Research and References
The names of individuals, organizations, books, articles, and other resources listed below reflect a partial list of sources we consulted for inspiration, ideas, and evidence-based research along the journey of our strategic design process. We would like to credit their help and influence, while also acknowledging that the non-linear and broad approach of our process can't be captured here in its entirety.
Andrea Saveri (UHS ‘80) , Saveri Consulting, Making the Future Actionable
Robert Sapolsky (UHS Parent ‘15) Professor at Stanford University and Author of Why Zebras Don't Get Ulcers
Carla Silver, Executive Director, Leadership+Design
David Barkan, Principal Consultant, Barkan Consulting Group
Books and resources
- Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids, by Pope, Brown and Miles
- Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life, by William Deresiewicz
- How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success, by Julie Lythcott-Haims
- Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions, a Project of the Harvard Graduate School of Education
- Creating Innovators: The Making of Young People Who Will Change the World, by Tony Wagner. This groundbreaking bestseller is “a road map for parents who want to sculpt their children into innovative thinkers” (USA TODAY) and a guide for “an employer looking to have a pipeline of creative talent” (Tim Brown, CEO of IDEO).
Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, by Zaretta Hammond. To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.
"Personal Best" by Atul Gawande, appeared in the Annals of Medicine, 2011. No matter how well trained people are, few can sustain their best performance on their own. That’s where coaching comes in.
"The Building Blocks of Learning" by David Brooks, The New York Times, 2016.
"The Ivy League, Mental Illness, and the Meaning of Life" interview with William Deresiewicz, The Atlantic, 2014. William Deresiewicz explains how an elite education can lead to a cycle of grandiosity and depression.
"Anxious Students Strain College Mental Health Centers" by Jan Hoffman, The New York Times, 2015.
"Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV: Psychometric Properties and Relationship With Academic Performance and Psychosocial Functioning" by Rivers, Brackett, Reyes, Mayer, Caruso, and Salovey, published in the Journal of Psychoeducational Assessment, 2012. The authors report that EI can be measured reliably with the MSCEIT-YV and that higher scores on the test are related to healthier psychological functioning and greater social competence based on both teacher and student ratings, as well as to academic performance in English language arts.
"The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions" by Durlak, Weissberg, Dymnicki, Taylor, and Schellinger, published in Child Development, 2011. This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement.
"Social-Emotional Learning Pays Off" by Timothy P. Shriver & John M. Bridgeland, Education Week, 2015.
"A Call for a Movement to Redefine the Successful Life" by Alina Tugend, The New York Times, 2013.
"Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review" by Farrington, Roderick, Allensworth, Nagaoka, Keyes, Johnson, and Beechum, University of Chicago Consortium on Chicago School Research, 2012.
"The Case for Authentic Assessment" by Grant Wiggins, published in the peer-reviewed journal Practical Assessment, Research & Evaluation (PARE), 1990. As the founder of the Understanding by Design movement, Wiggins describes the importance of direct examination of student performance on worthy intellectual tasks.
"School Start Time for Adolescents" by the Adolescent Sleep Working Group, Committee on Adolescence, and Council on School Health, published by the American Academy of Pediatrics, 2014.