The Harvard Educational Review is a generalist scholarly journal that provides an interdisciplinary forum for innovative thinking and research in education.
Introduction
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Why Adolescent Literacy Matters Now
Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson
Adolescent Literacy
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Putting the Crisis in Context
Vicki A. Jacobs
Teaching Disciplinary Literacy to Adolescents
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Rethinking Content-Area Literacy
Timothy Shanahan and Cynthia Shanahan
Redefining Content-Area Literacy Teacher Education
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Finding My Voice through Collaboration
Roni Jo Draper
Cognitive Strategy Instruction for Adolescents
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What We Know about the Promise, What We Don’t Know about the Potential
Mark W. Conley
The Complex World of Adolescent Literacy
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Myths, Motivations, and Mysteries
Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris
Toward a More Anatomically Complete Model of Literacy Instruction
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A Focus on African American Male Adolescents and Texts
Alfred W. Tatum
Implementing a Structured Reading Program in an Afterschool Setting
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Problems and Potential Solutions
Ardice Hartry, Robert Fitzgerald, and Kristie Porter
State Literacy Plans
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Incorporating Adolescent Literacy
Catherine Snow, Twakia Martin, and Ilene Berman
Beyond Writing Next
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A Discussion of Writing Research and Instructional Uncertainty
David Coker and William E. Lewis
The Harvard Education Press publishes innovative, authoritative books covering critical issues in education.
Resourceful Leadership
Tradeoffs and Tough Decisions on the Road to School Improvement
By Elizabeth A. City
Data Wise in Action
Stories of Schools Using Data to Improve Teaching and Learning
Edited by Kathryn Parker Boudett and Jennifer L. Steele
Managing School Districts for High Performance
Cases in Public Education Leadership
Edited by Stacey Childress, Richard F. Elmore, Allen Grossman, and Susan Moore Johnson
Minding the Gap
Why Integrating High School with College Makes Sense and How to Do It
Edited by Nancy Hoffman, Joel Vargas, Andrea Venezia, and Marc S. Miller
"It's Being Done"
Academic Success in Unexpected Schools
By Karin Chenoweth
A Decade of Urban School Reform
Persistence and Progress in the Boston Public Schools
Edited by S. Paul Reville with Celine Coggins
Collateral Damage
How High-Stakes Testing Corrupts America's Schools
By Sharon L. Nichols and David C. Berliner
Understanding Youth
Adolescent Development for Educators
By Michael J. Nakkula and Eric Toshalis
The Harvard Education Letter is a bimonthly newsletter that summarizes new research and innovative practice in preK-12 education.
Special Workshop on Teaching by the Case Method
Harvard Education Letter Named a Finalist for Several Awards
"It's Being Done" reviewed by Washington Post's Jay Mathews
"It's Being Done" Named a Top Education Book for 2007
Ed in 08's Roy Romer Recommends Pay-for-Performance Teacher Compensation
Harvard Education Letter wins "Best Newsletter"
Finding High-Achieving Schools in Unexpected Places
HEL Web Exclusive: Educators as “Applied Developmentalists”
Special Issue on Assessing NCLB
HER Article "Adjusting Inequality" receives Joyce Cain Award
Interview with U.S. Secretary of Education Margaret Spellings