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.
Fighting for Education, and Nation’s Future Harvard Gazette, March 30, 2012
"It's exciting when Geoffrey Canada steps to the podium. The driving force behind the Harlem Children’s Zone, which the New York Times has called 'one of the most ambitious social experiments of our time,' Canada unleashed his trademark passion and fire for his ongoing work on a captivated crowd Wednesday at Longfellow Hall."
Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work? KQED.org, Mind/Shift, March 30, 2012
"Harvard professor Chris Dede has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. 'I've never seen technology moving faster than mobile learning,' said Dede, who teaches at the Harvard Graduate School of Education."
Ending the First Ed.D. Program Inside Higher Ed, March 29, 2012
"'This will produce what we think is the first truly universitywide Ph.D. in education, with the primary purpose being to better link the intellectual resources in the university to produce leaders in the field of education,' said Hiro Yoshikawa, the academic dean at the Harvard Graduate School of Education."
Ed School Honors Geoffry Canada '75, Harlem Children's Zone Founder Harvard Crimson, March 29, 2012
"'It is so good to be back home,' said Geoffrey Canada, a leader in education and a 1975 graduate of the Harvard Graduate School of Education, to an auditorium of students and community members on Wednesday."
Elevating Education (The Ph.D.) Harvard Magazine, March 27, 2012
"On the heels of its doctor of education leadership (Ed.L.D.) degree, inaugurated to train a new generation of practitioners prepared to effect sweeping changes in K-12 education, the Harvard Graduate School of Education (HGSE) is joining with the Faculty of Arts and Sciences (FAS) to overhaul its academic doctoral program, which aims to prepare preeminent scholars of education."
Cheating Our Children: Suspicious School Test Scores Across the Nation Atlanta Journal Constitution, March 25, 2012
"'We are putting way too much pressure on people to raise scores at a very large clip without holding them accountable for how they are doing it,' said Daniel Koretz, a Harvard Graduate School of Education testing expert."
On Education: The Making of Better Classrooms CNBC, March 23, 2012
"Deputy Director of Education for the Bill and Melinda Gates Foundation, [Professor] Thomas Kane, on the 'rules' for evaluating teachers, and what really makes a classroom work."
What Do Kids Know About Online Privacy? More Than You Think KQED.org, Mind/Shift, March 23, 2012
"Tweens are much more savvy about their privacy settings than adults give them credit for, even when it comes to subtleties of 'frenemies' dynamics, according to a small, qualitative study by researchers at the Harvard Graduate School of Education.... 'Tweens value privacy, seek privacy from both strangers and known others online, and use a variety of strategies to protect their privacy online,' write researchers Katie Davis and Carrie James."
Engaging Students With Learning Disabilities Early On PBS NewsHour, March 21, 2012
"It is not unusual that some kids don't walk. It is not unusual that some kids don't talk. It's not unusual that some kids struggle learning how to read or process information. That's the norm. And so that philosophy carries through to the whole school," says Professor Thomas Hehir.
From High School Dropout to Harvard University Graduate Student PBS NewsHour, March 21, 2012
"'I want to be one of those people that's going to go out there -- whether it's change something systematically or going on the ground level and one-life-at-a-time,' [Ed.M. student Daniel Paris] said. 'I just know that whatever I do, I want to give more people the opportunity to do what I've been able to do.'"
Helping Managers Find, and Fix, Their Flaws New York Times, March 17, 2012
"Minds at Work, in Cambridge, Mass. ... founded by Robert Kegan, a professor at the Harvard Graduate School of Education, and Lisa Lahey, a development psychologist who also teaches at Harvard, guides executives through a step-by-step process of self-examination and gradual behavioral change."
Maine Voices: Time to Get Behind Baxter Academy of Technology and Science Portland Press Herald, March 13, 2012
"It is unfortunate that Portland Mayor Mike Brennan has suggested that parents should be skeptical of the proposed Baxter Academy for Technology and Science," writes Senior Lecturer Katherine Merseth.
Fostering a Holistic Path to College Education Week, March 13, 2012
"Next month, thousands of high school students will dash to their mailboxes, looking for college-admissions letters. Some will celebrate; others will be disappointed. But thousands more won't look in their mailboxes at all, because they have not applied to, or in many cases even considered, higher education," write Lecturer Mandy Savitz-Romer and Research Project Manager Suzanne M. Bouffard.
What Helps Low-Income Students Harvard Gazette, March 13, 2012
"Teach For America, [Wendy] Kopp argued, has an impact on the broader education reform movement by creating a corps of men and women who continue to fight for lasting change well after their two-year commitments end. For many TFA corps members, said Kopp, the experience of teaching in low-income schools becomes transformative and fundamentally changes 'every single decision they make thereafter.'"
Carrots for Faculty Inside Higher Ed, March 12, 2012
"Higher education policy experts, philanthropists and private foundations have lately rallied around a public agenda for postsecondary institutions to do a better job of educating students. Even our fractious political parties can agree on this, at least, but they rarely agree on how to do it," writes Kiernan Mathews is director of the Collaborative on Academic Careers in Higher Education (COACHE) at the Harvard Graduate School of Education.
Education Reform, By the Numbers Harvard Gazette, March 9, 2012
"Since 2008, the Strategic Data Project (SDP), under Harvard's Center for Policy Education Research, has placed fellows like Bowman in state education agencies, school districts, and charter school management organizations where they are helping policymakers to decode an avalanche of educational data."
Deborah Jewell-Sherman: Four Recommendations for DISD The Dallas Morning News, March 8, 2012
"In 2002, when I accepted the mantle of leadership of the Richmond Public Schools in Virginia, we faced many of the same challenges that now confront DISD. But today the stakes are higher, and there is recognition that instructional inputs and student outputs are the primary measures by which all educators will be judged," writes Senior Lecturer Deborah Jewell-Sherman.
Student Debt: When Fixing Cars Breaks the Bank Michigan Radio, March 7, 2012
"'For-profit schools are not allowed to take any more than 90% of their total revenue from federal financial aid. That’s the maximum and quite a few schools are relatively close to the maximum,' [Assistant Professor David Deming] says."
Growing Gaps Bring Focus on Poverty's Role in Schooling Education Week, March 6, 2012
"'It's true that there are schools that can make a difference even when family circumstances are extraordinarily difficult,' said Richard J. Murnane, a professor of education and society in the Harvard Graduate School of Education... 'But upward mobility through the mechanism of a good education, which is a widely held value in this country that cuts across the political spectrum, is in serious jeopardy.'"
Schools Get Tough With Third-Graders: Read Or Flunk WBUR.org, All Things Considered, March 5, 2012
"Harvard education professor Nonie Lesaux says kids who stay back are also more likely to drop out. 'Everything we know about retention suggests it's potentially very traumatic and, socially, it's very stigmatizing,' Lesaux says."