Article

Sandhu, S., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Copsey-Blake, M. (2023) School history, identity and ethnicity: an examination of the experiences of young adults in England. Journal of Curriculum Studies. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2023.2184212

Wilson-Daily, A. E., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Sebares-Valle, G. and Sabido-Codina, J. (2022) Revisiting past experiences of LGBTQ+-identifying students: an analysis framed by the UN’s Sustainable Development Goals. Sustainability, 14 (23). 16213. ISSN 2071-1050 doi: https://doi.org/10.3390/su142316213

Hazir, O., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Williams, T. I. ORCID: https://orcid.org/0000-0003-0072-3316 (2022) The mentor-tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency. The Cambridge Journal of Education. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2022.2086216

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. and Fuller, G. (2022) ‘I just want to feel like I’m part of everyone else.’ How schools unintentionally contribute to the isolation of students who identify as LGBT+. The Cambridge Journal of Education, 52 (2). pp. 155-173. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2021.1965091

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2021) Where are we and where are we going? A reflection on current issues in the history curriculum. Teaching History, 185. pp. 60-68. ISSN 0040-0610

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Wilson-Daily, A. and Fuller, G. (2021) Exploring the secondary school experience of LGBT+ youth: an examination of school culture and school climate as understood by teachers and experienced by LGBT+ students. Intercultural Education, 32 (4). pp. 368-385. ISSN 1469-8439 doi: https://doi.org/10.1080/14675986.2021.1889987

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2021) Risk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history? Journal of Curriculum Studies, 53 (5). pp. 659-674. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2021.1884294

Weber, S. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2020) ‘[N]ow I can be a poetic writer’: using action research as a way of reclaiming and implementing professional values in the primary school. Educational Action Research, 30 (1). pp. 3-21. ISSN 1747-5074 doi: https://doi.org/10.1080/09650792.2020.1788621

Harris, R., Courtney, L., Ul-Abadin, Z. and Burn, K. (2020) Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment. Research Papers in Education, 35 (2). pp. 228-248. ISSN 1470-1146 doi: https://doi.org/10.1080/02671522.2019.1568528

Harris, R. and Graham, S. (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies, 51 (1). pp. 43-61. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2018.1513570

Harris, R. and Ormond, B. (2019) Historical knowledge in a knowledge economy – what types of knowledge matter? Educational Review, 71 (5). pp. 564-580. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2018.1462764

Harris, R. and Bilton, H. (2019) Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach. The Cambridge Journal of Education, 49 (1). pp. 69-91. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2018.1442416

Harris, R. and Reynolds, R. (2018) Exploring teachers’ curriculum decision making: insights from history education. Oxford Review of Education, 44 (2). pp. 139-155. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2017.1352498

Harris, R. and Burn, K. (2016) English history teachers’ views on what substantive content young people should be taught. Journal of Curriculum Studies, 48 (4). pp. 518-546. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2015.1122091

Harris, R. and Reynolds, R. (2014) The history curriculum and its personal connection to students from minority ethnic backgrounds. Journal of Curriculum Studies, 46 (4). pp. 464-486. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2014.881925

Harris, R. (2013) The place of diversity within history and the challenge of policy and curriculum. Oxford Review of Education, 39 (3). pp. 400-419. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2013.810551

Harris, R., Burn, K. and Downey, C. (2012) History education in comprehensive schools: using school level data to interpret national patterns. Oxford Review of Education, 38 (4). pp. 413-436. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2012.707614

Harris, R. (2012) ‘Purpose’ as a way of helping white trainee history teachers engage with diversity issues. Education Sciences, 2 (4). pp. 218-241. ISSN 2227-7102 doi: https://doi.org/10.3390/educsci2040218

Harris, R. and Haydn, T. (2012) What happens to a subject in a ‘free market’ curriculum? A study of secondary school history in the UK. Research Papers in Education, 27 (1). pp. 81-101. ISSN 1470-1146 doi: https://doi.org/10.1080/02671520903513217

Harris, R. and Burn, K. (2011) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking. Journal of Education Policy, 26 (2). pp. 245-261. ISSN 1464-5106 doi: https://doi.org/10.1080/02680939.2010.498902

Harris, R. and Clarke, G. (2011) Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers. The Cambridge Journal of Education, 41 (2). pp. 159-175. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2011.572863

Harris, R. (2011) Learning how to be a teacher: lessons the government needs to learn. Prospero, 17 (3). pp. 28-33. ISSN 1358-6785

Haydn, T. and Harris, R. (2010) Pupil perspectives on the purposes and benefits of studying history in high school: a view from the UK. Journal of Curriculum Studies, 42 (2). pp. 241-261. ISSN 1366-5839 doi: https://doi.org/10.1080/00220270903403189 (special issue: National history and beyond—part two )

Harris, R. and Haydn, T. (2009) '30% is not bad considering ...' Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry. Teaching History, 134. pp. 27-35. ISSN 0040-0610

Haydn, T. and Harris, R. (2009) Children’s ideas about what it means ‘to get better’ at history: a view from the United Kingdom. International Journal of Historical Learning, Teaching and Research, 8 (2). pp. 26-39. ISSN 1472-9466

Harris, R. and Haydn, T. (2008) Children's ideas about school history and why they matter. Teaching History, 132. pp. 40-49. ISSN 0040-0610

Harris, R. and Rea, A. (2006) Making history meaningful: helping pupils to see why history matters. Teaching History, 125. pp. 28-36. ISSN 0040-0610

Harris, R. (2006) Editorial. Citizenship education. Prospero, 12 (3). pp. 3-5. ISSN 1358-6785

Harris, R. and Haydn, T. (2006) Pupils' enjoyment of history: what lessons can teachers learn from their pupils? Curriculum Journal, 17 (4). pp. 315-333. ISSN 1469-3704 doi: https://doi.org/10.1080/09585170601072544

Harris, R. (2005) Does differentiation have to mean different? Teaching History, 118. pp. 5-12. ISSN 0040-0610

Harris, R. and Ratcliffe, M. (2005) Socio-scientific issues and the quality of exploratory talk - what can be learned from schools involved in a 'collapsed day' project? The Curriculum Journal, 16 (4). pp. 439-453. ISSN 1469-3704 doi: https://doi.org/10.1080/09585170500384396

Ratcliffe, M., Harris, R. and McWhirter, J. (2004) Teaching ethical aspects of science - is cross-curricular collaboration the answer? School Science Review, 86 (315). pp. 39-44. ISSN 0036-6811

Harris, R. and Foreman-Peck, L. (2004) 'Stepping into other people's shoes': teaching and assessing empathy in the Secondary History Curriculum. International Journal of Historical Learning, Teaching and Research, 4 (2). pp. 1-14. ISSN 1472-9466

Harris, R. (2003) Empathy and history teaching: an unresolved dilemma? Prospero, 9 (1). pp. 31-38. ISSN 1358-6785

Harris, R. and Kitson, A. (2002) Basket weaving in Advanced level history ... how to plan and teach the 1000 year unit. Teaching History, 109. pp. 27-35. ISSN 0040-0610

Harris, R. and Foreman-Peck, L. (2001) Learning to teach history writing: discovering what works. Educational Action Research, 9 (1). pp. 97-109. ISSN 1747-5074 doi: https://doi.org/10.1080/09650790100200141

Harris, R. (2001) Why essay writing remains central to learning history at AS level. Teaching History, 103. pp. 13-16. ISSN 0040-0610

Harris, R. (2000) An action research project to improve the quality of A level history essay writing. Prospero, 6 (3 & 4). pp. 65-69. ISSN 1358-6785

Book or Report Section

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 (2021) Disciplinary knowledge denied? In: Chapman, A. (ed.) Knowing History in Schools: Powerful knowledge and the powers of knowledge. Knowledge and the curriculum. UCL Press, London, pp. 97-128. ISBN 9781787357327 doi: https://doi.org/10.14324/111.9781787357303

Harris, R. (2017) British values, citizenship and the teaching of history. In: Davies, I. (ed.) Debates in history teaching. 2nd edition. Routledge, Abingdon, pp. 180-190, 306 pp.. ISBN 9781138187597

Harris, R. (2017) Exploring youth civic engagement: a view from England. In: Broom, C. (ed.) Youth Civic Engagement in a Globalized World : Citizenship Education in Comparative Perspective. Palgrave studies in global citizenship education and democracy. Palgrave Macmillan, New York, pp. 37-58. ISBN 9781137565327 doi: https://doi.org/10.1057/978-1-137-56533-4

Harris, R. and Lazar, I. (2011) Overcoming resistance. In: Huber, J. and Mompoint-Gaillard, P. (eds.) Teacher education for change: the theory behind the council of Europe Pestalozzzi programme. Pestalozzi (1). Council of Europe, Strasbourg, pp. 91-104. ISBN 9789287170200

Harris, R. and Lazar, I. (2011) Ways to bring about change. In: Huber, J. and Mompoint-Gaillard, P. (eds.) Teacher education for change: the theory behind the council of Europe Pestalozzzi programme. Pestalozzi (1). Council of Europe, Strasbourg, pp. 105-116. ISBN 9789287170200

Harris, R. (2010) Citizenship and history - uncomfortable bedfellows? In: Davies, I. (ed.) Debates in history teaching. The Debates in Subject Teaching. Routledge, London, pp. 186-196. ISBN 9780415571623

Ratcliffe, M., Harris, R. and McWhirter, J. (2005) Cross-curricular collaboration in teaching social aspects of genetics. In: Boersma, K., Goedhart, M., de Jong, O. and Eijkelhof, H. (eds.) Research and the Quality of Science Education. Springer, Netherlands, pp. 77-88. ISBN 9781402036729

Report

Burn, K. and Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, (2021) Historical Association survey of history in secondary schools in England 2021. Historical Association Secondary Survey 2021. Report. Historical Association pp46.

Burn, K. and Harris, R., (2011) History in secondary schools 2011 survey. Report. The Historical Association

Burn, K. and Harris, R., (2010) 2010 Survey into History Teaching. Report. The Historical Association

Burn, K. and Harris, R., (2009) Historical Association survey of history in English secondary schools. Report. The Historical Association

Conference or Workshop Item

Harris, R., Cain, T. and Kinchin, G. D. (2011) Teacher research: transforming practice or re-arranging the deckchairs? In: British Educational Research Association Conference, 6-8 September 2011, London. (Unpublished)

Harris, R. (2010) Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum. In: British Educational Research Association, 1-4 September 2010. (Unpublished)

Harris, R. (2010) Diversity and the history curriculum: an action research approach to help trainee history teachers embrace cultural and ethnic diversity in the curriculum. In: History Teacher Educator Network Conference, 19-20 July 2010, Newport. (Unpublished)

Bhopal, K., Harris, R. and Rhamie, J. (2009) ‘Race’, diversity and inclusion: student perspectives. In: ECER Annual Conference, 28-30September 2009, Vienna. (Unpublished)

Bhopal, K., Harris, R. and Rhamie, J. (2009) Student perspectives on ‘Race’, diversity and inclusion on ITE courses: a case study analysis. In: BERA Annual Conference, 2-5 September 2009, Manchester. (Unpublished)

Haydn, T. and Harris, R. (2009) What factors influence pupils' commitment to history as a school subject? A view from the United Kingdom. In: American Educational Research Association Annual Meeting (AERA 2009), 13 - 18 April 2009, San Diego. (Unpublished)

Harris, R. and Haydn, T. (2008) Pupil and teacher perspectives on motivation and engagement in high school history: a U.K. view. In: American Educational Research Association (AERA 2008), Mar 2008, NY. (Unpublished)

Harris, R. and Hatdn, T. (2007) Getting pupils to 'see the point' of school subjects: history, a case study. In: ECER 2007, 18-22 September 2007, Belguim. (Unpublished)

Harris, R. and Haydn, T. (2007) Getting pupils to 'see the point' of school subjects: history, a case study. In: BERA Annual Conference 2007, 5-8 September 2007, London. (Unpublished)

Harris, R. and Haydn, T. (2006) Pupil perceptions of history as a school subject. In: European Conference on Educational Research 2006, 11-12 September 2006, Geneva. (Unpublished)

Book

Harris, R., Burn, K. and Woolley, M. (2014) The guided reader to teaching and learning in history. Routledge, London. ISBN 9780415503440

Harris, R., Harrison, S. and McFahn, R. (2011) Cross-curricular teaching and learning in the secondary school...humanities: history, geography, religious studies and citizenship. Cross-Curricular Teaching and Learning in.... Routledge, London, pp163. ISBN 9780415561891

Harris, R. and Luff, I. (2004) Meeting SEN in the curriculum: History. Meeting SEN in the Curriculum. David Fulton, London, pp160. ISBN 9781843121633

Thesis

Harris, R. (2010) An action research project to promote the teaching of culturally and ethnically diverse history on a secondary PGCE history course. PhD thesis, University of Southampton.