HGSE in the Media: July 2014
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 8 States Are Doing to Build Better Pathways From High School to Career
Chronicle of Higher Education, 7/1/14
“There’s a lot of momentum around the idea of providing a much stronger set of career pathways for young people,” said Robert Schwartz, a professor emeritus at the Harvard education school.
Creating Environments for Early Learner Success
New America EdCentral, 7/2/14
Education professor Nonie Lesaux and her team at Harvard University’s Language Diversity and Literacy Development Research Group recently released a series of 10 one-pagers entitled Lead Early Educators for Success that explain how educators can cultivate a Rigorous and Regulated—what they’ve coined R2—learning environment.
2 years in, Dreamers still waiting for reform
The Arizona Daily Star, 7/3/14
The program has allowed young immigrants to more meaningfully participate in their communities and contribute to the U.S. economy, said [Assistant Professor] Roberto Gonzales, an assistant professor of education at the Harvard Graduate School of Education and one of the authors of the study. But while DACA has provided immediate gains among recipients, Gonzales said, they continue to be held back by policies that don’t allow them to achieve any form of upward mobility.
Scholar Launches Google Doc ‘Collective Voice’ Campaign to Opposes ‘Redskins’ Name
Indian Country Today, 7/7/14
“Right now, this list is for Native peoples only. I may make an ally list in the future, but our voices as Indigenous Peoples are often silenced on this issue, so we need to be able to make our voices heard and have our own space to come together,” [Ed.L.D.’14 alum Adrienne] Keene told ICTMN. “This is not to be discriminatory or dismiss the important efforts of non-Natives toward the cause, I just need to be able to say that I have a list of X number of Native peoples. Thank you for your understanding!”
Mind Work Life and Howard Gardner
The Huffington Post, 7/10/14
To celebrate [Professor] Howard Gardner's 70th birthday last July 11, 2013, his former student, Mindy Kornhaber, and his wife, Ellen Winner, decided to host a Festschrift in his honor. They invited Howard’s teachers, peers, fellow scholars, and former students to contribute essays. One hundred and sixteen of Howard’s close colleagues created essays inspired by their work and relationships with him. Upon reading these essays, Gardner decided to respond to each one
For Most Kids, Nice Finishes Last
NPR All Things Considered, 7/14/14
“I don’t think parents realize that these messages are drowning out other messages about caring and equality and fairness,” [Senior Lecturer Richard] Weissbourd says.
State Board Prez Fights Parental Choice
Michigan Capitol Confidential, 7/16/14
“We hold our charters to a higher standard of performance than typical schools because there are extra costs associated with charters. We expect them to be innovative and high performing. If they’re not, it’s hard to justify the increased expenditure,” said [Paul] Reville, now the Francis Keppel Professor of Practice of Educational Policy and Administration at Harvard Graduate School of Education.
Inside Higher Ed, 7/16/14
“Professors, like most people, don’t like to waste their time,” [Lecturer Kathryn] Boudett and [Senior Lecturer Elizabeth] City said in an email. “But many meetings in higher ed can feel like a waste of time because the purpose is unclear and the process does not support full engagement of everyone in the room.”
Are you raising nice kids? A Harvard psychologist gives 5 ways to raise them to be kind
The Washington Post, 7/18/14
“Children are not born simply good or bad and we should never give up on them. They need adults who will help them become caring, respectful, and responsible for their communities at every stage of their childhood,” the [Harvard Graduate School of Education] researchers write. The five strategies to raise moral, caring children, according to Making Caring Common:
Can MOOCs Motivate Personal Change?
Inside Higher Ed, 7/22/14
It is fair to say that MOOCs have captured the world’s imagination as to what might be possible for education, both now and in the future. MOOCs have also generated controversy, with some wondering about their implications for residential education and others asserting that their hype exceeds their grasp.I would like in this blog post to address a slightly different question, which is what sort of learning can occur through MOOCs and other online offerings? We know that online learning works for knowledge and skills. But can MOOCs change the way people behave, writes Dean James Ryan.
Religious children have trouble deciding whether fairy tale heroes are real: study
New York Daily News, 7/22/14
Religious children have a “broader conception” of what can actually happen, write Kathleen H. Corriveau, Eva E. Chen and [Professor] Paul L. Harris, a trio of researchers from Boston University, the Hong Kong University of Science and Technology and Harvard University, respectively.
Can’t Picture a World Devastated by Climate Change? These Games Will Do it for You
“I was initially not sold on the idea of augmented reality,” said cognitive scientist Tina Grotzer, a professor in Harvard’s graduate school of education and the co-principal investigator for both the EcoMUVE and EcoMobile projects. Grotzer spent several years as a teacher herself before heading to Harvard to research how kids learn, particularly how they learn science. Grotzer said it was the technology’s potential to drive home environmental science lessons that won her over. “With physics, you can do an experiment, and kids can see instantly what you’re talking about. With environmental science, we tried to do a decomposition experiment, but you set the experiment up and then 12 weeks later something happens. By then the kids have completely lost interest.”
A virtual analysis
Harvard Gazette, 7/28/14
“Our study provided quasi-experimental estimates of the impact on learning of the transition from standard residential to blended classroom using test scores,” said [Professor Andrew] Ho, the co-chair of the HarvardX research committee.
Call to Strengthen School Counseling With Training and Innovation
Ed Week, 7/29/14
“People want to do more,” said [Lecturer] Mandy Savitz-Romer, who was the lead organizer of the event at Harvard, where she is a professor and has researched the need for improved counselor preparation. “They feel there is an incredible opportunity and they are ready to engage, to do new things, to use data and to collaborate. I think that was really palpable—that excitement.”
3 Questions for College Counseling’s Future
Chronicle of Higher Education, 7/29/14
“This work requires training,” said Mandy Savitz-Romer, a senior lecturer at Harvard’s education school. “Not just any training, but high-quality training.”
Push on Counseling
Inside Higher Ed, 7/29/14
Mandy Savitz-Romer, a professor at the Harvard Graduate School of Education who organized the conference, said that making college counseling more effective is a key bridge to making other higher education policies work, such as college ratings or the net price calculator.
‘Unlearning’ and ‘Mirroring’: Transforming Instruction
Ed Week, 7/30/14
Of the many forms of professional development we have examined thus far, participation in the online AP Teacher Community (a College Board website where teachers can discuss teaching strategies, share resources, and connect with each other) seems to have the largest positive direct association with both teacher practice and student outcomes, and the relationship is statistically significant. This finding is intriguing and we are now exploring its causes, as “participation” can take varied forms, such as sharing resources every day, posting comments once a month, or just “lurking” within the community once a year, writes Professor Chris Dede.