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Editorial Board
2011-2012 Harvard Educational Review Editorial Board
Sofía Bahena
Solicitations and Outreach Editor, 2010-2012
Contact about: Invitations and solicits queries and revised manuscripts queries
Email: HER_Invites@gse.harvard.edu
Sofía Bahena is a fourth-year doctoral student. A daughter of immigrants, Sofía's research interests have been greatly informed by her parents’ resilience and her own academic and personal journey. Her research focuses on Latino identity development using a historic and dynamic lens. Informed by psychological, sociological, and immigration studies, she seeks to investigate the role of hope in the success and wellbeing of Latino students in the United States. Previously, Sofía was a policy and research assistant at the Alliance for Excellent Education where she worked on various projects informing federal secondary school policy and authored an issue brief on teacher attrition. Sofía has also served as a school partnership coordinator in Baltimore and currently works with a DC-based national organization, the Hispanic College Fund, in evaluating its pre-college summer programs. She holds a BA in Sociology and Business from Trinity University, San Antonio.
Edward P. Clapp
Editor 2011-2013
Edward P. Clapp is a third-year doctoral student in Educational Policy, Leadership, and Instructional Practice. Edward’s research interests include 21st Century arts teaching and learning, creativity and innovation studies, developing alternative approaches to mentorship, and the issues associated with generational shifts in leadership—particularly as they relate to the arts sector. Prior to beginning his doctoral studies Edward served the field of the arts and arts education as an arts administrator, teaching artist, researcher, and practicing artist. Edward recently published 20UNDER40: Re-Inventing the Arts and Arts Education for the 21st Century (www.20UNDER40.org), an influential collection of twenty essays about the future of the arts and arts education all written by young and emerging arts professionals under the age of 40. In addition to his studies at HGSE Edward also works as an independent professional development leader and curriculum designer for various Boston-based arts education organizations. Edward holds an Ed.M. in arts education from the Harvard Graduate School of Education, an M.Litt. in creative writing from the University of Glasgow/Strathclyde, and a BFA in painting from the Rhode Island School of Design. Edward’s academic writing, poetry, and fiction have appeared in journals and anthologies throughout the USA and abroad and his plays have been produced in New York.
North Cooc
Content Editor, 2010-2012
Contact about: Book review queries
Email: HER_booknotes@gse.harvard.edu
North Cooc is a third-year doctoral student in Quantitative Policy Analysis in Education. His research explores the home and school factors that contribute to the disproportionate enrollment of minorities in special education, particularly the underrepresentation of Asian American students. He is especially interested in how parental expectations, education level, cultural beliefs, and social capital influence the choices and decisions of parents of children with disabilities. His immigrant upbringing continues to inform a personal interest in the barriers to educational success and mobility for immigrant children and their families. Prior to his doctoral studies, North worked in educational research in Washington, DC, where he conducted evaluations and studies of out-of-school time programs, early literacy initiatives, youth development and arts programs, and partnerships between school and community-based organizations. He also spent two years teaching junior high school English in rural Japan through the JET Programme. North holds an Ed.M. in International Education Policy from Harvard and a B.A. in history and Japanese from the University of California, Berkeley.
Rachel Currie-Rubin
Content Editor, 2010-2012
Contact about: Submission guidelines and procedures
Email: HER_Manuscripts@gse.harvard.edu
Rachel Currie-Rubin is a sixth-year doctoral student in Human Development and Education. Her current research focuses on ill-structured problem solving, specifically, how novice reading specialist and expert assessment specialist weigh and understand assessment data about challenging cases of students with reading difficulties. While at HGSE, Rachel's previous research has looked at vowel perception of children with and without reading difficulties, and she has engaged in research about vocabulary and comprehension in Calca, Peru. Rachel has worked as a reading teacher for children and adults and as an educational specialist at Children's Hospital Boston. She has run professional development workshops focused on assessment for teachers working with adult students. Rachel holds an Ed.M. in Language and Literacy from the Harvard Graduate School of Education and a B.A. in Speech and Hearing Education from Ithaca College.
Shaun Dougherty
Editor, 2011-2013
Shaun Dougherty is a fourth-year doctoral student concentrating in Quantitative Policy Analysis. His areas of research interest include understanding the impact of high-stakes testing policies on student outcomes, as well as investigating how teacher practice impacts student learning. Prior to coming to Harvard, Shaun served a high-school assistant principal and math teacher in suburban Philadelphia where he worked to implement and evaluate school district improvement policies. Shaun holds a EdM from HGSE, a M.A. in Educational Administration from Gwynedd-Mercy College , and a B.S. in Mathematics from the University of Massachusetts-Amherst.
Laura Edwards
Editor, 2011-2013
Laura Edwards is a second-year doctoral student in Human Development. She works in the Laboratories of Cognitive Neuroscience at Children's Hospital Boston, where she investigates the neural underpinnings of learning mechanisms in typically and atypically developing children. She is interested in how neuroscientific knowledge can inform the construction of more developmentally-appropriate curricula and educational interventions in early childhood classrooms. Prior to matriculating at HGSE, Laura conducted clinical autism research as a Cohen Fellow in Developmental Social Neuroscience and a Zigler Fellow in Child Development and Social Policy at the Yale Child Study Center. Laura holds a B.S. in Molecular, Cellular and Developmental Biology from Yale University, where she also participated in the Teacher's Preparation program, and a mentorship in early childhood education at the Calvin Hill Daycare Center and Kitty Lustman-Findling Kindergarten.
Adrienne Keene
Editor, 2011-2013
Adrienne Keene is a third year doctoral student in Culture, Communities, and Education. Her research focuses on college access for Native (American Indian, Alaska Native, and Native Hawaiian) students and the role of pre-college access programs in student success. She is also interested in issues of sovereignty and self-determination in Indigenous education, as well as the impact of cultural appropriation and stereotypical representations of Native peoples in everyday life. As a member of the Cherokee Nation of Oklahoma, Adrienne is has a deep personal commitment to exploring research methodologies that empower Native communities and privilege Native voices and perspectives, with the ultimate goal of increasing educational outcomes for Native students. Prior to arriving at Harvard she worked in the Office of Undergraduate Admission at Stanford University as the Undergraduate Native Recruiter, where she was responsible for the recruitment and outreach of American Indian, Alaska Native, and Native Hawaiian students. Adrienne holds a BA in Cultural and Social Anthropology and Native American Studies from Stanford University and an EdM from the Harvard Graduate School of Education.
Paul Kuttner
Co-Chair, 2010-2012
Contact about: HER board policy and practice
Email: HER_Community@gse.harvard.edu
Paul Kuttner is a fifth-year doctoral student in Culture, Community and Education, studying community and youth organizing, community-school partnerships, and arts education. His work is founded on a conviction that the arts create powerful spaces where both youth and adults can discuss, imagine, and work towards individual and community transformation. As a theater educator in Chicago, Paul worked to integrate theater into high-school ELL classes, and supported groups of all ages in the writing and production of original performances. Paul's dissertation research looks specifically at the use of arts and culture in youth organizing. He is also a graphic designer and cartoonist, exploring ways to integrate comic book art into social science research. Paul holds an EdM from the Harvard Graduate School of Education, and a BA from the University of Michigan, Ann Arbor.
John T. McLaughlin
Editor, 2011-2013
John T. McLaughlin is a third-year doctoral student in Higher Education at HGSE and a research associate at the Consortium on Financing Higher Education (COFHE) at the Massachusetts Institute of Technology. In both roles, John explores the relationship between application trends and institutional admissions and financial aid policy. Beyond the classroom, he provides academic and personal support to 40 undergraduates as a Freshman Proctor at Harvard College. John also has professional experience in undergraduate admissions having worked as Regional Director of Admissions at the University of Pennsylvania. John received his BA from the Penn and his MSc from the University of Oxford.
Monica Ng
Co-Chair, 2010-2012
Contact about: HER board policy and practice
Email: HER_Community@gse.harvard.edu
Monica Ng is a third-year doctoral student in Education Policy, Leadership, and Instructional Practice. Her research interests include teacher leadership, inclusive education, and community and parental involvement in schools. Monica is interested in teacher collaboration and school-based educational reform. Prior to Harvard, Monica taught third grade, kindergarten, and preschool in the San Francisco Bay Area. She also worked as a program coordinator for an AmeriCorps literacy project in Oakland, CA, and with the Early Academic Outreach Program and the Student Learning Center at the University of California. Monica holds a BA in Literature/Writing from UC San Diego and an M.Ed in School Leadership from HGSE.
Rebecca Givens Rolland
Editor, 2011-2013
Rebecca Givens Rolland is a third-year doctoral student in Human Development and Education. Her current research focuses on investigating the quality of classroom interactions in urban middle schools and the potential relationships between quality and student achievement. She is especially interested in how the learning environments of classrooms may be most effectively evaluated and improved. She also works on issues of adolescent literacy and development, most recently on the potential for adult mentoring to improve young people's relational skills. Her professional experience includes work as a clinical speech-language pathologist and reading specialist for students with language-learning disabilities and as an English and creative writing teacher in Greece and the United States. She has also worked as an adjunct instructor at Wheelock College and a creative writing instructor at Grub Street. She holds a B.A. in English from Yale University, an M.A. in English from Boston University, and an M.S. in Speech-Language Pathology from the MGH Institute of Health Professions.
Karen Yeyinmen
Editor, 2011-2013
Karen Yeyinmen is a fourth-year doctoral student in Human Development and Education. Her research focuses on adult development and leadership with an emphasis on understanding factors that support widespread social change, particularly systemic educational reform. As an applied developmental theorist she brings a particular interest in exploring connections between theory and practice. Her professional background spans individual, organizational and business development roles serving public and private organizations. Her interest in education stems from a longstanding passion for helping people achieve their individual and collective potential. Sixteen early years as a competitive gymnast instilled in her a lifelong quest for excellence in all things; subsequent years of scholarly, professional and interpersonal pursuits taught her the value of continually reevaluating the definition of excellence through interactions with diverse groups of people, ideas and experiences. She holds an Ed.M from Harvard Graduate School of Education, an MBA in organizational studies from Boston College Graduate School of Management, and an AB in Psychology from Brown University.
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