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.

• 2016 - Present Professor | University of Northern Colorado in Greeley, CO
• 2011 - 2016 Associate Professor | University of Northern Colorado in Greeley, CO
• 2005 - 2011 Assistant Professor | University of Northern Colorado in Greeley, CO

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

Book Chapter Publications 

• Mahovsky, K. A., Harding-Middleton, J., Kang, H. J. (in press). Productive Struggle: Clinical Mathematical Experience with Volume. In Drew Polly (Ed.), Clinically Based Teacher Education in Action Cases from Mathematics Teacher Educators (pp. 18). Charlotte, NC: Information Age Publishing.
• Harding, J.L., Hamilton, B., Loyd, S. (2022). Ethical Doctoral Advisor–Student Relationships in the United States: Uncovering Unknown Perspectives and Actions. In: Mulligan, D.L., Ryan, N., Danaher, P.A. (eds) Deconstructing Doctoral Discourses. Palgrave Studies in Education Research Methods. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-11016-0_4
• Harding, J.L., Hamilton, B., & Loyd, S. (2022). Imagined futures: Elementary preservice teachers consider classroom diversity. In: Nova, R. V. (ed) Progress in Education Vol. 72. Nova Science Publishers, Inc., New York. https://doi.org/10.52305/DWPB9227
• Harding J.L. (2021) Ethnomathematics Affirmed Through Cognitive Mathematics and Academic Achievement: Quality Mathematics Teaching and Learning Benefits. In: Danesi M. (eds) Handbook of Cognitive Mathematics. Springer, Cham. https://doi.org/10.1007/978-3-030-44982-7_5-1
• Harding, J.L. (2019). Foundations in ethnomathematics for prospective elementary teachers. In T. L. Shockey (Ed.), Culture that counts: A decade of depth with the Journal of Mathematics and Culture (pp. 543-554). Galena, OH: White Plum Publishing
• Harding, J.L. (2019). Reflection within mathematics methods: Prospective teachers develop a classroom diversity teaching assignment. In T. L. Shockey (Ed.), Culture that counts: A decade of depth with the Journal of Mathematics and Culture (pp. 507- 518). Galena, OH: White Plum Publishing

Juried Articles 

• Harding, J. L. (2021). Transcribing: A tool to evaluate instruction and understand concepts. Journal of Physical Mathematics, S4(2).
• Harding, J. L., Petit, J., & Becker, D. (2021). Ethnomathematics defined: A literature meta-analysis. Journal of Mathematics and Culture, 15(1), 33-66.
• Harding, J., Hbaci, I., Hamilton, B., & Loyd, S. (2020). Transcribing: A Tool for Mathematics Pre-Service Teachers to Reflect Their Own Teaching. Journal of Education, 201(3), 225-235. https://doi.org/10.1177/0022057420914904