HGSE In the Media: May 2011By newseditor
Below, you will find appearances by members of the HGSE community, as well as HGSE research projects and initiatives, in the national press — both traditional and online.
While many online periodicals keep their stories freely available indefinitely, stories on other sites expire after a specified period of time, after which they can be retrieved by locating the story through the website’s archives, and sometimes paying a fee to do so. Where that is the periodical’s policy, we have provided a link to the periodical’s main page and the citation for the article so that interested readers may find the original article.
What Can the Federal Government Do Well?
Education Week, May 31, 2011
“Last week I was in D.C. for a conference hosted by Rick Hess and AEI that aimed to derive lessons from 50 years of federal government involvement in schooling. The adjective in the title is “sobering” (sobering lessons), and the tone of the conference was fairly bleak. Speaker after speaker, from the left as well as the right, talked about the inability of the federal government to generate on the ground improvement in schooling,” writes Assistant Professor Jal Mehta.
The Changing Value Of A College Degree
KUOW, May 31, 2011
“Only about 30 percent of the new jobs require a bachelor’s degree. Is the US education system failing students by not providing other pathways? We’ll hear from Bill Symonds of the Pathways to Prosperity Project at Harvard about the push for more vocational training in America.”
National Testing Push Yielded Few Learning Advances: Report (VIDEO)
Huffington Post, May 30, 2011
“Daniel Koretz, a professor at Harvard’s school of education who sat on the committee that produced the report, discusses skills needed in the 21st century.”
Bolder, Broader Action: Strategies for Closing the Poverty Gap
Education Week, May 27, 2011
“We have set the nation’s highest standards, been tough on accountability and invested billions in building school capacity, yet we still see a very strong correlation between socioeconomic background and educational achievement and attainment,” writes Senior Lecturer Paul Reville.
Reading Writing, Respect and Resolution; A Winning Formula
Prevention Action, May 27, 2011
“The evaluation is led by Stephanie Jones at the Harvard School of Education and currently involves 18 ethnically diverse elementary schools in New York City. Data were initially collected on a total of 1,184 children in the third grade (age 8 years) who were followed up on a further three occasions over the course of two years.”
Why Attention Will Return to Non-School Factors
Education Week, May 25, 2011
“When thinking about their own families, parents take it as a given that nonschool factors — good health, good food, emotional well-being, safety, stability, enrichment activities, positive peer influences, parental encouragement, and guidance — affect whether their children will thrive,” write Senior Lecturer Paul Reville and Columbia University Professor Jeffrey R. Henig.
Education Week, May 25, 2011
“Child and youth programs tend to be on the fringe of school reform discourse; yet, they can be a positive influence on student learning, particularly in high-poverty communities. Since NCLB, there has been increased pressure on such programs to prove their relevance in education by quickly improving students’ grades and standardized test scores,” writes doctoral candidate Helen Janc Malone.
Despite Bad Grades, Many Boston Teachers Stay In Class
WBUR, May 25, 2011
“‘The amount of work that a principal has to do with data and other evidence of lack of performance and meeting standards can take hours and hours of time,’ [Professor Thomas] Payzant says.”
Dyslexic Astrophysicists Better at Finding Black Holes
Akron Beacon Journal, May 24, 2011
“[Professor] Kurt Fischer who heads the Mind, Brain and Education program at the Harvard Graduate School of Education recently addressed the Swedish parliament about the new discipline linking biology, psychology and education.”
Tests for Pupils, but the Grades Go to Teachers
New York Times, May 23, 2011
“‘When you give kids complicated tasks to do, performance tends to be quite inconsistent from one task to the next,’ [Professor Daniel] Koretz said. That makes it hard to use the test to draw broader conclusions about how much a student is learning, unless the test is long enough to include many tasks, he said.”
Boston Globe, May 22, 2011
“Harvard Graduate School of Education Dean Kathleen McCartney wants to get students out of the classroom as soon as she can.”
What Happens When Learning Breaks Out in Rural Mexico?
Education Week, May 18, 2011
“It is a sunny November morning. I am sitting at a concrete block that serves as a table outside a tiny two-room school with fifteen students in Santa Rosa, a dusty little village 60 miles west of Zacatecas, Mexico,” writes Professor Richard Elmore.
Crowdsourcing Education Innovation, For Cash
Fast Company, May 18, 2011
“Another of the competition’s judges, [Senior Lecturer] Joe Blatt of the Harvard Graduate School of Education, notes that ‘The Global Education Challenge gives anyone with a big idea that could change the lives of children on a broad scale access to the resources that could make that idea a reality.’”
Uniform Education Standards Seen Timely
The Washington Times, May 16, 2011
“‘Pencil-and-paper-based tests are not capable of measuring complex intellectual performances,’ said Chris Dede, a professor at Harvard University’s Graduate School of Education.”
Citizen Children and Life Under the Radar
Los Angeles Times, May 11, 2011
“President Obama spoke Tuesday about the economic reasons for providing a pathway to citizenship for the nation’s undocumented. This is clearly a polarizing issue, and there is much room for honest disagreement. But there’s one fact we can’t ignore: Undocumented immigrants in the U.S. include the parents of 4.5 million children who are legal citizens. What that means is that, on average, one or two children in every elementary school classroom in the country is coping with huge uncertainty about future family stability,” writes Professor Hiro Yoshikawa.
Howard Gardner’s Theory of Multiple Intelligence Inspires Many in Education
Citizen Voice, May 8, 2011
“‘I guess you could say I am a klutz,’ [Howard Gardner] admitted. ‘I don’t have much bodily intelligence. Linguistic and logical thinking have come easy to me and those constitute the basis of “academic” intelligence. If anything, I would probably have endorsed the traditional view of intelligence, if anyone had asked me about it, in 1960.’”
Tools to Help the World
Wall Street Journal, May 8, 2011
“Doug Rauch, former president of Trader Joe’s, works on his project for getting ‘excess’ food to the hungry with Prof. Fernando Reimers, a co-chairman of Harvard’s leadership program.”
Panelists Discuss Pressures Faced by Female Leaders in Education
Harvard Crimson, May 6, 2011
“Kathleen McCartney, dean of the Ed School and the panel’s moderator, followed up on Smith’s story and asked, ‘Is bossy a word you would use for a boy?’ The panel replied no, and Keohane said, ‘There’s a connotation that girls are not supposed to be bossy.’”
Parents Without Papers: Living With Undocumented Parents
Harvard Crimson, May 2, 2011
“Hirokazu Yoshikawa, a professor at the Harvard Graduate School of Education, conducts research on the effects of growing up as the child of undocumented parents. In his recent book, titled Immigrants Raising Citizens, he concludes that these children often show signs of developmental delays due to the additional challenges posed by their parents’ status.”
Conference Examines Pressures Faced by Korean-American Teens
The Record, May 1, 2011
“The keynote speaker, Dr. Josephine Kim, a Harvard-trained psychologist, said Korean-American children struggle to find their identity. ‘They say to themselves, “I don’t know what I am. I’m not Korean and I’m not American. I don’t belong anywhere,”‘ she said.”
Voices From the Field Challenge
Education Week, May 1, 2011
“I believe strongly that wisdom lies close to the ground; as an academic, I always learn more when I’m in schools listening to people doing the work,” writes Assistant Professor Jal Mehta.
Christie Questions His Tough Talk
Wall Street Journal, April 30, 2011
“‘I haven’t seen any signs yet from the other side that conciliation would be met with compromise,’ he said Friday at the Harvard Graduate School of Education during a question-and-answer session after a speech.”
Harvard Gives Christie’s Education Plans a Warm Welcome
New York Times, April 29, 2011
“Speaking to almost 200 students and staff members at the Harvard Graduate School of Education, the New Jersey governor drew rounds of applause with his talk of sharply limiting teacher tenure, rigorously evaluating teachers and administrators, curbing the power of teachers’ unions and pledging to appoint more-conservative justices to the State Supreme Court.”
Journalist Talks of Time at ‘Straight Camp’
Harvard Crimson, April 29, 2011
“Ted Cox, a journalist and activist, described what he views as the absurdity of religious camps aimed at turning gay people straight to a full room at the Graduate School of Education yesterday.”