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Bajaj, Monisha; Ghaffar-Kucher, Ameena; Desai, Karishma – Harvard Educational Review, 2016
In this essay, Monisha Bajaj, Ameena Ghaffar-Kucher, and Karishma Desai present an evidence-based action project that seeks to interrupt and transform bullying behaviors directed at South Asian American youth in schools in the United States. In the context of this essay and project, they argue that larger macro-level forces which promote…
Descriptors: Stranger Reactions, Bullying, Social Bias, Islam
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Rubel, Laurie H.; Hall-Wieckert, Maren; Lim, Vivian Y. – Harvard Educational Review, 2016
In this reflective essay, Laurie H. Rubel, Maren Hall-Wieckert, and Vivian Y. Lim present a design heuristic for teaching mathematics for spatial justice (TMSpJ) based on their development of two curricular modules, one about the state lottery and the other about financial services in a city. Spatial tools, including data visualizations on maps…
Descriptors: Mathematics, Mathematics Instruction, Mathematics Education, Social Justice
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Fallace, Thomas D. – Harvard Educational Review, 2016
Many theorists of democratic education assume that the idea of having students deliberate about social issues in the classroom can be traced directly to the student-centered and reform-oriented ideals of interwar educational theorists such as John Dewey and Harold Rugg. However, in this intellectual history, Thomas D. Fallace argues that classroom…
Descriptors: Educational History, War, Epistemology, Democratic Values
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Daly, Alan J.; Liou, Yi-Hwa; Brown, Chris – Harvard Educational Review, 2016
In this article, Alan J. Daly, Yi-Hwa Liou, and Chris Brown explore the idea of positive affective arousal through "energy exchange relationships" within a district leadership team. Education leaders have long been expected to be not only effective leaders but also motivators who can move change efforts forward. Although there has been…
Descriptors: Energy, School Districts, Teamwork, Leadership
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Darbach, Dafney Blanca – Harvard Educational Review, 2015
In this article, Dafney Blanca Dabach investigates how teachers and their students of different citizenship statuses navigate tensions in formal state-sponsored citizenship education. In traditional US high school civics courses, undocumented immigrant youths' liminal status is often invisible and overlooked as undocumented youth are educated…
Descriptors: Citizenship Education, Civics, High School Students, Student Diversity
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Suárez-Oroco, Carola; Katsiaficas, Dalal; Birchall, Olivia; Alcantar, Cynthia; Hernandez, Edwin; Garcia, Yuliana; Michikyan, Minas; Cerda, Janet; Teranishi, Robert T. – Harvard Educational Review, 2015
In this article, Carola Suárez-Orozco and colleagues investigate how to improve undocumented undergraduate student experiences across a variety of US campuses. The authors draw on a national survey of diverse undocumented undergraduates attending two- and four-year public and private institutions of higher education. Using an ecological framework…
Descriptors: Undocumented Immigrants, Undergraduate Students, Student Experience, National Surveys
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Gonzales, Roberto G. – Harvard Educational Review, 2015
The situation of undocumented immigrant youth is one of the most important issues today. Since the introduction of the federal Development, Relief, and Education for Alien Minors (DREAM) Act in 2001, their circumstances have captured the attention of the American public as well as the academic community. Fourteen years have passed without any…
Descriptors: Undocumented Immigrants, Public Policy, Tuition, Federal Legislation
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Ledesma, Alberto – Harvard Educational Review, 2015
In this reflective essay, Alberto Ledesma explores how being undocumented can produce a particular form of writer's block. He argues that there is a pattern of predictable silences and obfuscations inherent in all undocumented immigrant autobiographies that cannot be easily negotiated when undocumented students are asked to write about "their…
Descriptors: Undocumented Immigrants, Essays, Writing (Composition), Autobiographies
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Navarro, Cristina Llerena – Harvard Educational Review, 2015
In this photo essay, Cristina Llerena Navarro captures moments in the everyday lives of mixed-status families. Through her narrative and images, Llerena shares the stories of these families, their journeys to the United States as well as the consequences of deportation on the family unity. She evokes the children's deep yearning to be reunited…
Descriptors: Photography, Family (Sociological Unit), Immigrants, Family Relationship
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Kliewer, Christopher; Biklen, Douglas; Petersen, Amy J. – Harvard Educational Review, 2015
In this essay, Christopher Kliewer, Douglas Biklen, and Amy J. Petersen unravel the construct of intellectual disability that has dominated both policy and practice in schools and communities. The authors synthesize data from first-person narratives, family accounts, and participatory inquiry to propose a theory of human connectedness in which…
Descriptors: Mental Retardation, Personal Narratives, Inquiry, Social Influences
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Harouni, Houman – Harvard Educational Review, 2015
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…
Descriptors: Mathematics Education, Politics of Education, Role of Education, Educational History
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Glazer, Joshua L.; Peurach, Donald J. – Harvard Educational Review, 2015
Most current approaches to improving teaching and learning in American public schools rely on either market pressures or bureaucratic controls to leverage performance. In this article, however, authors Joshua Glazer and Donald Peurach examine occupational control as a third approach, whereby the internalization of norms, technical language, and…
Descriptors: Public Schools, Teaching Methods, Educational Methods, Epistemology
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Flores, Nelson; Rosa, Jonathan – Harvard Educational Review, 2015
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…
Descriptors: Criticism, Multilingualism, Minority Group Students, Language Attitudes
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Levinson, Meira – Harvard Educational Review, 2015
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…
Descriptors: Case Studies, Marijuana, Expulsion, Decision Making
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Moje, Elizabeth Birr – Harvard Educational Review, 2015
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…
Descriptors: Adolescents, Literacy, Inquiry, Active Learning
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