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.
True Empathy Huffington Post, November 26, 2013
"Across the country, empathy is now being heralded as a key part of the answer, and many parents and teachers are being told how to develop it in children. If people can walk in one another's shoes, the thinking goes, they won't act so hurtfully," writes Lecturer Richard Weissbourd.
Core Objectives Harvard Gazette, November 22, 2013
"Here in Massachusetts, we had a very substantial overlap between our existing standards and the Common Core Standards, so the changes aren’t as significant here as they are in some other places. What still has yet to be determined — which will be determined once we have assessments — is how well students have to do against the standard." - Professor Paul Reville
Study: Today's Teens Pushing Limits in Art, but Not in Writing NPR (KPLU 88.5), November 22, 2013
"Today’s teens are pushing the boundaries in their artwork, but playing it safe in the stories they write, according to new research by the University of Washington Information School and the Harvard Graduate School of Education."
Howard Gardner Discusses Dependence on Electronics Harvard Crimson, November 19, 2013
"Education professor Howard E. Gardner ’65 and information assistant professor Katie Davis discussed young adults’ increasing dependence on electronic devices at a Cambridge Forum meeting Monday evening at First Parish Church in Harvard Square."
Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013
"Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms," writes Professor Catherine Snow.
David Deming: The Achievement Gap: A Preschool Problem Educations Funders Researchers Initiative, November 18, 2013
"There is a strong argument that the roots of inequality are in early childhood and therefore we could use a major shift in social policy toward early intervention. The cohort study of New York City public school children traced race gaps in academic achievement back to 3rd grade," writes Assistant Professor David Deming.
Dining in the Dark Harvard Gazette, November 18, 2013
"The food was the only standard part of Nick Hoekstra’s dinner party. That’s because all of his guests wore blindfolds and sat together in a dark room. ... Hoekstra, a student at the Harvard Graduate School of Education HGSE, lost his vision when he was 8 years old, the result of a pseudotumor in his brain. In the years since, he has learned to rely on his other senses to get by. But his friends had no such experience."
Photos From WIF, Part 1 The Atlantic, November 13, 2013
"James Ryan, dean of Harvard School of Education, spoke about training the next generation of teachers."
Why Our Reach Exceeds Our Grasp in Ed Reform Education Week, November 12, 2013 (Subscription required.)
"In this context, what was not developed in the Progressive Era has come back to bite us: we want consistent high-level performance across the system, but we do not have a strategy to select talented people to teach, develop knowledge to guide their work, train them to a level of competent practice, and give them opportunities to grow and improve their work over time. We have ambitious goals, but we haven't built the means to achieve them," writes Associate Professor Jal Mehta.
How to Get the Most Out of a Parent-Teacher Conference NPR (WQED) - "Mind/Shift," November 7, 2013
"Over the next few weeks, parents and teachers will sit across from each other in tiny chairs and discuss a child’s progress in a parent-teacher conference. ... Conferences represent one of the most enduring and important home-school communication mechanisms used to discuss a child’s growth and progress, according to senior research analyst Heidi Matiyow Rosenberg of the Harvard Family Research Project."
Article Outlines Ways to Reduce Stress of College-Admissions Process Education Week, November 7, 2013 (Subscription required.)
"A new article in the Journal of College Admissions outlines ways for students to manage the process and suggestions for school counselors to help ease anxiety. The authors are Julie Vultaggio, assistant dean of the Doctor of Education Leadership program at the Harvard Graduate School of Education, and Stephen Friedfeld, co-founder of AcceptU, an admission counseling group."
Gates Foundation Places Big Bet on Teacher Agenda Education Week, November 5, 2013 (Subscription required.)
"'Bill [Gates] got really excited,' [Professor Tom] Kane said. 'He was really interested in figuring out what these great teachers were doing, and in the idea that one of the most powerful things he could do would be to provide school districts with better ways of identifying their best teachers.'"
'Effective Teaching' Study Seen as Influential, and Faulty Education Week, November 5, 2013 (Subscription required.)
"'It's not like we can avoid making high-stakes decisions about teachers,' [Professor Tom Kane] said. 'The right comparison is not to perfection; it's to experience and master's degrees and the information we currently have. Relative to that information, do these measures do better? The answer is unequivocally yes.'"
Free Online Courses Impact Models of Higher Learning The Retriever Weekly (University of Maryland-Baltimore County), November 5, 2013
"'Everyone in the research field agrees that, for the particular purpose of replacing on-campus education, the evidence is ambiguous at best,' said Andrew Ho, a professor at the Harvard Graduate School of Education."
Put That Down! New York Times, November 1, 2013
"We don't yet know what, if any, the implications will be for a generation coming of age in a digital era, and the question fills even the most tech-savvy among us with a mixture of wonder and trepidation. But that is exactly what two youth-minded researchers, Howard Gardner and Katie Davis, set out to answer in an ambitious and admirable project."