White Students at Elite Universities Support Affirmative Action Out of ‘Self-Interest,’ Harvard Professor Finds in Study
“It was sometimes problematic because they saw affirmative action as something to benefit themselves, rather than a policy that’s about justice or racial equity or access,” study author Natasha K. Warikoo said in an interview.
Loeb noted previous studies have examined the effect of teacher quality on test scores, but few have examined the effect of teacher quality on attendance.
The initiative, called Reach Every Reader, will work to develop diagnostic screening and personalized education interventions for kindergartners susceptible to reading difficulties.
The Harvard Teacher Fellows program, a teacher training initiative centered at the Harvard Graduate School of Education, prepares aspiring educators to teach in under-resourced urban schools. The program recently selected its inaugural cohort of 20 fellows.
In a sprawling conversation, University President Drew G. Faust and her younger brother Donald Gilpin espoused the virtues of a liberal arts education and reflected on their time growing up together at a Forum.
With the program, dubbed the Harvard Teacher Fellows, Harvard will offer prospective educators an alternative to organizations like Teach for America.
The course, which is taught by GSE professor Fernando M. Reimers, meets at the Harvard Innovation Lab and seeks to promote sustainable educational innovations.
This sum is comprised of more than 10,000 individual donor gifts and pledges, including a $5 million donation from the Walton Family Foundation in November 2014.
Professor Martin W. West urged members of Congress not to lose sight of the positive impacts of standardized testing requirements introduced by the No Child Left Behind Act, which some members of Congress hope to dismantle.
The Graduate School of Education received a $5 million grant from the Walton Family Foundation that will boost its Doctor of Education Leadership (Ed. L.D.) Program.
Claude Steele, author of “Whistling Vivaldi,” discussed how to combat the effects stereotypes have on test performance at the Graduate School of Education Wednesday.
Alfred W. Tatum, dean of the University of Illinois at Chicago’s college of education, gave a lecture Thursday outlining some possible approaches to improving the reading and writing skills of African-American boys.