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Faculty & Research

Todd Rose

Lecturer on Education
Faculty Director, Mind, Brain, and Education

Todd Rose

Degree:  Ed.D., Harvard University, (2007)
Email:  [javascript protected email address]
Phone:  617.496.8916
Office:  Larsen 714
Faculty Assistant:  Anne Blevins

Profile

Todd Rose is the director of the Mind, Brain, & Education Program at the Harvard Graduate School of Education, where he also leads the Laboratory for the Science of the Individual. His work is focused at the intersection of individuality and personalization applied to how people learn, work, and live. He is also the co-founder of Populace, a non-partisan think tank dedicated to equipping all people to live fulfilling lives in an open and thriving society. Rose is the author of The End of Average and Dark Horse.

Click here to see a full list of Todd Rose's courses.

Areas of Expertise
Research
The Dark Horse Project https://lsi.gse.harvard.edu/dark-horse
Publications
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 22 (2), 1-31.,(2018)

Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 22 (1), 1-31.,(2018)

Rose, T. & Ogas, O. Dark horse: Achieving success through the pursuit of fulfillment. New York, Harper Collins.,(2018)

Rifai, N., Rose, T., McMahon, G. T., Saxberg, B., & Christensen, U. J. Learning in the 21st Century: Concepts and Tools. Clinical chemistry, 64(10), 1423-1429.,(2018)

Stafford-Brizard, K. B., Cantor, P., & Rose, L. T. Building the bridge between science and practice: Essential characteristics of a translational framework. Mind, Brain, and Education, 11(4), 155-165.,(2017)

Osher, D., Cantor, P., Berg, J., Steyer, L., Rose, T., & Nolan, E. Science of learning and development: A synthesis. Washington, DC: American Institutes for Research.,(2017)

Rose, T. & Ogas, O. The faulty foundation of American colleges. The Chronicle of Higher Education, January.,(2016)

Rose, T. The End of Average: How We Succeed in a World That Values Sameness. New York, Harper Collins.,(2016)

Rose, L.T., Rouhani, P., & Fischer, K.W. The science of the individual. Mind, Brain, and Education, 7 (3), 152-158,(2013)

Rose, T. Square Peg: My Story and What it Mean for Raising Innovators, Visionaries, and Out of the Box Thinkers. New York, Hachette Books.,(2013)

Rappolt-Schlichtmann, G., Daley, S., & Rose, L.T. A research reader in Universal Design for Learning. Harvard Education Press. Cambridge, MA.,(2012)

Rose, L.T., & Rouhani, P. Influence of verbal working memory depends on vocabulary: Oral reading fluency in adolescents with dyslexia. Mind, Brain, and Education, 6 (1), in press.,(2012)

Rose, L.T., & Fischer, K.W. The dynamics of childhood intelligence. In R.J. Sternberg & S.B. Kaufman (Eds.) The Cambridge Handbook of Intelligence. Cambridge, UK: Cambridge University Press.,(2011)

Rose, L.T., Daley, S.G., & Rose, D.H. Let the questions be your guide: MBE as interdisciplinary science. Mind, Brain, and Education, 5, 4, 153-162.,(2011)

Rose, L.T., & Fischer, K.W. Garbage in, garbage out: Having useful data is everything. Measurement, 9, 222-226.,(2011)

Rose, L.T., & Fischer, K.W. Dynamic development: A neo-Piagetian approach. In U. Mueller, J.M. Carpendale, & Smith, L. (Eds.), The Cambridge Companion to Piaget, Cambridge, UK: Cambridge University Press.,(2009)

Schneps, M., Rose, L.T., Martinez-Conde, S., & Pomplun, M. Covert orienting reflex: Involuntary pupil pupil response predicts microsaccade production. Journal of Vision, 9 (8), 399.,(2009)

Rose, L.T., & Fischer, K.W. Dynamic systems theory. In R. Shweder, T. Bidell, A. Dailey et al (Eds.), The Child: An Encyclopedic Companion. Chicago: University of Chicago Press.,(2009)

Schneps, M.H., Rose, L.T., & Fischer, K.W. Visual learning and the brain: Implications for dyslexia. Mind, Brain, and Education,1, 3, 128-139.,(2007)

Fischer, K.W., & Rose, L.T., & Rose, S. Growth cycles of mind and brain: Analyzing developmental pathways of learning disorders. In K.W. Fischer, J.H. Bernstein, & Immordino-Yang, M.H. (Eds.), Mind, Brain, & Education in Reading Disorders. Cambridge University Press.,(2007)

Rose, L.T. Focus on development, not disorder: Trends in the interdisciplinary study of dyslexia. Unpublished doctoral dissertation, Harvard University.,(2007)

Fischer, K.W. & Rose, L.T. Netze von fertigkeiten: Wie schülerInnen lernen. Verhaltenstherapie & Verhaltensmedizin, 28, 475 -484.,(2007)

Rose, L.T. ADHD and the nature of inhibitory control: What can we learn from the stop signal task? Unpublished qualifying paper, Harvard Graduate School of Education.,(2006)

Pare-Blagoev, E.J., Cestnick, L., Rose, L.T., Clark, J., Misra, M., Katzir-Cohen, T., Hook, P., Jones, S.D., Galaburda, A., Marantz, A. & Poldrack, R.A. The neural basis of phonological awareness in normal-reading children examined using fMRI. Journal of Cognitive Neuroscience, 53,159-159.,(2002)

Fischer, K.W. & Rose, L.T. Webs of skill: How students learn. Educational Leadership, 59, 6-12.,(2001)

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