David Nurenberg is an assistant professor in the Graduate School of Education.
Professional Title: Assistant Professor
Areas of Academic Focus and Expertise: English and American literature, critical pedagogy, peace studies, nonviolence theory, social constructivism, socio-emotional factors in learning, international/intercultural educational exchange.
Area of Work and Concentration at Lesley: Middle and High School education
Representative List of Recent Courses Taught: EEDUC 6205 - Engaging High School Learners through Inquiry and Pro-Social Management; EEDUC 5060 - Teaching English in Grades 9-12; EEDUC 6201 - Cultures of the High School; EEDUC 6203 - Principles of Teaching Learning, and Assessment in the Inclusive Secondary Classroom; EEDUC 6215 - Effective Management of Secondary Inclusive Classrooms
Education: BA in English, Brandeis University; MA in English, Tufts University; PhD in Educational Studies, Lesley University
Representative List of Recent Publications / Exhibitions: Nurenberg, D. (2015) “What does injustice have to do with me?” Presentation at the Lesley University Emerging Adulthood Symposium. March 27. Cambridge, MA: Lesley University.Nurenberg, D. (2015) The Justice Project: Engaging students in social justice via project-based learning. Presentation at the ELA UnConference. Bedford, MA: EDCO Collaborative.Nurenberg, D. (2015). Credited contributions to Jablon, P. (2015) The Synergy of inquiry: Engaging students in deep learning across the content areas (p.108-114,p.137-139,142-144, and Appendix E: 136-147). Huntington Beach, CA: Shell Education Publications.Nurenberg, D. (2014) The power of positive affinity groups: A “sci-fi” solution to bullying. American Secondary Education. (42)3, p5-17. Nurenberg, D. (2014) Introduction to guided discipline in a community of learners. Presentation at “Classroom Behavior Management 101: Behavior Management that Works.” October 18. Cambridge, MA: Lesley University.Nurenberg, D. (2012, July). Teaching about Nonviolence in the secondary school classroom. Keynote address at the "Teaching contemporary global issues in secondary classrooms" summer course by Primary Source, Boston College, Brookline, MA. 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.Nurenberg. D. (2010) A study of the effects of peaceable schools curricula on an urban middle school. Dissertation Abstract International, 71/07. (AAT 3409046)Nurenberg, D. (2007) World literature: Opening the global window. Presentation for US State Dept/IREX TEA (Teaching Excellence and Achievement) closing conference. August 23-26. Lincoln, NE: University of Nebraska. Link to supplementary video here.
Dr. Nurenberg has been teaching high school humanities for 15 years, during which he has taught, and designed, a wide variety of courses, including a World Literature elective that won awards from the US State Department for promoting international understanding. He has worked with the State Department over the past five years to design and administer the first ever sister-school exchange program between schools in the USA and the insular former Soviet Republic of Turkmenistan. Since 2006, he has been the administrator of annual student and teacher exchanges to and from Japan, and sits on the board of the Massachusetts Hokkaido Society, an organization that promotes contact and cooperation between those two sister-states. He is currently in the process of developing and implementing a course via the newly-formed G.L.O.B.E. (Global Learning Opportunities in Boston-area Education) Consortium, that brings together students from urban and suburban high schools for joint study in non-Western literature and history. He has just secured funding for this project from the Boston Foundation's Curtis International Council Fund. Dr. Nurenberg is an active student of Nonviolence and for five years sat on the board of the New England Peace Studies Association. In keeping with both Social constructivism and Critical pedagogy, Dr. Nurenberg believes that teachers and students co-create learning through either conscious or unconscious negotiation, and that becoming conscious of this process is a vital factor in shaping effective education. He believes that students are most engaged when they can apply the work they do in class to authentic opportunities to empower themselves and effect change in their school and community. He tries to engage his Lesley students in applying relevant educational theory to grounded use in classroom email@example.com
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