Journal•ISSN: 0017-8055
Harvard Educational Review
About: Harvard Educational Review is an academic journal. The journal publishes majorly in the area(s): Higher education & Educational research. It has an ISSN identifier of 0017-8055. Over the lifetime, 1300 publication(s) have been published receiving 139625 citation(s).
Topics: Higher education, Educational research, Literacy, Curriculum, Politics
Papers published on a yearly basis
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TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...
Abstract: Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, ...
12,151 citations
TL;DR: In this article, the authors rely implicitly or explicitly on a variety of understandings and corresponding types of validity in the process of describing, interpreting, and explaining phenomena of interest to them.
Abstract: Qualitative researchers rely — implicitly or explicitly — on a variety of understandings and corresponding types of validity in the process of describing, interpreting, and explaining phenomena of ...
3,173 citations
TL;DR: The authors used the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular.
Abstract: Lisa Delpit uses the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular. She analyzes five complex rules of power that explicitly and implicitly influence the debate over meeting the educational needs of Black and poor students on all levels. Delpit concludes that teachers must teach all students the explicit and implicit rules of power as a first step toward a more just society. This article is an edited version of a speech presented at the Ninth Annual Ethnography in Education Research Forum, University of Pennsylvania, Philadelphia, Pennsylvania, February 5-6, 1988.
2,911 citations
Abstract: Arthur Jensen argues that the failure of recent compensatory education efforts to produce lasting effects on children's IQ and achievement suggests that the premises on which these efforts have been based should be reexamined.
2,724 citations
TL;DR: The critical pedagogy, as represented in this article, has developed along a highly abstract and Utopian line which does not necessarily sustain the daily life of students, and this line has been criticised by Ellsworth.
Abstract: Elizabeth Ellsworth finds that critical pedagogy, as represented in her review of the literature, has developed along a highly abstract and Utopian line which does not necessarily sustain the daily...
2,606 citations