Harvard Educational Review
  1. Spring 2012 Issue »

    “We Are the Ones in the Classrooms—Ask Us!”

    Student Voice in Teacher Evaluations

    Boston Student Advisory Council
    In the heated national debate over teacher evaluation, the voices of students—those most affected by education policy and practice—are rarely included. In this article, youth from the Boston Student Advisory Council speak back to this trend, recounting their successful campaign to include student feedback in teacher evaluations in Boston and across Massachusetts. They argue for the importance of including students in evaluation reform and demonstrate practical methods for students, teachers, parents, and administrators to work together to support and improve classroom teaching.

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    Spring 2012 Issue

    Abstracts

    “A Few of the Brightest, Cleanest Mexican Children”
    School Segregation as a Form of Mundane Racism in Oxnard, California, 1900–1940
    David G. García, Tara J. Yosso, and Frank P. Barajas
    Changing Our Landscape of Inquiry for a New Science of Education
    Gary Thomas
    Institutional Racist Melancholia
    A Structural Understanding of Grief and Power in Schooling
    Sabina Vaught
    Symposium: By What Measure?
    Mapping and Expanding the Teacher Effectiveness Debate
    Contextual Influences on Inquiries into Effective Teaching and Their Implications for Improving Student Learning
    Anthony Bryk, Heather Harding, and Sharon Greenberg
    Having It Both Ways
    Building the Capacity of Individual Teachers and Their Schools
    Susan Moore Johnson
    Refocusing the Debate
    Assessing the Purposes and Tools of Teacher Evaluation
    John Papay
    A Collaborative Effort
    Peer Review and the History of Teacher Evaluations in Montgomery County, Maryland
    Jeremy P. Sullivan
    “We Are the Ones in the Classrooms—Ask Us!”
    Student Voice in Teacher Evaluations
    Boston Student Advisory Council

    Book Notes

    Our Difficult Sunlight
    Georgia A. Popoff and Quraysh Ali Lansana