Harvard educational review Journal Impact Factor & Information

Publisher: Howard Eugene Wilson; Harvard University. Graduate School of Education

Journal description

The Harvard Educational Review 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.

Current impact factor: 0.70

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 0.702

Additional details

5-year impact 1.69
Cited half-life >10.0
Immediacy index 0.02
Eigenfactor 0.00
Article influence 0.67
Website Harvard Educational Review website
Other titles Education past and present., Harvard educational review
ISSN 0017-8055
OCLC 1587741
Material type Periodical, Internet resource
Document type Internet Resource, Journal / Magazine / Newspaper

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: In this essay, Elizabeth Birr Moje argues that educators can make radical change in student learning and well-being if they reframe teachers' work with youth as less about meeting standards and more about teaching youth to navigate the multiple literacy contexts in which they live, learn, and work. To that end, Moje offers a take on disciplinary literacy instruction that puts the process of inquiry at its center. In contrast to a frame that ignores or removes value, purpose, affect, emotion, imagination, social interaction, and the learning and challenging of cultural conventions from the work of adolescent literacy teaching, she presents a teaching heuristic designed to capitalize on the social and cultural nature of disciplinary inquiry and support students in navigating multiple literacy contexts as part of the teaching of disciplinary literacy, characterized by what she terms the 4Es: engage, elicit/engineer, examine, and evaluate.
    Harvard educational review 06/2015; 85(2):254-278. DOI:10.17763/0017-8055.85.2.254
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this article, Nelson Flores and Jonathan Rosa critique appropriateness-based approaches to language diversity in education. Those who subscribe to these approaches conceptualize standardized linguistic practices as an objective set of linguistic forms that are appropriate for an academic setting. In contrast, Flores and Rosa highlight the raciolinguistic ideologies through which racialized bodies come to be constructed as engaging in appropriately academic linguistic practices. Drawing on theories of language ideologies and racialization, they offer a perspective from which students classified as long-term English learners, heritage language learners, and Standard English learners can be understood to inhabit a shared racial positioning that frames their linguistic practices as deficient regardless of how closely they follow supposed rules of appropriateness. The authors illustrate how appropriatenessbased approaches to language education are implicated in the reproduction of racial normativity by expecting language-minoritized students to model their linguistic practices after the white speaking subject despite the fact that the white listening subject continues to perceive their language use in racialized ways. They conclude with a call for reframing language diversity in education away from a discourse of appropriateness toward one that seeks to denaturalize standardized linguistic categories.
    Harvard educational review 06/2015; 85(2):149-171. DOI:10.17763/0017-8055.85.2.149
  • Harvard educational review 06/2015; 85(2):279-293. DOI:10.17763/0017-8055.85.2.279
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this article, Meira Levinson presents a case study of school personnel who must decide whether to expel a fourteen-year-old student for bringing marijuana onto campus. She uses the case to explore a class of ethical dilemmas in which educators are obligated to take action that fulfills the demands of justice but under conditions in which no just action is possible because of contextual and school-based injustices. She argues that under such circumstances, educators suffer moral injury, the trauma of perpetrating significant moral wrong against others despite one's wholehearted desire and responsibility to do otherwise. Educators often try to avoid moral injury by engaging in loyal subversion, using their voice to protest systemic injustices, or exiting the school setting altogether. No approach, however, enables educators adequately to fulfill their obligation to enact justice and hence to escape moral injury. Society hence owes educators moral repair-most importantly, by restructuring educational and other social systems so as to mitigate injustice. Levinson concludes that case studies of dilemmas of educational justice, like the case study with which she begins the article, may enable philosophers, educators, and members of the general public to engage in collective, phronetic reflection. This process may further reduce moral injury and enhance educators' capacities to enact justice in schools.
    Harvard educational review 06/2015; 85(2):203-228. DOI:10.17763/0017-8055.85.2.203
  • [Show abstract] [Hide abstract]
    ABSTRACT: This essay features three stories of "place-based" leadership in two Indigenous communities in the Pacific Northwest. Author Michael Marker weaves together stories from Nisga'a Elders in the Nass Valley of British Columbia, Coast Salish Elders in Washington State, and his own experiences as a researcher, teacher educator, and community participant to connect the personal, the political, and the historical themes of Indigenous education. Marker identifies two salient concepts through the developing narrative: first, leaders from an Indigenous consciousness must invigorate traditional spiritual foundations, and, second, they must mobilize knowledge of the land and people-corroded by colonization-toward cultural renewal. Bringing to light the conflicts between local community yearnings and Western institutional goals when engaging in cross-cultural collaborations, this essay puts forth a decolonized approach to educational leadership, one that requires cultural renewal and respect for how a people experience landscape, history, and identity.
    Harvard educational review 06/2015; 85(2):229-253. DOI:10.17763/0017-8055.85.2.229
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this article Gerald Campano, Maria Paula Ghiso, and Bethany J. Welch explore the role of ethical and professional norms in community-based research, especially in fostering trust within contexts of cultural diversity, systemic inequity, and power asymmetry. The authors present and describe a set of guidelines for community-based research that were developed through collaborative inquiry into an ongoing research partnership with a multilingual and multiethnic Catholic parish and its school and community center The norms emerged from investigating the reciprocal and recursive relationship between the authors' roles as scholars and practitioners. Campano, Ghiso, and Welch use this illustrative case to provide an example of how professional norms were conceptualized and enacted in an effort to nurture long-term research relationships across institutional and social boundaries. As research from university-community partnerships continues to grow, the authors emphasize the need to make explicit and to consider with greater specificity the ethical dimensions of our research.
    Harvard educational review 04/2015; 85(1):29-49. DOI:10.17763/haer.85.1.a34748522021115m
  • [Show abstract] [Hide abstract]
    ABSTRACT: Why do schools teach the mathematics that they do? In this essay, Houman Harouni asserts that educational institutions offer mathematics standards and curricula without providing convincing justifications and that students are tested on content whose purpose neither they nor their teachers clearly understand. He proposes a theoretical framework for understanding the content and pedagogy of school mathematics as a set of practices reflecting sociopolitical values, particularly in relation to labor and citizenship. Beginning with a critical study of the history of mathematics instruction, Harouni traces the origins of modern math education to the early institutions in which mathematics served a clear utilitarian purpose, and in the process he unearths common, unexamined assumptions regarding the place and form of mathematics education in contemporary society.
    Harvard educational review 04/2015; 85(1):50-74. DOI:10.17763/haer.85.1.2q580625188983p6
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this article, Dyrness and Sepulveda argue that in El Salvador young people are participants in a diasporic social imaginary that connects them with Salvadorans and other Latinos in the United States-before they have ever left the country. The authors explore how this transnational relationship manifests in two school communities in San Salvador: a private school long recognized as a gateway to the elite and a public school serving one of the most violent and impoverished urban marginalized communities in San Salvador Focusing on two different contexts of socialization-"homeboy" expressive culture and school-based English instruction-they argue that both groups of students were experiencing contradictory forces of cultural socialization that are characteristic of the diaspora.
    Harvard educational review 04/2015; 85(1):108-131. DOI:10.17763/haer.85.1.r6j5064448621r73
  • Harvard educational review 12/2014; 84(4):505-531. DOI:10.17763/haer.84.4.brr34733723j648u
  • Harvard educational review 12/2014; 84(4):495-504. DOI:10.17763/haer.84.4.34j1g68140382063
  • Harvard educational review 12/2014; 84(4):532-556. DOI:10.17763/haer.84.4.46m7372370214783
  • Harvard educational review 12/2014; 84(4):433-467. DOI:10.17763/haer.84.4.c06gr771716h7258
  • Harvard educational review 12/2014; 84(4):468-491. DOI:10.17763/haer.84.4.u3ug18060x847412
  • Harvard educational review 09/2014; 84(3):341-364. DOI:10.17763/haer.84.3.6346p42623827838
  • Harvard educational review 09/2014; 84(3):314-340. DOI:10.17763/haer.84.3.prx141q550r3808p
  • Harvard educational review 09/2014; 84(3):403-423. DOI:10.17763/haer.84.3.6x72g8642612j12v