Harvard Educational Review
  1. Editorial Board

    2019-2020 Harvard Educational Review Editorial Board

    Becca Spindel Bassett
    Special Projects Editor, 2019-2020
    Editor, 2018-2020
    Becca Spindel Bassett is a fourth-year doctoral candidate in education at Harvard, with a concentration in Culture, Institutions, and Society. Her research explores how American universities can design and implement programmatic, academic, and organizational changes to ensure first-generation, low-income students not only reach, but complete college. Before beginning her doctoral studies, Becca worked in diverse educational roles in public, nonprofit, and private spheres. Most recently, she wrote strategic communications for the President of the Growth Markets at Pearson Education. Prior to that, she worked as a Program Director at the Sunflower County Freedom Project (SCFP), a nonprofit in the Mississippi Delta that prepares middle and high school students for college. Before joining the SCFP, Becca taught third grade in Lyon, Mississippi for two years. She holds a BA in Anthropology from Brown University.
     
    Lucian Bessmer
    Development Editor, 2019-2020
    Editor, 2018-2020
    Lucian Bessmer is a third-year doctoral student concentrating in Culture, Institutions, and Society in the Education PhD program at Harvard. His research examines the forces that shape knowledge production in the United States, and how these forces impact what is researched and taught. His current work is on shifting conceptions of expertise in the social sciences and related professional schools in the second half of the 20th century. Prior to his doctoral work, Lucian was the Assistant Director of Research at the Consortium on Financing Higher Education, a Fulbright Scholar in Turkey, and an Outdoor Educator in the Santa Cruz mountains of California. He holds an AM in History of Science and an EdM in Higher Education from Harvard University and a BA in History, Politics, and International Relations from the University of Massachusetts at Amherst.
     
    Maya Holden Cohen
    Editor, 2019-2021
    Maya Holden Cohen is a second-year doctoral student at HGSE in the Culture, Institutions, and Society concentration. Her research focuses on the civic formation of American youth, and the impact of political polarization and geographic partisan sorting on American schools and students. She came to HGSE after a decade working with young people to advance issues of equity and unlock their potential as leaders. Prior to her doctoral studies, Maya worked at Northwestern University’s Children and Family Justice Center (CFJC), collaborating with attorneys, community groups, currently and formerly incarcerated individuals, and their families to end life and life-like sentences for youth in Illinois. Before joining the CFJC, Maya was a teacher and Assistant Director at The School for Ethics and Global Leadership in Washington, D.C., a semester program that aims to develop students into ethical leaders who make positive change in our world. From 2011 to 2014, Maya served as the Executive Director of GlobeMed, a global network of undergraduate students and community organizations working together to tackle challenges of poverty and poor health. Maya graduated summa cum laude from Barnard College in 2010 with a BA in English.
     
    Isaura J. Gallegos
    Co-Chair, 2019-2020
    Editor, 2018-2020
    Email: HER_community@gse.harvard.edu
    Isaura J. Gallegos is a fourth-year doctoral student concentrating in Human Development, Learning and Teaching at Harvard. Her research focuses on student learning and motivation in introductory research-based and project-based undergraduate biology and physics courses. Specifically, Isaura’s mixed-methods research uses a sociocultural lens to explore how aspiring novice scientists make sense of failure in science and how they develop the cognitive tools necessary to think like scientists. Prior to becoming a doctoral student, Isaura held a teaching position in genetics and cell biology at Washington State University. During her time at Washington State University, she taught and redesigned the introductory genetics and cell biology laboratory curriculum into research-based laboratories, in collaboration with the Howard Hughes Medical Institute. Isaura holds an MS in Genetics and Cell Biology from the School of Molecular Biosciences at Washington State University and a BS in Biology from Eastern Washington University.
     
    Tatiana Geron
    Development Editor, 2019-2020
    Editor, 2018-2020
    Tatiana Geron is a second-year PhD student concentrating in Culture, Institutions, and Society at the Harvard Graduate School of Education. Her research occurs at the intersection of political theory, philosophy of education, and teaching practice and examines questions of ethics and justice in education reform. In particular, she is interested in how teachers make sense of ethical dilemmas in their practice and how non-ideal theory can help explain the relationship between justice and the classroom. Prior to entering the doctoral program, Tatiana taught English Language Arts, Social Studies, and English as a Second Language in Boston and Brooklyn. Tatiana holds a BA in Political and Social Thought from the University of Virginia and a Masters in Teaching from the Boston Teacher Residency.
     
    Paulina Haduong
    Editor, 2019-2021
    Paulina Haduong is a fourth-year doctoral student concentrating in Human Development, Learning and Teaching at Harvard. Her research focuses on supporting teacher and student learning in K-12 computer science education. Specifically, Paulina looks to understand how classroom learning communities might support learners who "get stuck"in creative computing spaces, where learners are developing their own creative process as they create computational artifacts. Prior to doctoral studies, Paulina was a Fellow at the Berkman Klein Center for Internet & Society at Harvard, working at the intersection of student data privacy, digital media literacy, and project-based learning. Paulina holds an EdM in Technology, Innovation, and Education from the Harvard Graduate School of Education and a BA in Linguistics from Yale University.
     
    Rebecca Horwitz-Willis
    Editor, 2019-2021
    Rebecca Horwitz-Willis is a third year doctoral student concentrating in Culture, Institutions, and Society. Her research interests include the study of the relationship between education law, racial inequality, and destigmatization in schools; the cultural and political development of urban education systems; and organizational and institutional responses to educational complexity. Prior to her doctoral studies, Rebecca held several positions in education, including high school math teacher, academic dean, and curriculum designer. She is also a former lawyer. Rebecca holds an EdM in Education Policy and Management from the Harvard Graduate School of Education, a JD from the University of Texas at Austin, and a BA from Rutgers University.
     
    Orelia Jonathan
    Editor, 2019-2021
    Orelia Jonathan is a second-year doctoral student, with a concentration in Culture, Institutions, and Society at the Harvard Graduate School of Education. Her research interests focus on whether education contributes to or alleviates conflict in sub-Saharan Africa, with a particular focus on history education. She is also interested in studying how children navigate conflict settings when formal education is not readily available and what other kinds of education children might partake in given this absence. Currently she is conducting an ethnography on the experiences of African refugees in Boston area and how the diaspora community develops a sense of belonging in the United States. Prior to her doctoral work, Orelia taught history at The Lawrenceville School in Lawrenceville, New Jersey. She has spent three consecutive summers teaching English to and working with Chinese students in Shenzhen, China who plan on attending independent schools in the United States. She holds a MS in Education from the University of Pennsylvania, and a BA in History and African-American Studies from Wesleyan University.
     
    Shandra M. Jones
    Editor, 2019-2021
    Shandra M. Jones is an experienced higher education administrator, program manager and strategist within universities and EdTech. Born and raised in Prichard, Alabama, Shandra brings nearly 15 years of experience in public, nonprofit, and private sectors and a consistent record of community engagement.  In higher education, Shandra has led admissions, recruiting strategy, scholarships/financial aid, student services, community engagement, diversity and inclusion efforts for domestic and global regions as well as underrepresented students.  Her background offers a blend of research and practice experience.  Not to mention experience living, working, volunteering and traveling across 20 countries and nearly 20 US states! As a doctoral student at Harvard, Shandra is currently exploring developmental and organizational factors that impact adolescent student experiences, intervention success and how colleges can use technology to close the achievement and completion gaps. Her research focuses on two areas: a) how inter-sectional identity and cultural assets support post-secondary student success in the face of structural and systemic barriers; and b) the intersection of student development with institutional culture, organizational change management, and technology.

    Shandra graduated from Stanford University with a Bachelors in Political Science and a Masters of Business Administration from University of North Carolina at Chapel Hill. She also brings a consistent record of community engagement, including volunteering with Children’s Aid Society and the Harlem Leadership Academy as a college advisor, Stanford Black Alumni Association - New York as Co-President, Orange County Family Violence Crisis Hotline as overnight volunteer,  Stanford OVAL alumni interview program’s inaugural Raleigh-Durham volunteer coordinator and Girls Scouts Troop Leader, spearheading leadership development and enrichment for girls ages 5-11. She currently serves as Co-Chair of Social Justice Engagement Committee with the Du Bois Graduate Student Society where she launched the inaugural graduate students of color scholarship forum.
     
    Thomas Kelley-Kemple
    Content Editor (Manuscripts), 2019-2020
    Editor, 2018-2020
    Email: HER_manuscripts@gse.harvard.edu
    Thomas Kelley-Kemple is a fourth-year PhD student concentrating in Education Policy and Program Evaluation. His primary research interests focus on ways to measure the organizational capacity of schools and districts and studying the ways that this capacity facilitates policy implementation. Current projects include evaluations of how schools use data systems, and understanding better ways to measure school climate and culture. Before coming to Harvard, Thomas worked as a research analyst at the Consortium on Chicago School Research working on projects studying students' transitions into high school and college. He holds a BA in Public Policy from the University of Chicago.
     
    Jeremy T. Murphy
    Co-Chair, 2019=2020
    Editor, 2018-2020
    Email: HER_community@gse.harvard.edu
    Jeremy T. Murphy is a fourth-year doctoral student at the Harvard Graduate School of Education, concentrating in Culture, Institutions, and Society. He is interested in the complexities of teaching, issues of school culture, and teachers' responses to school reform efforts. Before coming to Harvard, Jeremy worked as a middle and high school English teacher in independent, innovation, and traditional public school settings. He has taught in New Bedford, MA, Worcester, MA, and, most recently, in Baltimore City, MD. Jeremy holds an MAT from Clark University and a BA from New York University’s Gallatin School of Individualized Study.
     
    Ellis E. Reid V​
    Editor, 2019-2021
    Ellis E. Reid V is a third-year doctoral student in Education at the Harvard Graduate School of Education. His research interests are in civic education, school politics and educational justice, especially their intersection with issues of race. Previously, Ellis was the Associate Director of a college-access program and taught at an independent high school in the San Francisco Bay Area. He holds a BA in Political Science from Stanford University.
     
    So Yeon Shin
    Content Editor (Invitations), 2019-2020
    Editor, 2018-2020
    Email: HER_invites@gse.harvard.edu
    So Yeon Shin is a fifth-year doctoral student in the Education PhD program at Harvard, with a concentration in Human Development, Learning, and Teaching. A developmental psychologist by training, So Yeon is interested in understanding how young children's early experiences inform their language and cognitive development, with a particular focus on the role that parents play in shaping such experiences prior to formal schooling. Her current projects explore variations in early language experiences and development of infants and toddlers in Korean and Korean-American families. So Yeon holds an EdM in Language and Literacy from the Harvard Graduate School of Education and a BA in an Honors Special Major in Psychology and Educational Studies from Swarthmore College.
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