Lois R. Harris

Education · 2008–2016

A researcher in the Science corpus: 11 papers; trusts 42 researchers and is trusted by 12 researchers here, as inferred from the citation graph.

Subfields

• Education — 119 citations into it; #1,670 of 11,309 by trust here, #1,668 by citations
• Developmental and Educational Psychology — 36 citations into it; #5,739 of 8,223 by trust here, #5,730 by citations
• Management Science and Operations Research — 22 citations into it; #8,041 of 11,946 by trust here, #7,262 by citations
• Information Systems and Management — 19 citations into it
• Experimental and Cognitive Psychology — 11 citations into it
• Computer Networks and Communications — 7 citations into it
• Information Systems — 7 citations into it
• Clinical Psychology — 6 citations into it

Whom Lois R. Harris trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Gavin T. L. Brown
2. Heidi L. Andrade
3. Xitao Fan
4. Gordon W. Cheung
5. Elizabeth R. Peterson
6. John A. Ross
7. B. Zimmerman
8. Sarah Gielen
9. J. H. McMillan
10. D. Cothran

Who trusts Lois R. Harris overall

1. Gavin T. L. Brown
2. Ernesto Panadero
3. Heidi L. Andrade
4. F. M. Van der Kleij
5. Anastasiya A. Lipnevich
6. Lingbiao Gao
7. J. Parsons
8. Gavin W. Fulmer
9. N. Barnes
10. Jennifer Fredricks

Papers from Lois R. Harris's perspective

Ordered by how strongly the researchers Lois R. Harris trusts endorse each paper. Same corpus, a different order for every researcher.

1. Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis
2. The Impact of Self- and Peer-Grading on Student Learning
3. Sensitivity of Fit Indices to Model Misspecification and Model Types
4. Teachers' conceptions of assessment: implications for policy and professional development
5. Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning
6. The Effects of Modeling, Self-Evaluation, and Self-Listening on Junior High Instrumentalists' Music Performance and Practice Attitude
7. Differing perceptions in the feedback process
8. Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (The American Educational Research Journal)
9. Effectiveness of feedback: the students’ perspective
10. Below the Bubble: “Educational Triage” and the Texas Accountability System

Their papers

• Handbook of Human and Social Conditions in Assessment (2016) — 104 citations
• Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being (2012) — 125 citations
• Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance (2015) — 121 citations
• The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency. (2014) — 179 citations
• Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses (2014) — 110 citations
• Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation (2013) — 181 citations
• Secondary Teachers' Conceptions of Student Engagement: Engagement in Learning or in Schooling?. (2011) — 111 citations
• Mixing interview and questionnaire methods: Practical problems in aligning data (2010) — 520 citations
• The complexity of teachers’ conceptions of assessment: tensions between the needs of schools and students (2009) — 113 citations
• Unintended Consequences of using Tests to Improve Learning: How Improvement-Oriented Resources Heighten Conceptions of Assessment as School Accountability (2009) — 91 citations
• A phenomenographic investigation of teacher conceptions of student engagement in learning (2008) — 229 citations