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Common-Sense Evidence: The Education Leader’s Guide to Using Data and Research 常识性证据:教育领导者使用数据和研究的指南
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-06-01 DOI: 10.17763/1943-5045-91.2.273a
Tara P. Nicola
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引用次数: 1
Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs 设计建构主义的未来:学习设计的艺术、理论与实践
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-06-01 DOI: 10.17763/1943-5045-91.2.276
Paulina Haduong
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引用次数: 21
Interior China as the (Desired) Destination: Educational Mobilities, the Reflexive Project of the Self, and Ethnic Han Youth with Tibet Household Registration 内地作为(理想的)目的地:教育流动、自我反思项目与西藏户籍汉族青年
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-06-01 DOI: 10.17763/1943-5045-91.2.227
Miaoyan Yang
{"title":"Interior China as the (Desired) Destination: Educational Mobilities, the Reflexive Project of the Self, and Ethnic Han Youth with Tibet Household Registration","authors":"Miaoyan Yang","doi":"10.17763/1943-5045-91.2.227","DOIUrl":"https://doi.org/10.17763/1943-5045-91.2.227","url":null,"abstract":"In this article, Miaoyan Yang examines the identity struggles of a group of youth from China’s majority ethnic Han group. As children of “in-Tibet cadres,” these Han youth were deemed “privileged” in their educational opportunities as compared with both Han students from interior China and ethnic Tibetan minority students from Tibet whose first language was not Chinese. This was because at young ages they could move to economically developed interior cities for their secondary education through a state-run Interior Tibet Class program. While participation in this program ensured these students’ placement in China’s key universities, the price of the privilege included continual involuntary relocations, long-term separation from their home communities, a sense of insecurity and marginalization, and emotional alienation from their parents. This study engages the theory of the reflexive project of the self by discerning how mobility and politics impact the place-making and life planning of individuals in their identity constructions.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46932543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Critical Language Testing: Factors Influencing Students’ Decisions to (Not) Pursue the Seal of Biliteracy 批判性语言测试：影响学生决定（不）追求双语的因素
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-06-01 DOI: 10.17763/1943-5045-91.2.179
K. Davin
{"title":"Critical Language Testing: Factors Influencing Students’ Decisions to (Not) Pursue the Seal of Biliteracy","authors":"K. Davin","doi":"10.17763/1943-5045-91.2.179","DOIUrl":"https://doi.org/10.17763/1943-5045-91.2.179","url":null,"abstract":"In this investigation, Kristin J. Davin analyzes current and former emergent bilingual learners’ decisions to take or not take a language proficiency assessment in a home language to pursue a Seal of Biliteracy (SoBL). The SoBL is a policy adopted in forty states to counteract English-only ideologies by recognizing students who graduate high school bilingual and biliterate. Considering the power of assessments and the complexity of the decision to take a test of proficiency in one’s home language, this study uses the history-in-person framework to understand the factors that shape students’ decisions to take, or not take, the “seals test.” Davin’s findings point toward considerations and changes necessary to SoBL implementation to ensure that the policy meets the needs of the emergent bilingual learners it was intended to benefit.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49659138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Education Trap 教育陷阱
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-06-01 DOI: 10.17763/1943-5045-91.2.279
E. Torres
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引用次数: 0
In Recognition of Douglas Clayton 表彰道格拉斯·克莱顿
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-06-01 DOI: 10.17763/1943-5045-91.2.285
{"title":"In Recognition of Douglas Clayton","authors":"","doi":"10.17763/1943-5045-91.2.285","DOIUrl":"https://doi.org/10.17763/1943-5045-91.2.285","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44956417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effective Modalities for Healing from Campus Sexual Assault: Centering the Experiences of Women of Color Undergraduate Student Survivors 从校园性侵中康复的有效方式：以有色人种大学生幸存者的经历为中心
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-06-01 DOI: 10.17763/1943-5045-91.2.248
Jessica C. Harris, Nadeeka Karunaratne, Justin A. Gutzwa
{"title":"Effective Modalities for Healing from Campus Sexual Assault: Centering the Experiences of Women of Color Undergraduate Student Survivors","authors":"Jessica C. Harris, Nadeeka Karunaratne, Justin A. Gutzwa","doi":"10.17763/1943-5045-91.2.248","DOIUrl":"https://doi.org/10.17763/1943-5045-91.2.248","url":null,"abstract":"In this article, Jessica C. Harris, Nadeeka Karunaratne, and Justin A. Gutzwa examine the modalities Women of Color student survivors perceive as helpful in healing from campus sexual assault. Existing scholarship on healing from campus sexual assault largely relies on the reduction of psychological symptoms of trauma, an understanding that is often race-neutral and founded on the narratives of white women. Centering the experiences of 34 Women of Color undergraduate student survivors, this qualitative study reimagines healing through a race-conscious lens and positions it as a community-oriented and culturally contextual process that is often at odds with the ways US institutions of higher education aim to support survivors of sexual assault on their campuses. The authors’ findings guide implications for how institutions and individuals can account for and support student survivors’ multiple and intersecting identities in their healing journeys and also inform future research that centers minoritized students’ experiences with sexual assault in postsecondary contexts.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48928566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
“I Became a Mom Overnight”: How Parental Detentions and Deportations Impact Young Adults’ Role “我一夜之间成了妈妈”:父母的拘留和驱逐如何影响年轻人的角色
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-03-01 DOI: 10.17763/1943-5045-91.1.62
C. Valdivia
{"title":"“I Became a Mom Overnight”: How Parental Detentions and Deportations Impact Young Adults’ Role","authors":"C. Valdivia","doi":"10.17763/1943-5045-91.1.62","DOIUrl":"https://doi.org/10.17763/1943-5045-91.1.62","url":null,"abstract":"This article examines how the detention or deportation of a parent shapes the roles and responsibilities of young adults within the household and the consequences that these changes have on their educational experiences. Drawing from thirty-two in-depth interviews with young adults living in the United States whose parent was detained, author Carolina Valdivia finds that children’s responsibilities within the family abruptly change as soon as a parent is apprehended, with conditions worsening as the parent undergoes deportation proceedings. More specifically, young adults take on additional and a wider range of responsibilities to help their families cope emotionally and financially, including working additional jobs and spending more time taking care of younger siblings. The article also demonstrates how young adults’ gender, birth order, and level of education at the time of a parent’s immigration arrest shape their participation at home and notes how increased responsibilities affect their educational trajectories.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42233478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
If Schools Didn’t Exist: A Study in the Sociology of Schools 如果学校不存在：学校社会学研究
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-03-01 DOI: 10.17763/1943-5045-91.1.145
Ellis E. Reid V
{"title":"If Schools Didn’t Exist: A Study in the Sociology of Schools","authors":"Ellis E. Reid V","doi":"10.17763/1943-5045-91.1.145","DOIUrl":"https://doi.org/10.17763/1943-5045-91.1.145","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44688183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Mission Project: Teaching History and Avoiding the Past in California Elementary Schools 使命项目：在加州小学教授历史和避免过去
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-03-01 DOI: 10.17763/1943-5045-91.1.109
H. Keenan
{"title":"The Mission Project: Teaching History and Avoiding the Past in California Elementary Schools","authors":"H. Keenan","doi":"10.17763/1943-5045-91.1.109","DOIUrl":"https://doi.org/10.17763/1943-5045-91.1.109","url":null,"abstract":"In this article, Harper B. Keenan investigates the treatment of violence in elementary history education through a case study of a fourth-grade unit on the colonial history of California featuring “the mission project,” a long-standing tradition in California’s elementary schools that has students construct a miniature model of a Spanish colonial mission. Grounded in broader social and historical contexts, the study explores how the use of model making invites children to engage with colonial history and what the assignment reveals about how adults teach children about the violent past. Keenan argues that the mission project perpetuates a societal pattern of “ritual avoidance.”","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46260016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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