Harvard Educational Review
  1. Editorial Board

    2018-2019Harvard Educational Review Editorial Board

    Becca Spindel Bassett
    Editor, 2018-2020
    Becca Bassett is a third-year doctoral student 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
    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 EdM in Higher Education from the Harvard Graduate School of Education and a BA in History, Politics, and International Relations from the University of Massachusetts at Amherst.

    Sarah Bruhn
    Co-Chair, 2018-2019
    Editor, 2017-2019
    Email: HER_community@gse.harvard.edu
    Sarah Bruhn is a fourth-year doctoral student in the PhD in Education program at Harvard Graduate School of Education, concentrating in Culture, Institutions and Society. Broadly, her research revolves around how the relationships between families and schools are shaped by race, class, gender, and immigration status. Her dissertation explores how Latina immigrant mothers develop a sense of belonging in their communities, and the role schools play in facilitating experiences of belonging. Previously, Sarah taught kindergarten and third grade in a two-way immersion dual language program in a district public school in Washington, DC, and middle and high school English at a charter school in Dearborn Heights, MI. Before enrolling in the doctoral program, Sarah worked as a consultant to ;schools, districts, and regional organizations to support systemic instructional improvement. Sarah holds an EdM in School Leadership from the Harvard Graduate School of Education, an MA in Teaching from American University, and a BA in American Culture from Vassar College.

    Bibi-Zuhra Faizi
    Content Editor, 2018-2019
    Editor, 2017-2019
    Email: HER_manuscripts@gse.harvard.edu & HER_invites@gse.harvard.edu
    Zuhra Faizi is a sixth-year doctoral student concentrating in Culture, Communities, and Education at the Harvard Graduate School of Education. Her research examines the role of nonformal education in widening culturally relevant and quality educational opportunities for marginalized communities in transitional and conflict-affected contexts, with a particular focus on the history and experiences of community-based schools for girls and boys in Afghanistan. Zuhra has contributed to work on nonformal education through various avenues. Most recently she consulted for an international NGO regarding the effectiveness of their community-based initiatives in three provinces of Afghanistan. She holds an MA in International Political Economy from the Colorado School of Mines and a BA in Linguistics from the University of Colorado Boulder.

    Isaura J. Gallegos
    Editor, 2018-2020
    Isaura J. Gallegos is a third-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 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
    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 ethical decision-making in education reform. In particular, she is interested in how utilitarian reforms impact teachers and students and how educators make decisions within the non-ideal space of the classroom. Prior to entering the doctoral program, Tatiana taught English Language Arts, Social Studies, and English as a Second Language in Boston Public Schools and Crown Heights, Brooklyn. Tatiana received her BA from the University of Virginia in Political and Social Thought and her Masters in Teaching from the Boston Teacher Residency.

    Liu Jiang
    Content Editor, 2018-2019
    Editor, 2017-2019
    Email: HER_manuscripts@gse.harvard.edu & HER_invites@gse.harvard.edu
    Liu Jiang is a fourth-year doctoral candidate concentrating in Culture, Institutions, and Society at Harvard Graduate School of Education. Her research focuses on practices of peer governance and rituals of peer culture in Chinese classrooms. As an ethnographer, she is interested in understanding how these day-to-day peer dynamics shape Chinese youths' perceptions of their civic roles and relationships in school and society. She holds a MSEd from the University of Pennsylvania Graduate School of Education and a BA in Linguistics and International Relations from Ohio State University.

    Raquel L. Jimenez
    Co-Chair, 2018-2019
    Editor, 2017-2019
    Email: HER_community@gse.harvard.edu
    Raquel L. Jimenez is a Ford Foundation Predoctoral Fellow and fourth-year doctoral student concentrating in Human Development, Learning and Teaching at Harvard. Her work focuses on young artists and the creative learning communities that support them. In particular, Raquel is interested in understanding how adolescents use the tools of the arts to connect personal expression to broader community discourses. As a Research Fellow at Project Zero, Raquel combines qualitative modes of inquiry to investigate these issues at community arts organizations in the Greater Boston area. Before beginning PhD studies at Harvard, Raquel held research positions at the Arts Education Partnership, and at the California Alliance for Arts Education, where her work supported expanded access to arts education throughout Title I schools in California. Raquel holds an EdM degree from the Harvard Graduate School of Education and a Bachelor of Music degree from the New England Conservatory.

    Sibylla Leon Guerrero
    Development Editor, 2018-2019
    Editor, 2017-2019
    Sibylla Leon Guerrero is a fifth-year doctoral student in education, with a concentration in Human Development, Learning, and Teaching at HGSE. Her research focuses on bilingual and bidialectal speakers and the unique demands that complex language experience places on cognition and literacy. Currently, she is examining the cognitive and neural characteristics that enable language minority learners to succeed in diglossic environments. Prior to enrolling in the doctoral program, Sibylla worked in elementary education as a classroom teacher and reading specialist and in teacher preparation in the Northern Mariana Islands. She received EdM degrees from Framingham State College and HGSE and a BA from Stanford University.

    Thomas Kelley-Kemple
    Thomas Kelley-Kemple is a third-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.

    André S. Morgan
    Strategy Editor, 2018-2019
    Editor, 2017-2019
    Email: HER_vision@gse.harvard.edu
    André Morgan is a third-year student in the Doctor of Education Leadership program at the Harvard Graduate School of Education. His research interests include: 1) the use of data to improve instruction; 2) equity challenges in education; 3) improving the design of education systems; 4) principal and teacher development; and 5) education entrepreneurship. Prior to coming to Harvard, André held varied positions in the education sector, including roles as teacher, principal, training and development director, and collegiate professor and dean. André holds a PhD from American University, a Master of Teaching from the University of Virginia, and a BA in History from the University of Virginia.

    Jeremy T. Murphy
    Editor, 2018-2020
    Jeremy T. Murphy is a third-year doctoral student at the Harvard Graduate School of Education, concentrating in Culture, Institutions, and Society. He is interested in the complexities of the teaching profession, in particular, how teachers respond to school reform, what compels teachers to persist in challenged urban schools, and how teachers manage to foster uncommon instruction in common schools. 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.

    So Yeon Shin
    Editor, 2018-2020
    So Yeon Shin is a fourth-year doctoral student concentrating in Human Development, Learning, and Teaching at the Harvard Graduate School of Education. So Yeon is interested in understanding how children's early experiences shape their language and cognitive development, with a particular focus on the experiences of young bilingual children from immigrant families. Her current projects explore the role that parents play in promoting children's development 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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