Harvard Education Publishing Group

The Harvard Education Publishing Group's mission is to contribute to the knowledge and greater understanding of educational issues that are of central importance in our society today. We are committed to serving as a forum for different perspectives within the field of education and to participating in current debates through a variety of media. We publish the Harvard Educational Review, the Harvard Education Letter, and books under the imprint Harvard Education Press.
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Harvard Educational Review

harvardeducationalreview.org

The Harvard Educational Review is a generalist scholarly journal that provides an interdisciplinary forum for innovative thinking and research in education.

From the Fall 2009 issue:

Suspending Damage:
A Letter to Communities
Eve Tuck

“They’re in My Culture, They Speak the Same Way”:
African American Language in Multiethnic High Schools
Django Paris

The Effects of Stereotype Threat on Standardized Mathematics Test Performance and Cognitive Processing
Keena Arbuthnot

High School Research and Critical Literacy:
Social Studies With and Despite Wikipedia
Houman Harouni

Discourse, Narrative, and National Identity:
The Case of France
Kyle A. Greenwalt

Harvard Education Press

harvardeducationpress.org

The Harvard Education Press publishes innovative, authoritative books covering critical issues in education.

New Releases:

Community Organizing for Stronger Schools
Strategies and Successes
By Kavitha Mediratta, Seema Shah, and Sara McAlister

The Essential School Board Book
Better Governance in the Age of Accountability
Nancy Walser, foreword by Richard F. Elmore

Strategy in Action
How School Systems Can Support Powerful Learning and Teaching
Rachel E. Curtis and Elizabeth A. City, foreword by Beverly L. Hall

How It's Being Done
Urgent Lessons from Unexpected Schools
Karin Chenoweth

Leading for Equity
The Pursuit of Excellence in the Montgomery County Public Schools
Stacey M. Childress, Denis P. Doyle, and David A. Thomas, with a foreword by David Gergen

Instructional Rounds in Education
A Network Approach to Improving Teaching and Learning
Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel

Unlearned Lessons
Six Stumbling Blocks to Our Schools’ Success
By W. James Popham

Inside Urban Charter Schools
Promising Practices and Strategies in Five High-Performing Schools
Katherine K. Merseth with Kristy Cooper, John Roberts, Mara Casey Tieken, Jon Valant, and Chris Wynne

So Much Reform, So Little Change
The Persistence of Failure in Urban Schools
By Charles M. Payne

More New Releases >

Harvard Education Letter

edletter.org

The Harvard Education Letter is a bimonthly newsletter that summarizes new research and innovative practice in preK-12 education.

In the November/December 2009 issue:

“Platooning” Instruction: Districts weigh pros and cons of departmentalizing elementary schools
by Lucy Hood

Behind the Classroom Door: A rare glimpse indicates the extent—and persistence—of variation in teacher practice
by Robert Rothman

The Real Race to the Top: To win, your district needs a strategy—not just a strategic plan
by Rachel E. Curtis and Elizabeth A. City

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	Why School Boards Fail to Perform by Gene I. Maeroff on October 22
	Know What You’re Doing by Karin Chenoweth on September 28
	The Need for a Moratorium on High-stakes Testing by David C. Berliner on September 14
	The Race to the Top by Theodore Hershberg and Claire Robertson-Kraft on August 4
	“What Greater Investment Can We Make?” Special Education and the Stimulus by David Gordon on July 21
	Not by Salaries Alone by Susan Moore Johnson on June 11
	Is Assessment Literacy the "Magic Bullet"? by W. James Popham on June 4
	Creativity in Crisis: The “Brain Drain” in American Schools by Michael Bitz on May 19
	Talking with Parents about Adolescent Transitions by Eric Toshalis on April 22
	The Differences Between Us: French and American Classrooms by Colleen Gillard on April 10
	No Principal Left Behind by Gerald Leader on March 3