In the Media

Professor Deborah Stipek discusses the importance of early mathematical thinking for developing cognitive abilities later in life.

Associate professor Jelena Obradović says taking time to unplug can feel urgent as many parents are working double or triple duty right now.

The coronavirus pandemic lays bare two major weaknesses in traditional approaches to teaching civics and history — what students are expected to learn and how we measure that learning, writes Assistant Professor Antero Garcia.

When humanity is under threat, humans crave the humanities—and that ethos should guide higher education as it emerges from the coronavirus pandemic, writes Associate Professor Emily Levine.

Dean Dan Schwartz addresses the challenges of gauging whether students are engaged during online lessons.

The COVID-19 crisis has laid bare the long-term underinvestment in our educational system, writes Heather Hough, executive director of Policy Analysis for California Education.

Senior Lecturer Denise Pope advises parents to think about the big picture of their children’s learning.

Professor Sam Wineburg gives advice on how to fact-check news about the coronavirus.

In an op-ed, Professor Deborah Stipek outlines steps that California could take to improve early childhood education.

In an EdSurge podcast, Associate Professor Mitchell Stevens discusses how to safeguard privacy as data and algorithms become central to learning in higher education.

Spying by American citizens on behalf of Russia helped the country speed up their development of an atomic bomb, but Professor Sam Wineburg explains that most textbooks haven't been properly updated to reflect newer evidence.

Assistant Professor Prashant Loyalka's study shows that American computer science students are outperforming their peers in China, Russia and India.

Professor Deborah Stipek explains how many schools often minimize students' internal desire to learn.

Professor Deborah Stipek writes that schools should be ready to address the needs of all students, no matter what their skills are when they walk in the door.

Professor Sam Wineburg makes the case for adding more digital media literacy to the history curriculum.