Harriet D Porton

Harriet D. Porton started teaching in 1966 and since then has taught every grade from first through graduate school. Her many experiences and opportunities for research and advancement taught her to always be open to new learning and new opportunities for growth. As a result, she was chosen to be the co-editor for Adolescent Behavior and Society: A book of Readings Fifth Edition (Muuss, R.E. & Porton, H.D., 1999, McGraw Hill). As a graduate student, Ms. Porton was asked to write Chapter 10 A...See more

Harriet D. Porton started teaching in 1966 and since then has taught every grade from first through graduate school. Her many experiences and opportunities for research and advancement taught her to always be open to new learning and new opportunities for growth. As a result, she was chosen to be the co-editor for Adolescent Behavior and Society: A book of Readings Fifth Edition (Muuss, R.E. & Porton, H.D., 1999, McGraw Hill). As a graduate student, Ms. Porton was asked to write Chapter 10 A Feminist Perspective: Carol Gilligan's Theory of Sex Differences in Adolescent Development for the Sixth Edition of Rolf E. Muuss' Theories of Adolescence (1996, McGraw Hill). She co-authored a monograph in The Genetic Social and General Psychology Monographs (November 1995, Volume 121, Number 4) "Relational Processes and Identity Formation in Adolescence: The Example of A Separate Peace (Flum, H & Porton, H.). In addition, an article she co-authored for "The High School Magazine" resulted in Joppatowne High School's being featured on a major television news show. Ms. Porton served as the Coordinator for Reconstitution-eligible Schools for the State of Maryland, and soon after that, she was appointed to become the director of a master of arts in teaching program at a liberal arts college. During her work towards her doctorate, she and her thesis advisor co-authored a research monograph, "The Quest for School Improvement," a case study of one low performing school. Harriet's major research interests have centered on state and local policy regarding struggling learners and examining gender bias in education. During her years as a practitioner and in academia, she observed teachers who have worked hard to reach success with struggling learners and those who have been at a loss with the same population. The combination of all these experiences has given her the unique perspective of an academic-practitioner who can translate theory into successful practice. See less