Academic Journal
Q1Harvard Educational Review
About Harvard Educational Review
About Harvard Educational Review
Harvard Educational Review is a peer-reviewed scholarly journal published by Harvard University Press.
Key indicators: ISSN 00178055, 19435045.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
Publishing in Harvard Educational Review
When considering this journal, verify its current indexing status, editorial board, and recent publications to ensure it meets your needs for visibility and credibility.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
- Submission: Submit via the official journal website.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Harvard Educational Review?
00178055, 19435045.
Who publishes Harvard Educational Review?
Harvard University Press.
Where do I submit to Harvard Educational Review?
Via the official website.
Is Harvard Educational Review peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Journal Metrics
A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Translation as Transformation: Collaborative Paths to Critical and Translanguaging Literacies
Kuo Zhang, Melisa Cahnmann
2026-09-08 · DOI: 10.17763/r8n4m6f2tStart with Questions: The Classroom as Design Studio
Jacob Wolf
2026-09-08 · DOI: 10.17763/f6j2v8k4rWe Shall Not Bow Down: Children of Color Under Siege: An Invocation to Resistance
Sonia Nieto
2026-09-08 · DOI: 10.17763/k4w8l2p6dInter- and Intragenerational Memories and Saberes of Conflict: Grappling with Difficult Knowledge
Paula Mantilla-Blanco
2026-09-08 · DOI: 10.17763/p2g8t4j6nEditors' Introduction
2026-09-08 · DOI: 10.17763/g3p9n5w7tToward Writing Civic Histories
Andrew O. del Calvo
2026-09-08 · DOI: 10.17763/l5q9w3v7kReprint: Ways of Seeing: An Essay on the History of Compulsory Schooling
David B. Tyack
2026-09-08 · DOI: 10.17763/v7m5r9q3fWhen Black Students Speak: Testimony, Anti-Blackness, and the Psychic Commons
Lauren Wells
2026-09-08 · DOI: 10.17763/j3p7k9d5gThe Sacred Art of Teaching: The Delpit/Emdin Conversations
Melina Melgoza
2026-09-08 · DOI: 10.17763/n9t3g7m5qPassed By, Late, and Unsafe: Experiences with Public Transportation and Student Status within a Racial Quarantine
Richard Lofton, Joshua Schuschke
2026-06-23 · DOI: 10.17763/k5r9q3w7j“We Had to Work for Them White Folks”: The Life History of a Black Woman's Domestic Education in a Rosenwald School in Virginia
Daniel J. Thomas, Aminah Crawford, Virginia Redwine Johnson
2026-06-23 · DOI: 10.17763/f2d8l6m4pExpected and Surprising: Black Youth's Emotional Ambivalence and the Limits of Selective Emotional Reasoning in Research into Difficult Histories
Brittany L. Jones
2026-06-23 · DOI: 10.17763/v8p4n2f6tNo Restraint: Disabled Children and Institutionalized Violence in America's Schools
Luci Duffy
2026-06-23 · DOI: 10.17763/q4k8j2p6wThe (Continued) Unbearable Whiteness of Teacher Education: Four Teacher Educators of Color Navigating White Supremacist Entanglements
Ramon Vasquez, Sharon Leathers, Amos J. Lee, Ranita Cheruvu et al.
2026-06-23 · DOI: 10.17763/t7n5v9g3rBeyond the Doll Tests: Affirming and Uplifting Black Students' Well-Being
Brein Y. Mosely
2026-06-23 · DOI: 10.17763/m9f3t7l5nWhere Flesh Meets Paper: Embodied Journaling as Antiracist and Decolonial Sites for Learning and Healing
Stephanie Glick, Micah Favel, Nina Gaind, Arianna Valentino et al.
2026-06-23 · DOI: 10.17763/g3w9m5d7kEvidence for Racialized Distribution of Educational Opportunity? The Case of Access to Algebra I in Eighth Grade in New Jersey
Vandeen A. Campbell, Elisabeth H. Kim, Darnell Leatherwood
2026-04-07 · DOI: 10.17763/j6q2r8l4mEducation and the Politics of Interruption: Does the Right Always Win?
Hannah Castner
2026-04-07 · DOI: 10.17763/b7g5t9n3lPlace-Keepers: Latina/x Art, Performance, and Organizing in the Twin Cities
Moisés Gabriel Contreras
2026-04-07 · DOI: 10.17763/r4q8z6f2wBrokering Across Home and School: Brazilian Immigrant Children and Caregivers' Experiences During Remote Learning in the United States
Mariana Lima Becker, Gabrielle Oliveira
2026-04-07 · DOI: 10.17763/z5f9q3j7rReviews
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Version History
October 11, 2026 at 1:41 am
October 9, 2026