore the experiences of K-12 teachers as they navigated an abrupt... more In this chapter, the authors explore the experiences of K-12 teachers as they navigated an abrupt transition from a traditional face-to-face mathematics classroom to virtual learning. The authors used a survey to ask teachers to explain what effective mathematics instruction meant for their classroom. Their responses most closely aligned with four of the National Council of Teachers of Mathematics (NCTM) effective practices. The survey continued to prompt teachers to share their concerns for the transition, the most effective virtual tools they implemented, support they received, how their virtual classrooms would influence their return to face, and where they needed more support. The authors offer recommendations for supporting teachers as the virtual classroom currently remains in place for many and for transitioning back to the traditional face-to-face classroom. Technology use and digital competence continues to expand in K-12 education.

Phi Delta Kappan, 2020

To support continuous professional development model in the teaching and learning of mathematics,... more 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 Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider.

Intervention in School and Clinic, 2021

Classroom instruction focused on discussion-based learning opportunities can provide productive a... more Classroom instruction focused on discussion-based learning opportunities can provide productive and inclusive learning experiences for all students, including students with learning disabilities in mathematics and those without learning disabilities. Mathematical discourse allows students to share their ideas, justify their thinking, critique the reasoning of others, and refine their thought processes. While one might typically envision mathematical discourse happening during face-to-face instruction, meaningful discourse can also occur in online learning environments. This article presents a blended format of both synchronous and asynchronous learning opportunities, coupled with Smith and Stein’s (2018) “5 Practices” for productive mathematical discourse, to support teachers in designing and facilitating lessons in which all students are actively engaged in the learning processes both for themselves and their classmates.

Professional Development in Education, 2020

While coaching is a well-documented form of professional development to support teachers' instruc... more While coaching is a well-documented form of professional development to support teachers' instructional practices in mathematics, limited research exists on how coaches can support teachers in differentiating their mathematics instruction. Hence, as part of this retrospective case study, we explored how one instructional coach leveraged a coaching cycle to help an experienced elementary teacher differentiate her mathematics instruction for students. Specifically, the study sought to explore: (a) how the coach and teacher engaged in differentiating instruction, (b) what opportunities the coach and teacher had to discuss differentiation, and (c) what challenges the coach and teacher encountered. Data sources include observations of two planning meetings, four co-taught lessons, and two reflection conversations, as well as eight semi-structured interviews with the coach, teacher, principal, and district-level administrator. Results indicated that the coach and teacher primarily engaged in conversations about differentiating content and process, while other differentiation dimensions (e.g. product and learning environment) were not the focus. The same trend was observed during instruction. Additionally, the depth of the coaching differentiation conversation was primarily low to medium-level, and common barriers existed for the coach-teacher dyad. Implications for researchers and practitioners are provided.

Education sciences, Jun 15, 2024

School science and mathematics, Apr 15, 2024

˜The œMathematics teacher/˜The œmathematics teacher, Dec 1, 2022

Journal of educational supervision, Dec 10, 2023

This special issue of the Journal of Educational Supervision, Cases in Critical Supervision withi... more This special issue of the Journal of Educational Supervision, Cases in Critical Supervision within School Contexts, critically examines educational supervision models, highlighting their limitations in fostering equity and inclusivity. As greater attention and awareness of diverse identities and experiences becomes more common in schools there also needs to be acknowledgement of how supervision is experienced by educators and enacted by instructional supervisors. We argue for a paradigm shift towards more empathetic and diverse supervisory practices that consider the varied backgrounds and needs of students. Throughout this special issue, researchers propose innovative approaches that prioritize collaboration, understanding, and the recognition of the unique potential of every teacher, educator, and student. Empowered with a willingness and an awareness of how educational experiences can be experienced differently, researchers suggest supervisory models to transform educational environments into spaces where all students, especially those from marginalized groups, can thrive.

Teaching children mathematics, May 1, 2019

In our attempts to make a concept easier, we may hinder student learning.

International electronic journal of mathematics education, May 15, 2021

In this study, we used hierarchical linear modeling to examine restricted-use 2011 National Asses... more In this study, we used hierarchical linear modeling to examine restricted-use 2011 National Assessment of Educational Progress (NAEP) data to explore relationships between principal-reported time spent on the different NAEP responsibilities of mathematics coaches and specialists (MCSs) and the achievement scores of approximately 37,400 fourth-grade students in 1,500 U.S. elementary schools. The model included adjustments for composite covariates, control variables, and sampling weights. Significant relationships between principalreported time spent on six different NAEP-defined responsibilities provided by full-time MCSs and fourth-grade students' mathematics achievement were observed, including relationships between achievement and MCSs assisting both teachers and students. Implications for the effective use of MCSs in schools and suggestions for future research are discussed.

Theory & Practice in Rural Education

Key Policy documents call for science teacher preparation programs to provide teacher candidates ... more Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in communities that are rural and geographically far from university settings is especially difficult. Stakeholders also point to the importance of positive coaching and mentoring relationships as key factors impacting the growth of teacher candidates. In this paper we discuss the positive potential of virtual science-related summer institutes as a vehicle to (a) provide authentic science teaching experiences for teacher candidates, and (b) promote the development of positive coaching and mentoring relationships. We also share features of a summer science institute developed as a launch to our teacher residency preparation program that incorporated teacher candidates, school-based teacher educators, and university-based supervisors to maximiz...

Theory & Practice in Rural Education

As teacher preparation paths change and rural areas have opportunities to engage qualified commun... more As teacher preparation paths change and rural areas have opportunities to engage qualified community members in the teaching profession, a flagship university co-developed a teacher residency program with two school districts located in rural communities. Through this partnership, the Networked Improvement Community focused on root causes of recruitment and retention challenges in the rural school districts. Using an improvement science approach, a 14-month residency model was developed to recruit qualified community members to transition to the teaching profession, with a focus on mirroring the diversity of the local community. This study focuses on the development of the residency model and the recruitment of teacher residents for the initial cohort of this alternative teacher preparation program.

TEACHING Exceptional Children

Teachers who work with students with targeted, co-occurring academic and behavior differences req... more Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to support teachers in designing and implementing integrated targeted interventions for mathematics and self-monitoring needs in an elementary, co-taught classroom. This strategic approach includes: (a) screening and diagnostic assessment, (b) delivering academic and behavioral strategies and interventions, and (c) monitoring progress to inform instructional decisions. A case example of a second-grade classroom during supplemental small group linear measurement instruction and self-monitoring integrated Tier 2 intervention is provided for context.

Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2020

TechTrends, 2022

The COVID-19 pandemic forced teachers worldwide to shift to emergency remote teaching (i.e., virt... more The COVID-19 pandemic forced teachers worldwide to shift to emergency remote teaching (i.e., virtual teaching). As teachers return to their classrooms for in-person teaching, there is a need to examine how remote teaching influences teachers' instruction. This study examined teachers' use of digital technologies and specific mathematics activities both during remote teaching and during in-person teaching after returning to their classrooms. The study also examined how teacher participants reported how the pandemic influenced their mathematics teaching. Data analysis indicated statistically significant differences in the frequency of use of all digital technologies except for mathematics games, meaning that mathematics games are used now as much during in-person teaching as remote teaching. Teacher participants also reported that the largest influences of the pandemic and remote teaching have had on their in-person mathematics teaching was the use of general, non-mathematics specific technologies to support organization, the use of hands-on or virtual manipulatives, and the benefit of formative assessment. Implications for future research include the need to examine teachers' use of digital technologies and mathematics activities more closely during in-person teaching and leverage interviews as a possible way to more closely study teachers' experiences.

Kappa Delta Pi Record, 2022

To encourage growth in instructional practice, the authors describe various formats, plans, and s... more To encourage growth in instructional practice, the authors describe various formats, plans, and scheduling options for mathematics coaches and other stakeholders to consider when determining effective ways to enhance the teaching and learning of mathematics.

Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2020

School Science and Mathematics, 2021

For the past forty years, United States school districts have increasingly hired mathematics spec... more For the past forty years, United States school districts have increasingly hired mathematics specialists to support the teaching and learning of mathematics. Despite the prevalence of this professional development structure, this is a relatively new research topic for the mathematics education field. In this paper, we report findings from an exploration of literature between 1981 and 2018 to examine the role of mathematics specialists (MSs). In particular, we examine: (a) MS positioning across research; (b) historical trends of school‐based MS research; and (c) orientations of school‐based MSs within research. Using the McGatha and Rigelman framework as an analytic lens, we found that beyond the positions identified in their framework (coach, intervention specialist, teacher), there were four additional MS positionings within the research (learner, other p‐12 stakeholder, university stakeholder, unknown). Ultimately, we forward an expansion to the McGatha and Rigelman framework to i...

Assessment in Mathematics Education Contexts, 2019

Investigations in Mathematics Learning, 2021

Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research, 2021

In this chapter, the authors explore the experiences of K-12 teachers as they navigated an abrupt... more In this chapter, the authors explore the experiences of K-12 teachers as they navigated an abrupt transition from a traditional face-to-face mathematics classroom to virtual learning. The authors used a survey to ask teachers to explain what effective mathematics instruction meant for their classroom. Their responses most closely aligned with four of the National Council of Teachers of Mathematics (NCTM) effective practices. The survey continued to prompt teachers to share their concerns for the transition, the most effective virtual tools they implemented, support they received, how their virtual classrooms would influence their return to face, and where they needed more support. The authors offer recommendations for supporting teachers as the virtual classroom currently remains in place for many and for transitioning back to the traditional face-to-face classroom. Technology use and digital competence continues to expand in K-12 education.

Phi Delta Kappan, 2020

To support continuous professional development model in the teaching and learning of mathematics,... more 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 Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider.

Intervention in School and Clinic, 2021

Classroom instruction focused on discussion-based learning opportunities can provide productive a... more Classroom instruction focused on discussion-based learning opportunities can provide productive and inclusive learning experiences for all students, including students with learning disabilities in mathematics and those without learning disabilities. Mathematical discourse allows students to share their ideas, justify their thinking, critique the reasoning of others, and refine their thought processes. While one might typically envision mathematical discourse happening during face-to-face instruction, meaningful discourse can also occur in online learning environments. This article presents a blended format of both synchronous and asynchronous learning opportunities, coupled with Smith and Stein’s (2018) “5 Practices” for productive mathematical discourse, to support teachers in designing and facilitating lessons in which all students are actively engaged in the learning processes both for themselves and their classmates.

Professional Development in Education, 2020

While coaching is a well-documented form of professional development to support teachers' instruc... more While coaching is a well-documented form of professional development to support teachers' instructional practices in mathematics, limited research exists on how coaches can support teachers in differentiating their mathematics instruction. Hence, as part of this retrospective case study, we explored how one instructional coach leveraged a coaching cycle to help an experienced elementary teacher differentiate her mathematics instruction for students. Specifically, the study sought to explore: (a) how the coach and teacher engaged in differentiating instruction, (b) what opportunities the coach and teacher had to discuss differentiation, and (c) what challenges the coach and teacher encountered. Data sources include observations of two planning meetings, four co-taught lessons, and two reflection conversations, as well as eight semi-structured interviews with the coach, teacher, principal, and district-level administrator. Results indicated that the coach and teacher primarily engaged in conversations about differentiating content and process, while other differentiation dimensions (e.g. product and learning environment) were not the focus. The same trend was observed during instruction. Additionally, the depth of the coaching differentiation conversation was primarily low to medium-level, and common barriers existed for the coach-teacher dyad. Implications for researchers and practitioners are provided.