NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
No Child Left Behind Act 20017
What Works Clearinghouse Rating
Showing 1 to 15 of 63 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Chang, Ethan – Harvard Educational Review, 2019
In this comparative ethnographic case study, Ethan Chang examines the politics of digital education reform. Drawing on new institutional theory and boundary work, he investigates how two digital technology nonprofit organizations in California drew boundaries to define themselves and ensure their survival in a competitive organizational field. He…
Descriptors: Politics of Education, Educational Change, Educational Technology, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Battey, Dan; Leyva, Luis A.; Williams, Immanuel; Belizario, Victoria A.; Greco, Rachel; Shah, Roshni – Harvard Educational Review, 2018
While research has consistently shown the positive effects of having a teacher of the same race on various student outcomes, the literature has not examined how racial match affects the everyday interactions within classrooms. This research article by Dan Battey, Luis A. Leyva, Immanuel Williams, Victoria A. Belizario, Rachel Greco, and Roshni…
Descriptors: Teacher Characteristics, Student Characteristics, Mathematics Instruction, Middle School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Satterfield, Michael – Harvard Educational Review, 2017
In this essay, Michael Satterfield recounts his experiences as a student in and outside of prison. His narrative exposes the challenges faced by one person in pursuit of an education, and recounts his early educational experiences as well as his participation in a college-in-prison program. He also describes his journey to a four-year college and…
Descriptors: Student Experience, Correctional Education, Institutionalized Persons, Educational Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Walker, A. Adrienne – Harvard Educational Review, 2017
In this article, A. Adrienne Walker introduces the concept of person fit to education stakeholders as a source of evidence to inform the trustworthiness of a test score for interpretation and use (validity). Person fit analyses are used in educational measurement research to explore the degree to which a person's test score can be interpreted as a…
Descriptors: Educational Assessment, Stakeholders, Goodness of Fit, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Reyes, Jessica Wolpaw – Harvard Educational Review, 2015
In this article, Jessica Wolpaw Reyes investigates the link between lead exposure and student achievement in Massachusetts. Childhood exposure to even low levels of lead can adversely affect neurodevelopment, behavior, and cognitive performance. Using a panel dataset of cohorts of children born in the 1990s who were third and fourth graders in the…
Descriptors: Poisoning, Early Experience, Investigations, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Callister Everson, Kimberlee; Feinauer, Erika; Sudweeks, Richard R. – Harvard Educational Review, 2013
In this article, the authors provide a methodological critique of the current standard of value-added modeling forwarded in educational policy contexts as a means of measuring teacher effectiveness. Conventional value-added estimates of teacher quality are attempts to determine to what degree a teacher would theoretically contribute, on average,…
Descriptors: Teacher Evaluation, Teacher Effectiveness, Evaluation Methods, Accountability
Peer reviewed Peer reviewed
Direct linkDirect link
Jayakumar, Uma M.; Vue, Rican; Allen, Walter R. – Harvard Educational Review, 2013
In this article, Uma Jayakumar, Rican Vue, and Walter Allen present their study of Young Black Scholars (YBS), a community-initiated college preparatory program in Los Angeles. Through in-depth interviews and surveys with twenty-five middle- and higher-income Black college students, they document the positive role of community in facilitating…
Descriptors: College Preparation, African American Students, Interviews, Surveys
Peer reviewed Peer reviewed
Direct linkDirect link
Hill, Heather C.; Grossman, Pam – Harvard Educational Review, 2013
In this article, Heather C. Hill and Pam Grossman discuss the current focus on using teacher observation instruments as part of new teacher evaluation systems being considered and implemented by states and districts. They argue that if these teacher observation instruments are to achieve the goal of supporting teachers in improving instructional…
Descriptors: Teacher Evaluation, Measures (Individuals), Observation, Feedback (Response)
Peer reviewed Peer reviewed
Direct linkDirect link
Papay, John P. – Harvard Educational Review, 2012
In this article, John Papay argues that teacher evaluation tools should be assessed not only on their ability to measure teacher performance accurately, but also on how well they inform and support ongoing teacher development. He looks at two major approaches to teacher evaluation reform: value-added measures and standards-based evaluations. Papay…
Descriptors: Teacher Evaluation, Faculty Development, Teacher Effectiveness, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Enriquez, Laura E. – Harvard Educational Review, 2011
Drawing from the educational experiences of fifty-four undocumented immigrant college students, Laura E. Enriquez seeks to uncover the concrete ways in which social capital is used to successfully navigate K-12 educational institutions and pursue a higher education. Enriquez argues that there is a need for a more grounded understanding of how…
Descriptors: Elementary Secondary Education, Academic Achievement, Social Networks, Educational Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Espinosa, Lorelle L. – Harvard Educational Review, 2011
Supporting undergraduate achievement in science, technology, engineering, and mathematics (STEM) disciplines is paramount to ensuring our nation's continued scientific and technological advancement. In this quantitative study, Lorelle Espinosa examines the effect of precollege characteristics, college experiences, and institutional setting on the…
Descriptors: STEM Education, Human Capital, Undergraduate Study, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Filindra, Alexandra; Blanding, David; Coll, Cynthia Garcia – Harvard Educational Review, 2011
Children of immigrant backgrounds--children who are immigrants themselves or were born to immigrant parents--are the largest segment of growth in the U.S. school population. In this exploratory interdisciplinary analysis, Filindra, Blanding, and Garcia Coll ask whether the context of policy and political receptivity, even when they are not…
Descriptors: Graduation Rate, Educational Objectives, Outcomes of Education, Graduation
Peer reviewed Peer reviewed
Direct linkDirect link
Anderson-Fye, Eileen P. – Harvard Educational Review, 2010
As in other Latin American and Caribbean nations, young women in Belize have made remarkable strides in enrollment in and completion of secondary schooling. In fact, adolescent girls did so well during the 1990s that the usual explanations of increased access to schooling and governmental policy aimed at increasing girls' education did not appear…
Descriptors: Females, Womens Education, High School Students, Student Motivation
Peer reviewed Peer reviewed
Direct linkDirect link
Payne, Charles; Knowles, Tim – Harvard Educational Review, 2009
In this essay, Charles Payne and Tim Knowles argue that given President Obama's support of charter schools, it is time for educators and policymakers to closely consider both the possibilities and the limitations of these schools in the context of urban school reform. The authors discuss the unique flexibility of charter schools--namely in…
Descriptors: Urban Schools, Charter Schools, School Restructuring, School Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Bernal, Dolores Delgado; Aleman, Enrique, Jr.; Garavito, Andrea – Harvard Educational Review, 2009
This article examines the experiences of first-year Latina/o undergraduates at a predominantly white institution. Through a borderlands analysis, the authors explore how these students describe their experiences participating in an ethnic studies course and mentoring Latina/o elementary schoolchildren. The authors find that these experiences…
Descriptors: Ethnic Studies, Mentors, Student Experience, Hispanic American Students
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5