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Ann Duffy Harrington

She received her undergraduate and Master of Education degrees from the University of North Carolina at Chapel Hill and her Ph.D from University of Georgia. She has been on the faculty at UNCG since 2005. She is a Clinical Associate Professor in Elementary and Literacy Education. Also she has published as Ann Marie Duffy and Ann Duffy-Hester.

There are 6 included publications by Ann Duffy Harrington :

TitleDateViewsBrief Description
Balance, literacy acceleration, and responsive teaching in a summer school literacy program for struggling readers. 2001 1664 The purpose of this research was to examine the effects of a balanced, accelerated, and responsive literacy program on the reading growth of elementary school struggling readers. The participants in this study were 10 second-grade children identified...
The learning and perceptions of teacher researchers and facilitators in a literacy-focused, teacher-research course: A content analysis of system, learner, and spheres of influence. 2004 387 The purpose of this research was to add to the knowledge base of teacher research in literacy education by focusing on the inquiry processes and learning of literacy teacher researchers from their perspectives. We accomplished this goal through prese...
Learning to teach struggling (and non-struggling) elementary school readers: An analysis of preservice teachers' knowledge. 2001 1785 The purpose of this research was to describe elementary school preservice teachers' beliefs, understandings, and instruction of struggling and non-struggling readers as they evolved over time in two university reading education courses with a field c...
Responding to the rhetoric: Professional educators' perspectives on reading instruction. 2003 438 As professional, experienced educators, we have gained many understandings about teaching reading based on our work with our students, research and theory, and our beliefs about "what really matters" (Allington, 2001) in reading instruction. We are c...
Teacher-researcher methodology: Themes, variations, and possibilities. 2001 1876 This analysis of teacher research studies illustrates the variety of choices teachers make in exploring questions within their own classrooms. Teacher action research has a long and rich history (McFarland & Stansell, 1993; Olson, 1990), and there ha...
Then and now: Perspectives on the status of elementary reading instruction by prominent reading educators. 2000 419 This study queried members of the Reading Hall of Fame about elementary school reading instruction. Results from closed and open items revealed three major themes: (a) a neo-traditional view toward the teaching and learning of reading; (b) frustratio...