Research

My scholarship focuses on tackling problems of practice in K-12 and higher education. Problems of practice are complex challenges in education identified by educators that are often focused on curricula, technology, standards, modality, pedagogy, or skills. Frequently, problems of practice are interdisciplinary and require collaborative design activities and iterative implementation opportunities to reach a solution. Thus, I work collaboratively with practioners in various disciplines (e.g., science, math, arts) and spaces (e.g., online environment, professional development) to design and implement potential solutions.

I believe that researchers and educators can work together to solve the problems faced in educational practice and that data from design and implementation activities inform research. My research strives to generate useable knowledge and alignment between the principles of learning and instructional practice

Select Publications:

  • Powell, S., & Leary, H. (2021). Measuring learner-content interaction in digitally augmented learning experiences. Distance Education, 42(3).

  • Leary, H. (2021). Leading by walking next to me. In J. H. Curry & S. R. Jackson (Eds.), The Greatest Lecture I was Never Taught. Brill Publishing.

  • Leary, H., Lee, V. R., & Recker, M. (2021). It’s more than just technology adoption: Understanding variations in teachers’ use of an online planning tool. TechTrends, 65.

  • Allman, B., & Leary, H. (2021). A template for facilitating knowledge-building discourse in online teacher professional development. Poster in the proceedings of the International Conferences of the Learning Sciences. Bochum, Germany: International Society of the Learning Sciences.

  • Leary, H., Dopp, C., Turley, C., Cheney, M., Simmons, Z., Graham, C. R., & Hatch, R. (2020). Professional development for online teaching: A literature review. Online Learning, 24(4), 254-275.

  • Andrews, C., Motz, B., Israel, J., & Leary, H. (2020). Characteristics who students who opted in to use boost mobile app as an educational support service. Journal of Teaching and Learning with Technology, 9(1).

  • Sansom R. L., Bodily, R., Bates, C. O., Leary, H. (2020). Increasing student use of a learner dashboard. Journal of Science Education and Technology, 29(3), 386-398.

  • Leary, H., & Severance, S. (2020). Using design-based research to solve wicked problems. Poster in the proceedings of the International Conference of the Learning Sciences. Nashville, TN: International Society of the Learning Sciences.

  • Hu, M., Arnesen, K. T., Barbour, M. K., & Leary, H. (2019). A newcomer's lens: A look at K-12 online and blended learning in the Journal of Online Learning Research. Journal of Online Learning Research, 5(2), 123-144.

  • Bodily, R., Leary, H., & West. R. E. (2019). Research trends in instructional design and technology journals. British Journal of Educational Technology, 50(1).

  • Johnstun, K., Leary, H., & Jensen, B. (2019). Young interpreters: The situated as supportive. In Lund, K., Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gweon, G., and Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 557-560). Lyon, France: International Society of the Learning Sciences.

  • Leary, H. & Walker, A. (2018). Meta-analysis and meta-synthesis methodologies: Rigorously piecing together research. TechTrends, 62(5), 525-534.

  • Powell, S., Leary, H., McLachlan, L., Brock, K. (2018). Teachers collaboratively creating micro-credentials for professional development. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count 2018, Volume 2 (pp. 1157-1160). London, England: International Society of the Learning Sciences.

  • Leary, H., Severance, S., Penuel, W. R., Quigley, D., & Sumner, T. (2016). Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizational Technologies. Journal of Science Teacher Education, 27(1), 61-77.

  • Johnson, R., Severance, S., Penuel, W. R., & Leary, H. (2016). Teachers, Tasks, and Tensions: Lessons from a Research-Practice Partnership. Journal of Mathematics Teacher Education, 19 (1/2). http://dx.doi.org/10.1007/s10857-015-9338-3

  • Severance, S., Penuel, W. R., Sumner, T., Leary, H. (2016). Organizing for Teacher Agency in Curricular Co-Design. Journal of the Learning Sciences, 25(4), 531-564.

  • Ye, L., Recker, M., Walker, A., Leary, H., & Yuan, M. (2015). Expanding Approaches for Understanding Impact: Integrating Technology, Curriculum, and Open Educational Resources in Science Education. Educational Technology Research and Development, 63(3), 355-380.

  • Belland, B. R., Walker, A. E., Olsen, M. W., & Leary, H. (2015). A Pilot Meta-Analysis of Computer-Based Scaffolding in STEM Education. Educational Technology and Society, 18(1), 183-197.

  • Walker, A., Leary, H., Hmelo-Silver, C.E., & Ertmer, P.A. (Eds.). (2015). Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows. West Lafayette, IN: Purdue University Press.

  • Butcher, K., Leary, H., Foster, J., Devaul, H. (2014). Adopting an Online Curriculum Planning Tool: Facilitation for teachers’ thinking about constructive pedagogy and technology integration. Journal of Technology and Teacher Education, 22(4), 423-447.

  • Lee, V. R., Leary, H., Sellers, L., Recker, M. (2014). The Role of School District Science Coordinators in the District-Wide Appropriation of an Online Resource Discovery and Sharing Tool for Teachers. Journal of Science Education and Technology, 23(3), 309-323. doi: 10.1007/s10956-013-9465-5

  • Leary, H., Walker, A., Shelton, B. E., & Fitt, M. H. (2013). Exploring the Relationships Between Tutor Background, Tutor Training and Student Learning: A Problem-Based Learning Meta-Analysis. Interdisciplinary Journal of Problem-Based Learning, 7(1), 40-66.

  • Walker, A., Recker, M., Ye, L., Robertshaw, M. B., Sellers, L., & Leary, H. (2012). Comparing Technology-Related Teacher Professional Development Designs: A multilevel study of teacher and student impacts. Educational Technology Research and Development, 60(3), 421-444.

  • Walker, A. & Leary, H. (2009). A Problem Based Learning Meta-analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels. Interdisciplinary Journal of Problem Based Learning, 3(1), 6-28.