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期刊名称：HARVARD EDUCATIONAL REVIEW ISSN： 0017-8055 出版频率： Quarterly 出版社： HARVARD GRADUATE SCHOOL EDUCATION, 8 STORY STREET, 1ST FLOOR, CAMBRIDGE, USA, MA, 02138-3752   出版社网址： http://www.hepg.org/her-home/ 期刊网址： http://www.hepg.org/her-home/ 影响因子： 2.935 (2020年) 2.190(2018年) 2.634(2017年) 2.674(2016年) 0.786(2015年) 0.607(2014年) 1.08(2013年) 0.458 (2012年) 主题范畴： EDUCATION & EDUCATIONAL RESEARCH 期刊简介(About the journal)    投稿须知(Instructions to Authors)    编辑部信息(Editorial Board)    About the journal 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. Each year, the Review covers a wide range of topics of current concern in education. Each quarterly issue of the Review is book length, containing a variety of articles, essays, and book reviews. 标题历史记录详细信息 Formerly (until 1937): The Harvard Teachers Record (美国) (0361-8021) Instructions to Authors The Harvard Educational Review accepts contributions from teachers, practitioners, policymakers, scholars, and researchers in education and related fields, as well as from informed observers. In addition to discussions and reviews of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad. Authors can elect to indicate whether they are submitting their manuscript as an article, a Voices Inside Schools article, an essay review, or a book review. HER has a two-stage review process. Manuscripts that pass the initial stage are then considered by the full Editorial Board and receive written feedback. It is the policy of the Review to consider for publication only articles that are not simultaneously being considered elsewhere. Please follow these guidelines in preparing your manuscript for submission. Authors must submit three copies of the manuscript, including a one-page abstract. Manuscripts will be returned only if a stamped, self-addressed envelope is included at the time of submission. In addition, please include a clearly labeled 3.5-inch disk or cd-rom containing an electronic version of the manuscript in Microsoft Word format. If you do not have access to MS Word, please contact us to make other arrangements. Manuscripts are considered anonymously. The author's name must appear only on the title page; any references that identify the author in the text must be deleted. HER accepts manuscripts of up to 15,000 words, including footnotes and references and reserves the right to return any manuscript that exceeds that length. All text must be double-spaced, and type size must be at least 12 point with 1" margins on both sides. Quoted material is extracted in the text when it is more than 45 words, unless the editors determine otherwise. For an example online, please see how the poetry and long quotes are extracted in Mary Ellen Dakin's article, "The Poet, the CEO, and the First-Grade Teacher," at http://gseweb.harvard.edu/hepg/dakin.htm. Authors should refer to The Chicago Manual of Style for general questions of style, grammar, punctuation, and form. Chicago should also be referred to for footnotes of theoretical, descriptive, or essay-like material. For technical and research manuscripts, authors should use the Publication Manual of the American Psychological Association for reference and citations format. The Uniform System of Citation, published by the Harvard Law Review, should be used for articles that rely heavily on legal documentation. Because this form is not easily adaptable to other sources, it is usually combined with The Chicago Manual of Style as necessary. Authors should select the style most suitable for their manuscripts and adhere consistently to that style. The Editors reserve the right to request that authors use an alternative style if the one chosen seems inappropriate. Styles may not be combined, with the exception of legal citations. References must be in APA format. We request that authors provide complete references, including page citations in book reviews. Authors should be certain that citations and footnotes in the text agree with those in the references. As a generalist journal, HER discourages the use of technical jargon. We encourage authors to minimize the use of underlining, parentheses, italics, and quotation marks for emphasis in the text. Footnotes should be as few and as concise as possible. Tables and figures should be kept to a minimum. Editorial Board   2013-2014 Harvard Educational Review Editorial Board Stephany Cuevas Editor, 2013-2015 Stephany Cuevas is a second-year doctoral student in the Culture, Communities, and Education concentration at the Harvard Graduate School of Education (HGSE). Her research focuses on the relationships Chican@/Latin@ families and parents have with systems and structures of higher education; she is interested in studying and understanding issues of college access for this population through a critical race framework. Considering herself a Xicana scholar-activist, Stephany’s work seeks to empower the communities she works with by centering and highlighting their voices and experiences. Prior to attending HGSE, Stephany was actively involved in K-12 outreach community programming in California. Working with underrepresented populations, she developed programming to educate, assist, support, and encourage students and their families as they sought access to higher education. Most recently, Stephany served as a College Advisor for high school students in the Oakland Unified School District. She holds a BA in Ethnic Studies and Sociology from the University of California, Berkeley Janine de Novais Solicitations and Invitations Editor, 2012-2014 Contact about: Invited and solicited content, content proposals, and revised manuscripts queries Email: HER_invites@gse.harvard.edu Janine de Novais is a doctoral candidate at the Harvard Graduate School of Education who works at the intersection of race, culture and democracy in higher education. Through the primary lenses of sociology and social theory, Janine examines how classroom discussions of race, and more broadly, how the conceptualization of race in higher education contexts illuminates the operation of race in society. Before coming to HGSE, Janine served as the Associate Director of Columbia University’s Center for the Core Curriculum. Janine received her BA in Sociology from Columbia. Tracy Elizabeth Editor, 2013-2015 Tracy Elizabeth is a third-year doctoral student concentrating in Human Development and Education at the Harvard Graduate School of Education. Her research focuses on the promotion of children and adolescents’ academic and social development. Tracy is particularly interested in how theories of human development can be applied to the construction of education curricula and entertainment media. Tracy has done extensive research into how classroom talk can be sharpened to improve students’ relationships with their peers, their understanding of both curricular and societal issues, and their academic performance in general. Prior to doctoral studies, Tracy worked as a Literacy Specialist for elementary-aged students and as an Instructional Coach for elementary school teachers. She holds an EdM in Prevention Science from HGSE, as well as an MAT in Elementary Education and a BA in Experimental Psychology from the University of South Carolina. Eve L. Ewing Editor, 2013-2015 Eve Ewing is a third-year doctoral student at the Harvard Graduate School of Education. Eve's work uses sociological and anthropological lenses to examine the ways in which adolescents come to construct a sense of identity within the ecology of community and social structures--particularly the institution of school, the structure of racism, and normative gender expectations. Currently, Eve is exploring the manifestation of this question in the arenas of community organizing, artistic practice and arts activism, and environmental justice. She continues her work in community-based arts initiatives while engaged in doctoral study. Prior to her time at HGSE, Eve was a teacher in the Chicago Public Schools. She holds an MAT in Elementary Education from Dominican University, an EdM in Education Policy and Management from HGSE, and an AB in English Language and Literature from the University of Chicago. Jacob Fay Co-Chair, 2012-2014 Contact about: HER board policy and practice Email: HER_community@gse.harvard.edu Jacob Fay is a third-year doctoral student concentrating in Education Policy, Leadership, and Instructional Practice at the Harvard Graduate School of Education. His research interests include the development of just and fair educational policy, largely from a philosophical perspective, as well as the intersection between normative and empirical work. Prior to entering the doctoral program, Jacob learned to teach as an apprentice at the Shady Hill School Teacher Training Course. He then served as a middle school history teacher at an independent school in New Jersey, where he brought local history into the classroom though connections with community members. He holds a MA in American History from Brandeis University and an AB in History from Princeton University. Celia J. Gomez Editor, 2013-2015 Celia J. Gomez is a fourth-year doctoral student at the Harvard Graduate School of Education, concentrating in Human Development and Education. Her research focuses on early childhood development, early child care and education and the general well-being of families with young children. She is particularly interested in studying how interventions and public policy can support and empower children and families from low-income, minority and under-served populations. Prior to coming to HGSE, Celia was a member of a research team at the Education Development Center working to evaluate an early childhood literacy intervention. Before that, she served as an intern in an early education center in Tuscany, Italy, while studying the Reggio Emilia early education philosophy. She holds an EdM from HGSE and BAs in Psychology and African American Studies from Yale University. Shauna Brown Leung Editor, 2013-2015 Shauna Leung is a fourth-year doctoral student concentrating in Education Policy, Leadership and Instructional Practice at the Harvard Graduate School of Education. Shauna studies the relationship between adult and student learning in schools. She has a particular interest in the ways that organizational conditions, inter-organizational partnerships and cross-cultural interactions shape adult learning opportunities, students' learning experiences and school-level outcomes. Her research interests stem from her professional experiences working in and with schools and school districts to strengthen their capacity to increase the number and diversity of students who are ready for college when they graduate from high school. Shauna holds a MSEd in Education, Culture and Society from the University of Pennsylvania Graduate School of Education and an AB in History from Dartmouth College. Erica Litke Co-Chair, 2012-2014 Contact about: HER board policy and practice Email: HER_community@gse.harvard.edu Erica Litke is a fifth-year doctoral student concentrating in Education Policy, Leadership, and Instructional Practice at the Harvard Graduate School of Education. Her research focuses on secondary math instruction and issues of equity. She is particularly interested in the relationship between policies designed to address inequalities and their impact on instructional practices. Prior to HGSE, Erica was a high school mathematics teacher at a public school in New York City, where she was a Math for America Master Teacher. She taught precalculus and AP Calculus and helped to develop a comprehensive cumulative portfolio as a graduation requirement. Erica holds an EdM from HGSE and BAs in Mathematics and English from Oberlin College. Abena S. Mackall Editor, 2013-2015 Abena S. Mackall is a second-year doctoral student concentrating in Culture, Communities, and Education at the Harvard Graduate School of Education. Broadly, her research interests concern education and the reproduction of social inequality. Abena taught 6th grade special education in New York City and currently works as an instructional coach in Boston. As a Sociology Masters student at the London School of Economics, she researched faculty and administrator attitudes toward multicultural teacher education. Additionally, Abena has a deep commitment to improving the educational opportunities for incarcerated men and women. Abena has worked as health instructor and academic mentor in correctional facilities. She is currently researching the effects of in-prison education on pre- and post-release civic health outcomes. Abena holds a MSEd in Special Education from Hunter College and an AB in Politics from Princeton University. Ana María Nieto Manuscripts Editor, 2012-2014 Contact about: Book review queries Email: HER_booknotes@gse.harvard.edu Ana María Nieto is a fourth-year doctoral student concentrating in Culture, Communities, and Education at the Harvard Graduate School of Education. Her research interests include family and community engagement, early childhood care and education, and antipoverty and social policies and programs, both in the United States and in low- and middle-income countries. Ana is particularly interested in studying the connections between large-scale policies and issues of diversity and empowerment in local communities. Before coming to the United States from Colombia, she worked in Aulas en Paz, a comprehensive violence prevention program, and in the Early Childhood Division at the National Ministry of Education. Ana was also part of two research groups studying moral development and civic and socio-emotional learning. She holds an EdM in Prevention Science and Practice from HGSE and BAs in Psychology and Anthropology from Universidad de los Andes in Bogotá, Colombia. Matthew P. Shaw Special Projects and Outreach Editor, 2012-2014 Contact About: Special publishing projects and organizational outreach opportunities Email: HER_specialprojects@gse.harvard.edu Matthew P. Shaw is a third-year doctoral student concentrating in Quantitative Policy Analysis in Education at the Harvard Graduate School of Education. He is a Spencer Foundation Early Career Scholar in New Civics. A licensed attorney admitted to the bar of the United States Supreme Court, his research focuses on researching constitutionally permissible ways that federal and state governments can reduce educational inequality. His interests extend to affirmative action in higher education, the provision of free and appropriate public education for students with disabilities, and the school experiences of LGBTQ youth. Before HGSE, Matthew clerked for a United States District Judge and practiced civil and criminal law in Atlanta. Matthew holds a JD from Columbia University and an AB in Romance Languages and History from the University of North Carolina at Chapel Hill. Deepa Vasudevan Editor, 2013-2015 Deepa Vasudevan is a second year doctoral student concentrating in Culture, Communities, and Education at Harvard Graduate School of Education. Her research interest is in school-community partnerships and, more specifically, how youth's learning experiences beyond the classroom can be better linked to their school day learning and achievement. Deepa's research interests are driven by her experiences working with high school students and out-of-school time practitioners in Philadelphia over the past six years, as well as research and service learning experiences in Bali, Cuba, and India. Deepa holds a BA in English from Haverford College. Yan Yang Manuscripts Editor, 2012-2014 Contact about: Submission guidelines and procedures Email: HER_manuscripts@gse.harvard.edu Yang taught preschool in China before coming to the United States, where she is in the fourth year of her doctoral program at the Harvard Graduate School of Education. Her interest is in learning and teaching. For four years, she has studied the moon in critical exploration classrooms. She is writing her qualifying paper about that experience, paying particular attention to how her curiosity and her relationships with the moon and the other learners evolved.