David Nurenberg

Assistant Professor

David Nurenberg

As an assistant professor of education and core faculty in the Middle and High School programs in the Graduate School of Education, I help prepare the next generation of secondary school teachers to engage their students in learning, finding more effective alternatives to traditional lecture-based, skill-and-drill pedagogy.

I have taught high school humanities for 17 years, and have had the privilege to work in suburban, urban, and international teaching and learning environments. My dissertation, A study of the effects of peace education on academic achievement in an urban middle school, exemplifies my research focus: looking at ways in which student-centered, interdisciplinary, project based learning can aid both student learning and student socio-emotional well-being.

I am coordinator for the G.L.O.B.E. (Global Learning Opportunities in Boston Area Education) consortium. We are currently running an interdisciplinary after school course in Green Technology - check out our promotional video here:

Comparative international education, and international school exchange in particular, are other passions of mine. You can follow some of my work with schools in Japan and in Turkmenistan.

I consult for Boston area middle and high schools - please contact me if you are interested in how I can help work with your school or district to meet your goals.

Education: BA, Brandeis University; MA,Tufts University; PhD, Lesley University

Selected Publications

October 27, 2017. Article in the Worcester Telegram: Teaching Students to Excel, or to Excel at Taking Tests?

Nurenberg, D. and Tong, J. (accepted, 2017). From the battle room to the classroom: Using Ender’s Game to engage high school physics students. Credited chapter in Greenhouse, P., Eisenbach, B. and Kaywell, J. Adolescent literature as a complement to the content areas. Lanham, MD: Rowman and Littlefield (accepted for publication).

Nurenberg, D. (2016) Honoring all learners: The case for embedded honors in heterogeneous ELA classrooms. English Education, 48(2), 63-98.

Nurenberg, D. (2015). Inquiry and irony: Paradox and promise in Paul Jablon’s The Synergy of Inquiry. The High School Journal, 99(2), p.113-121.

Nurenberg, D. (2014) The power of positive affinity groups: A “sci-fi” solution to bullying. American Secondary Education.(42)3, 5-17. 

Nurenberg, D. (2011). What does injustice have to do with me? A pedagogy of the privileged. Harvard Educational Review (81)1, 50-64.

Nurenberg, D. (2010). It takes more than saying "honey" to make your mouth sweet -- The necessity of multiparty cooperation to promote peace in a US-Turkmen student exchange program. Multicultural Review (19)3, 17-44.

Selected Presentations

Nurenberg, D. (2016). “Fair competition” - What the Trans-Pacific Partnership could mean for public education in the USA and in Japan. Presentation at the 10th East Asian International Symposium: Economic integration and business in East Asia. Nov 10-11. Otaru, Japan: Otaru University of Commerce.

Nurenberg, D. (2016) - Project based learning: Promise and pitfalls. Presentation at the Lesley University Community of Scholars Day. March 30. Cambridge, MA: Lesley University. 

Nurenberg, D. (2015). What does injustice have to do with me? Teaching social justice to students of privilege. Poster session at the Critical Questions in Education Conference, Nov. 1, 2015. Baltimore, MD: American Academy for Educational Studies.

Nurenberg, D. (2013) Student-centered pedagogy from a Social Constructivist framework. Presentation at the Global Conference on Education, Sport and Tourism. November 12-14. Ashgabat, Turkmenistan: Magtymguly University.

Nurenberg, D. (2010). Peace Studies in the classroom. Keynote co-presentation for Primary Source's "Teaching for Global Understanding" course. July 30. Chestnut Hill, MA: Boston College.