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One of the best things that happened for me as an elementary teacher was early in my 23 year career being given a year subscription to the Harvard Education Review by my husband. He was also a teacher so we shared rather poorly the subscription and continue to this day to debate ownership.Neither of us may share well but both want to read and hold forth on an issue triggered by the HER and connected to our daily lives as educators. Obviously the solution is for me to subscribe myself. <
> In the Review, which is published four times a year, are articles on key educational topics and research leading the field. I am particularly interested at present in the work related to NCLB and the achievement gap as seen within research models. I know I can at some point see this in the Review. It seems difficult to address in this reader review the wide range of subjects I have seen addressed and the implications in teacher praxis and programmatic design within schools.(Mindfulness, Diversity, Equity, Multiculturalism, Female Literacy, Learning as a Political Act, Racism, Language issues..on...and on..) The HER isn't afraid to look at very hard issues, controversial issues, issues that seem verboten in my world in an under performing school. But this is the place to begin to hold an intelligent conversation about what you are doing. If only with yourself. <
>If I ran the world and was a Principal or administrative leader I would order this for staff and encourage informal reading groups where teachers met 4 times a year to discuss their responses and takes on the material within the journal. I suppose in a reading club format. It just happens so rarely that colleagues have opportunities to both see what's going on and have a space where it is valid to talk about what we do...in a setting where we are not being mandated into the doing of it in a rigidly predesigned way and context. I feel this journal is empowering and beneficial. But I don't run the world and teacher praxis is becoming far less driven by initiative, reflection and frankly seeing your work as ongoing research. It is very apparent that teacher technician, teacher researcher, teacher creator, teacher babysitter, teacher constructor...teacher roles and valuations are in the middle of enormous reshaping. It certainly helps to find a place(journal) with a perspective on public education and excellence that you can read and enjoy and look upon your job with insights from the field. <
>If you were looking for a gift for a teacher...this is excellent. Sure its not cute and it's not cuddly, but is does come in color covers and it really will inform your work. I once designed a model economy within my room after reading a teacher's research article discussing this within his room and that was a very remarkable year...and the project while seen as threatening and different and idiosyncratic by the staff still returns the children to me now in their mid twenties with enormous amounts of information about how "it changed their life" and world view and was so important to assisting them into life work that amazes me. It had legs. And I have to thank Harvard Ed Review and that teacher action researcher for that. <
>So I do recommend a subscription and I know it will enhance teaching. No one should shy away from this as too difficult, dry, scholarly. That would be silly. It's a place to develop professionalism and to restore a sense of excellence to a teacher who is bored to tears with hearing about testing.