Harvard Graduate School of Education
The Harvard Educational Review (ISSN 0017-8055) is a scholarly journal of opinion and research in education. Its mission is to provide an interdisciplinary forum for discussion and debate about education's most vital issues. Since its founding in 1930, the Review has become one of the most prestigious journals in education, with circulation to policymakers, researchers, administrators, and teachers.

From the Current Issue:

Spring 2008

Introduction :
Why Adolescent Literacy Matters Now
Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson

Adolescent Literacy :
Putting the Crisis in Context
Vicki A. Jacobs

Teaching Disciplinary Literacy to Adolescents :
Rethinking Content-Area Literacy
Timothy Shanahan and Cynthia Shanahan

Redefining Content-Area Literacy Teacher Education :
Finding My Voice through Collaboration
Roni Jo Draper

Cognitive Strategy Instruction for Adolescents :
What We Know about the Promise, What We Don’t Know about the Potential
Mark W. Conley

The Complex World of Adolescent Literacy :
Myths, Motivations, and Mysteries
Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris

Toward a More Anatomically Complete Model of Literacy Instruction :
A Focus on African American Male Adolescents and Texts
Alfred W. Tatum

Implementing a Structured Reading Program in an Afterschool Setting :
Problems and Potential Solutions
Ardice Hartry, Robert Fitzgerald, and Kristie Porter

State Literacy Plans :
Incorporating Adolescent Literacy
Catherine Snow, Twakia Martin, and Ilene Berman

Beyond Writing Next :
A Discussion of Writing Research and Instructional Uncertainty
David Coker and William E. Lewis

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