Jenni Harding Middleton, Ed.D.

Contact Information

Education

• Ed.D. Degree, University of Northern Colorado in Greeley, CO: Curriculum Studies emphasis in Mathematics with a Doctoral Minor in Applied Statistics and Research Methods
• M.A. Degree, Lesley College in Cambridge, MA: Technology in Education
• B.A. Degree, University of Northern Colorado in Greeley, CO: English with the Area of Teacher Preparation in Elementary Education

Professional/Academic Experience

Dr. Harding is a former elementary school teacher and instructional technology specialist. She currently coordinates the Master’s of Arts in Teaching: Elementary Education Licensure Program working with multiple Partner Schools across Colorado. She had been awarded the College of Education and Behavioral Sciences Outstanding AdvisorAward in 2012 and 2008. Dr. Harding has earned Doctoral Research Endorsement status at UNC.

Research/Areas of Interest

Dr. Harding is passionate in several areas of education including mathematics instruction, quality instruction for children, improving teacher education, diversity in classrooms including ethnomathematics, culturally responsive classrooms, STEM learning for English Learners, doctoral advising, and doctoral ethics.

Publications/Creative Works

Publications and Presentations

• June 2016. J.L. Harding. Learning From a Grant to a Mathematics Methods Course: English Learners, Science, and Language. Clute Institute International Education Conference, Venice, Italy.
• Harding, J. L., & Hbaci, I. (2015). Evaluating pre-service teachers math teaching experience from different perspectives. Universal Journal of Educational Research, 3(6), 382-389, DOI: 10.13189/ujer.2015.030605.
• Loyd, S., Harding-DeKam, J. L., & Hamilton, B. (2015). Barriers to the Journey: Guidance for New Doctoral Students. Journal of Educational Research and Innovation, Spring 4(1), 1-17.
• Harding-DeKam, J. L. (2015). Creating number sense by incorporating math structure. The Colorado Mathematics Teacher, Winter, 15-16.
• Loyd, S., Harding-DeKam, J. L., & Hamilton, B. (Winter 2014-2015). The power of multicultural mathematics picturebooks. Colorado Reading Journal 25, 5-10.
• Harding-DeKam, J. L. (2014). Defining culturally responsive teaching: The case of mathematics. Cogent Education Journal 1(1), DOI 10.1080/2331186X.2014.972676.
• Harding-DeKam, J.L., Reinsvold, L., Olmos, A., Song, Y., Franklin, B., Higgins, T., & Enriquez, M. (Accepted 2014). Mathematics and science teaching for English learners (MAST-EL) partnership: A relationship among elementary school teachers, pre-service teachers, principals, coaches, and college faculty. Teacher Education & Practice (Special theme issue STEM Teacher Preparation and Practice: Prepare and Inspire Students), 12(2).
• Harding-DeKam, J. L. (2013). Teaching ethnomathematics in a mathematics methods course. NASGEm News: Notices of the North American Study Group on Ethnomathematics, 6(1), 13-16.
• April 2013. J. L. Harding-DeKam. School and University Partnership: Teaching English Learners Mathematics and Science. National Council of Supervisors of Mathematics (NCSM), Denver, Colorado.
• April 2013. S. Loyd, J. L. Harding-DeKam, & B. Hamilton. Multicultural Mathematics Children’s Literature Books. National Council of Teachers of Mathematics (NCTM), Denver, Colorado.
• Harding-DeKam, J. L., Hamilton, B., & Loyd, S. (2012). The hidden curriculum of doctoral advising. NACADA Journal, 32(2), 5-15.
• April 2012. J. L. Harding-DeKam, E. Franklin, B. Hamilton, & D. Romero. Dilemmas in assessing teacher education program quality: A qualitative case study of twelve student teachers. American Educational Research Association (AERA), Vancouver, BC, Canada.
• October 2011. J. L. Harding-DeKam. Teaching mathematics through children’s literature. Colorado Council of Teachers of Mathematics (CCTM), Denver, Colorado.
• February 2010. E. Franklin, J. L. Harding-DeKam, D. Romero, & B. Hamilton. Understanding what counts: A comparative study of ESL and non-ESL endorsed teacher candidates’ pedagogical practices. National Association for Bilingual Education (NABE), Denver, Colorado.
• Silver, F.L., Fertig, G. H., Harding-DeKam, J. L., & Thompson, S. C. (Fall 2009). Advancing equity and high quality mathematics education with actions drawn from ethnomathematics. Teaching for Excellence and Equity in Mathematics, 1(1), 14-17.
• April 2008. Harding-DeKam, J.L. & Barta, J. It takes a village: Teachers’ effectiveness, lesson enhancement, and ongoing assessment. National Council of Teachers of Mathematics (NCTM), Salt Lake City, Utah.
• Opitz, M. F. & Harding-DeKam, J. L. (March 2007). Understanding and teaching English language learners. The Reading Teacher, 60(6), 590-593.
• Harding-DeKam, J. L. (January 2007). Foundations in ethnomathematics for prospective elementary teachers. Journal of Mathematics and Culture,2(1), 1-19.

Selected Funded Grants

• Setter, K., Dalke, J., Powers, R., Harding-Dekam, J., Bollinger, A., co-principal investigator. (May, 2014). NW BOCES and Hayden School District MSP SUMMIT. $854,252, Colorado Department of Education.
• Franklin, E., Reinsvold, L, Harding, J. L., Higgins, T., & Song, Y, co-principal investigators. (2011). Mathematics and Science Teaching to English Language Learners. $1,804,412. United States Department of Education English Language Acquisition: National Professional Development Program, Washington, DC.