Pedro Noguera
Professor of Teaching and Learning, New York University
Pedro Noguera, PhD, is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. He is also the Executive Director of the Metropolitan Center for Urban Education and the co-Director of the Institute for the study of Globalization and Education in Metropolitan Settings (IGEMS). An urban sociologist, Noguera’s scholarship and research focuses on the ways in which schools are influenced by social and economic conditions in the urban environment. Noguera has served as an advisor and engaged in collaborative research with several large urban school districts throughout the United States. He has also done research on issues related to education and economic and social development in the Caribbean, Latin America and several other countries throughout the world. Between 2000 and 2003, Noguera served as the Judith K. Dimon Professor of Communities and Schools at the Harvard Graduate School of Education. From 1990 to 2000, he was a Professor in Social and Cultural Studies at the Graduate School of Education and the Director of the Institute for the Study of Social Change at the University of California, Berkeley.
When students are flunking in high numbers, teachers and administrators must take three crucial steps.
Data relieves teachers of the burden of guesswork, while technology gives students “more control over learning.”
The story of a school principal whose outstanding motivational skills can teach all educators a lesson.
What qualities distinguish successful leaders within the school system, and what qualities hold poor leaders back?
Think poor and minority communities don’t value learning? Think again, says Pedro Noguera.
When the response to shootings in affluent schools is to turn schools into prisons, poor districts suffer—and violence doesn’t end.
Subpar schools are everyone’s problem. Pedro Noguera outlines the solutions that must be embraced within government, teachers’ unions, and the home.
Why the President and his Education Secretary may be compounding the flaws of No Child Left Behind with new mistakes.
When students are flunking in high numbers, teachers and administrators must take three crucial steps.
Yes, combating the high dropout rate in minority communities requires more school funding. But funding alone isn’t enough.
The sociologist’s commitment to understanding and improving schools “comes right out of [his] own experience” as an underserved student.
A conversation with the Professor of Teaching and Learning at New York University.
