In the Media

Senior lecturer Denise Pope, cofounder of the nonprofit Challenge Success, shares strategies for building "voice and choice" to get students engaged in school assignments.

Assistant professor Hari Subramonyam discusses how educators are designing AI tools that go beyond providing answers, instead encouraging students to slow down, think more deeply, and engage in richer learning and discussion.

Professor Sean Reardon discusses the gap in reading between girls and boys that starts in kindergarten and goes through high school.

Frustration is simmering among parents who say their young children are spending too much classroom time online, disrupting their learning and development at a critical time and clashing with stricter screen restrictions at home.

A recent article from The Conversation highlights how quickly AI tools are being adopted by both teachers and students, alongside ongoing uncertainty about their long-term effects.

On the School of Practice podcast from Edutopia, Professor Jo Boaler discusses how traditional, rigid approaches to math instruction have disengaged students over time, and how incorporating “rich tasks” can be transformative and problem-solving in the classroom.

Senior Lecturer Denise Pope, cofounder of the nonprofit Challenge Success, shares strategies for building "voice and choice" to get students engaged in classroom exercises.

Associate Professor Christine Min Wotipka says that data showing that almost 30 percent of the world's top universities have a female president is “cause for cautious celebration,” urging institutions to examine whether there are aspects of the role that make it hostile for women.

High-impact tutoring caters to students’ individual needs and provides either small group or one-on-one support that complements what they learn in the classroom, according to the National Student Support Accelerator at Stanford, led by Professor Susanna Loeb.

In a research experiment with middle school students, Assistant Professor Guilherme Lichand and collaborators found that those who initially had access to AI assistance on a creative assignment, and then had it taken away, performed far worse than their peers who didn’t have access to AI on a subsequent word-association task.

Research led by Professor Susanna Loeb and the National Student Support Accelerator has examined the impact of high-impact tutoring and the characteristics of effective programs.

At a conference co-led by Professor Mitchell Stevens, panelists from academia, business, nonprofits, media, and government explored alternatives to traditional education and employment pathways.

Associate Professor Jonathan Rosa weighs in on the implications of the abbreviation or Anglicization of Latino names.

Assistant Professor Nick Haber recommends caution around the use of AI chatbots in lieu of trained therapeutic professionals.

Professor Jo Boaler weighs in on a report providing a framework for mathematics education for students in preK through fifth grade grade.