Mr Andrew Harris
| Name | Mr Andrew Harris |
|---|---|
| Job title | Senior Lecturer |
| Research institute | School of Teacher Education |
Research outputs
Learning and teaching mathematics 0-8
Taylor, H., Harris, A., Donaldson, G., Wild, J., Vincent, K., Wiseman, C., Stone, P., O'Sullivan, L. and Price, B. Harris, A. and Taylor, H. (ed.) 2014. Learning and teaching mathematics 0-8. London SAGE Publications.Chapter 10: Calculation
Harris, A. 2014. Chapter 10: Calculation. in: Taylor, H. and Harris, A. (ed.) Learning and Teaching Mathematics 0-8 London SAGE Publications. pp. 145-163Chapter 3: Play and mathematics
Wiseman, C. and Vincent, K. 2013. Chapter 3: Play and mathematics. in: Harris, A. and Taylor, H. (ed.) Learning and Teaching Mathematics 0-8 London SAGE Publications.Chapter 7: Assessing children's mathematics
Taylor, H. and Vincent, K. 2013. Chapter 7: Assessing children's mathematics. in: Harris, A. and Taylor, H. (ed.) Learning and Teaching Mathematics 0-8 London SAGE Publications.Primary mathematics: reflective reader
Harris, A., O'Sullivan, L., Wild, J., Donaldson, G., Bottle, G. and Sangster, M. 2005. Primary mathematics: reflective reader. Exeter Learning Matters.Resources
Harris, A. 2005. Resources. in: Bottle, G. (ed.) Teaching Mathematics in the Primary School London Continuum.Resources
Harris, A. 2005. Resources. in: Bottle, G. (ed.) Teaching Mathematics in the Primary School London Continuum. pp. 80-104How technology for comprehension training can support conversation towards the joint construction of meaning
Yuill, N., Pearce, D., Kerawalla, L., Harris, A. and Luckin, R. 2009. How technology for comprehension training can support conversation towards the joint construction of meaning. Journal Of Research In Reading. 32 (1), pp. 109-125. https://doi.org/10.1111/j.1467-9817.2008.01384.xThe influence of context-specific and dispositional achievement goals on children’s paired collaborative interaction
Harris, A., Yuill, N. and Luckin, R. 2008. The influence of context-specific and dispositional achievement goals on children’s paired collaborative interaction. British Journal of Educational Psychology. 78 (3), pp. 355-374. https://doi.org/10.1348/000709907X267067Targeting performance management: some reflections on the leadership programme for serving headteachers
Welsh, P., Parsons, C., Day, C. and Harris, A. 2000. Targeting performance management: some reflections on the leadership programme for serving headteachers. Management in Education. 14 (5), pp. 11-13. https://doi.org/10.1177/08920206000140050301Reflective reader: primary mathematics
O'Sullivan, L., Harris, A., Sangster, M., Wild, J., Donaldson, G. and Bottle, G. 2005. Reflective reader: primary mathematics. Exeter Learning Matters.Observing subject knowledge in action: characteristics of lesson observation feedback given to trainees
Harris, A. 2006. Observing subject knowledge in action: characteristics of lesson observation feedback given to trainees. Proceedings of the British Society for Research into Learning Mathematics. 26 (2), pp. 31-36.Using technology to teach flexibility through peer discussion
Yuill, N., Kerawalla, L., Pearce, D., Luckin, R. and Harris, A. 2008. Using technology to teach flexibility through peer discussion. in: Cartwright, K. (ed.) Literacy Processes: Cognitive Flexibility in Learning and Teaching New York Guildford Press. pp. 320-341'I'm keeping those there, are you?' The role of a new user interface paradigm 'Separate Control of Shared Space (SCOSS)' in the collaborative decision-making process
Kerawalla, L., Pearce, D., Yuill, N., Luckin, R. and Harris, A. 2008. 'I'm keeping those there, are you?' The role of a new user interface paradigm 'Separate Control of Shared Space (SCOSS)' in the collaborative decision-making process. Computers and Education. 50 (1), pp. 193-206. https://doi.org/10.1016/j.compedu.2006.04.007741
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