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News & Events

HGSE in the Media: August 2014

Appearances by members of the HGSE community, as well as HGSE research projects and initiatives, in the national press — both traditional and online — in August.

Please note: 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.

Digital Stress on Teens
Harvard Magazine 8/1/14
A new study published this week by Emily Weinstein, Ed.M. ’14, and Larsen professor of education Robert Selman pinpoints specific digital stressors related to adolescents’ experiences online. [Additional coverage can be found at

Beware of bogus claims on educational products, says Harvard professor
The Hankyoreh, 8/5/14
“Since its inception, MI Theory has been misused and misrepresented,” [Professor Howard] Gardner wrote in his reply.“Although I was not aware Shadow Education Companies [in South Korea] were making unsubstantiated claims about MI Theory, unfortunately I am not surprised [because of many similar instances],” he continued. “I have never endorsed specific products.”

How We Can Strengthen Schools Serving Low-Income Children
Education Week, 8/5/14
Changes in the American economy pose enormous challenges for America's public schools and the dream of socioeconomic mobility for low-income families, writes Professor Richard Murnane and University of California, Irvine, Professor Gregory Duncan in this commentary. 

Recasting At-Risk Students as Leaders
Education Week, 8/5/14
"I guess I'm a loser," Michael, 16, told me when I asked why he was going to drop out, "and school is a waste of time."

Needless to say, I was disturbed by his plan, but even more by his self-assessment. I shared my high school story and that I, too, had failed, but then turned it around and became a leader. "I'm no leader," he retorted. Soon after our conversation, Michael dropped out, writes Ed.M. candidate Jason Towne.

Toxic Stress Affects Children’s Long-Term Health; Support Programs May Help
Pharmacy Times, 8/6/14
According to [Professor] Jack P. Shonkoff, MD, who serves as director of the Harvard Center on the Developing Child, “When bad things happen early in life, the brain and other parts of the body don’t forget.

Think you’re raising kind kids? Think again.
Washington Post, 8/11/14
Making Caring Common, the same group at the Harvard Graduate School of Education that came up with those parenting tips has released a info-graphic that takes my breath away.

Program that puts off child deportations thrives in Nevada
Las Vegas Review Journal 8/11/14
[Assistant Professor] Roberto Gonzales, a leading expert on undocumented youth in the United States, agrees that state context affects the program’s impact. For example, New York is an easier place to live as an immigrant because it has reliable transportation, good community colleges and a strong social service infrastructure, he said.

Translating Neuroscience into Policy and Practice for At-Risk Children
Social Work Helper, 8/15/14
Neuroscience has yielded new understandings of how the brain can affect mental illness, addiction, reaction to trauma, and other psychosocial conditions. [Professor] Jack Shonkoff, who runs the Center on the Developing Child at Harvard University, is at the forefront of the movement to figure out what neurobiological findings could mean for the treatment of at-risk children.

Why The Atlanta Testing Scandal Matters
NPR, 8/17/14
[Professor] Daniel Koretz -- an expert in educational testing, writes in Measuring Up: What Educational Testing Really Tells Us, that there are seven potential teacher responses to high-stakes test.

Support Slipping for Common Core, Especially Among Teachers, Poll Finds
Education Week, 8/19/14
The poll of 5,000 adults, conducted this past spring by Education Next, a journal published by Stanford University's Hoover Institution, shows that more than two-thirds of adults support the idea of shared academic standards. But when they were asked about the "common core" specifically, support dropped by 15 percentage points. [The report was co-authored by Associate Professor Martin WestAdditional coverage can be found at

Why Students Should Own Their Educational Data
Chronicle of Higher Education, 8/21/14
The Chronicle sat down with [Faculty Member] L.Todd Rose early this summer to ask how his research applies to higher education.

Companies Honing Tools to Survey Students About Teachers
Education Week, 8/27/14
"The hope for me, and for Panorama, is really that this has an impact on the caliber of data we get back," [Associate Professor Hunter] Gehlbach said.