Sunday, January 30, 2011
Contemporary Student Life
John Tierney has links to a variety of stories regarding contemporary student life. These are worth discussing.
Memphis School District Seeks to Merge With the County's
I found the following story in the NYT about a proposal in Memphis TN to merge the city's school district with the county. Just to be provocative, can anyone here tell me why all the school districts in Harris county, if not the greater Houston area, shouldn't be merged? What are the advantages and disadvantages to area students if the happens? And why do we have so many school districts anyway?
Wednesday, January 26, 2011
Regarding Obama's Education Proposals in the State of the Union Speech
The New York Times features a debate about his specific proposals.
I lked the following text in the speech:
Let’s also remember that after parents, the biggest impact on a child’s success comes from the man or woman at the front of the classroom. In South Korea, teachers are known as “nation builders.” Here in America, it’s time we treated the people who educate our children with the same level of respect. (Applause.) We want to reward good teachers and stop making excuses for bad ones. (Applause.) And over the next 10 years, with so many baby boomers retiring from our classrooms, we want to prepare 100,000 new teachers in the fields of science and technology and engineering and math. (Applause.)
In fact, to every young person listening tonight who’s contemplating their career choice: If you want to make a difference in the life of our nation; if you want to make a difference in the life of a child -- become a teacher. Your country needs you. (Applause.)
I lked the following text in the speech:
Let’s also remember that after parents, the biggest impact on a child’s success comes from the man or woman at the front of the classroom. In South Korea, teachers are known as “nation builders.” Here in America, it’s time we treated the people who educate our children with the same level of respect. (Applause.) We want to reward good teachers and stop making excuses for bad ones. (Applause.) And over the next 10 years, with so many baby boomers retiring from our classrooms, we want to prepare 100,000 new teachers in the fields of science and technology and engineering and math. (Applause.)
In fact, to every young person listening tonight who’s contemplating their career choice: If you want to make a difference in the life of our nation; if you want to make a difference in the life of a child -- become a teacher. Your country needs you. (Applause.)
Tuesday, January 18, 2011
Rhee: Education is an Economic Issue, not a Social Issue
Michelle Rhee is worried we have lost our competitive spirit. In this commentary she makes an interesting point about how we view education.
From Marketplace:
There are many nations who have figured out what works in education. Look at Singapore. Last summer, I heard the prime minister gave a speech in which he outlined the plan for making Singapore number one in the world, financially. His economic plan was rooted in education. He knows that if the country can make its education system the best in the world, economic success will follow.
That's the opposite of what we do here in America. We see education as a social issue, not an economic one. And what happens to social issues in times of economic hardship? They get swept under the rug. We need to change our national conversation on education and our national culture on how we encourage kids. I think what's becoming clear with all of this, is that if we don't start to shift our perspective, we'll never regain our position in the global marketplace.
I don't know if I completely agree with the idea that education is not a social issue, but I understand the idea that framing the issue in terms of economic development makes cutting education seem shortsighted and careless.
From Marketplace:
There are many nations who have figured out what works in education. Look at Singapore. Last summer, I heard the prime minister gave a speech in which he outlined the plan for making Singapore number one in the world, financially. His economic plan was rooted in education. He knows that if the country can make its education system the best in the world, economic success will follow.
That's the opposite of what we do here in America. We see education as a social issue, not an economic one. And what happens to social issues in times of economic hardship? They get swept under the rug. We need to change our national conversation on education and our national culture on how we encourage kids. I think what's becoming clear with all of this, is that if we don't start to shift our perspective, we'll never regain our position in the global marketplace.
I don't know if I completely agree with the idea that education is not a social issue, but I understand the idea that framing the issue in terms of economic development makes cutting education seem shortsighted and careless.
Schools of Education Require Little Writing -- Huh?
I find this very troubling.
Business people and schoolteachers build their vocations around words. But at some colleges, it is possible to earn a four-year undergraduate degree in business or education without ever doing much writing.
According to a Chronicle analysis of 10 public four-year institutions in Texas, business majors and education majors are typically exposed to only a handful of writing-intensive courses—fewer than five out of the 40 or so courses needed for a degree, on average, for business majors, and fewer than eight courses for education majors. By contrast, history majors typically take 14 courses that require 10 or more pages of writing.
. . . business and education majors reported that they study significantly fewer hours each week than other undergraduates. (On average, business majors said they studied 9.55 hours per week outside the classroom, and education majors said they studied 10.64 hours. The average for the entire pool of students in the study was 12.15 hours.)
Ms. Roksa says that it is costly for business and education majors—or any other college student—not to have extensive exposure to the kind of long writing assignments that build critical-thinking skills.
"Do we want teachers, for example, to know pedagogical theory but not to know how to think and analyze?" Ms. Roksa asked. "How much is it worth to have the subject-specific knowledge but not to have the critical-thinking skills that allow you to analyze and apply that knowledge?
I'm sorry but education majors should study more than other majors. What's more, they should want to study more. It shouldn't be a requirement, it should be a choice. I don't want a teacher who slacked off in college -- who doesn't see joy in the very act of learning -- anywhere near my child.
Is there a way we can put pressure on college's of education to increase writing requirements? If we want to raise respect for the profession we have to make sure people in the profession are worthy of it. It seems to be such an obvious requirement. Who was it this weekend who wanted to redo the curriculum at these colleges? Donna? Andrea? I can't remember, but it might be worth figuring out how to put the screws to these departments. These people make us all look bad.
Business people and schoolteachers build their vocations around words. But at some colleges, it is possible to earn a four-year undergraduate degree in business or education without ever doing much writing.
According to a Chronicle analysis of 10 public four-year institutions in Texas, business majors and education majors are typically exposed to only a handful of writing-intensive courses—fewer than five out of the 40 or so courses needed for a degree, on average, for business majors, and fewer than eight courses for education majors. By contrast, history majors typically take 14 courses that require 10 or more pages of writing.
. . . business and education majors reported that they study significantly fewer hours each week than other undergraduates. (On average, business majors said they studied 9.55 hours per week outside the classroom, and education majors said they studied 10.64 hours. The average for the entire pool of students in the study was 12.15 hours.)
Ms. Roksa says that it is costly for business and education majors—or any other college student—not to have extensive exposure to the kind of long writing assignments that build critical-thinking skills.
"Do we want teachers, for example, to know pedagogical theory but not to know how to think and analyze?" Ms. Roksa asked. "How much is it worth to have the subject-specific knowledge but not to have the critical-thinking skills that allow you to analyze and apply that knowledge?
I'm sorry but education majors should study more than other majors. What's more, they should want to study more. It shouldn't be a requirement, it should be a choice. I don't want a teacher who slacked off in college -- who doesn't see joy in the very act of learning -- anywhere near my child.
Is there a way we can put pressure on college's of education to increase writing requirements? If we want to raise respect for the profession we have to make sure people in the profession are worthy of it. It seems to be such an obvious requirement. Who was it this weekend who wanted to redo the curriculum at these colleges? Donna? Andrea? I can't remember, but it might be worth figuring out how to put the screws to these departments. These people make us all look bad.
Collegiate Learning Assessment
I'm useless.
A study of more than 2,300 undergraduates found 45 percent of students show no significant improvement in the key measures of critical thinking, complex reasoning and writing by the end of their sophomore years.
Not much is asked of students, either. Half did not take a single course requiring 20 pages of writing during their prior semester, and one-third did not take a single course requiring even 40 pages of reading per week.
. . .
_Overall, the picture doesn't brighten much over four years. After four years, 36 percent of students did not demonstrate significant improvement, compared to 45 percent after two.
_Students who studied alone, read and wrote more, attended more selective schools and majored in traditional arts and sciences majors posted greater learning gains.
_Social engagement generally does not help student performance. Students who spent more time studying with peers showed diminishing growth and students who spent more time in the Greek system had decreased rates of learning, while activities such as working off campus, participating in campus clubs and volunteering did not impact learning.
_Students from families with different levels of parental education enter college with different learning levels but learn at about the same rates while attending college. The racial gap between black and white students going in, however, widens: Black students improve their assessment scores at lower levels than whites.
- College Learning Assessment.
- Are Undergraduates Actually Learning Anything?
- Academically Adrift.
A study of more than 2,300 undergraduates found 45 percent of students show no significant improvement in the key measures of critical thinking, complex reasoning and writing by the end of their sophomore years.
Not much is asked of students, either. Half did not take a single course requiring 20 pages of writing during their prior semester, and one-third did not take a single course requiring even 40 pages of reading per week.
. . .
_Overall, the picture doesn't brighten much over four years. After four years, 36 percent of students did not demonstrate significant improvement, compared to 45 percent after two.
_Students who studied alone, read and wrote more, attended more selective schools and majored in traditional arts and sciences majors posted greater learning gains.
_Social engagement generally does not help student performance. Students who spent more time studying with peers showed diminishing growth and students who spent more time in the Greek system had decreased rates of learning, while activities such as working off campus, participating in campus clubs and volunteering did not impact learning.
_Students from families with different levels of parental education enter college with different learning levels but learn at about the same rates while attending college. The racial gap between black and white students going in, however, widens: Black students improve their assessment scores at lower levels than whites.
- College Learning Assessment.
- Are Undergraduates Actually Learning Anything?
- Academically Adrift.
Monday, January 17, 2011
the Confucian reverence for education ....
I'd recommend you all read Nicholas Kristof's piece in the NYT today. Given Shanghai's results on PISA I expect we will be bombarded with efforts to emulate their learnign system, but two things popped out at me from the article. First:
. . . the greatest strength of the Chinese system is the Confucian reverence for education that is steeped into the culture. In Chinese schools, teachers are much respected, and the most admired kid is often the brain rather than the jock or class clown.
Americans think of China’s strategic challenge in terms of, say, the new Chinese stealth fighter aircraft. But the real challenge is the rise of China’s education system and the passion for learning that underlies it. We’re not going to become Confucians, but we can elevate education on our list of priorities . . .
Notice that the teacher is a respected member of the community, not someone who can't make a living doing something "better".
Second -- and just as important:
Chinese themselves are far less impressed by their school system. Almost every time I try to interview a Chinese about the system here, I hear grousing rather than praise. Many Chinese complain scathingly that their system kills independent thought and creativity, and they envy the American system for nurturing self-reliance — and for trying to make learning exciting and not just a chore.
In Xian, I visited Gaoxin Yizhong, perhaps the city’s best high school, and the students and teachers spoke wistfully of the American emphasis on clubs, arts and independent thought. “We need to encourage more creativity,” explained Hua Guohong, a chemistry teacher. “We should learn from American schools.”
One friend in Guangdong Province says he will send his children to the United States to study because the local schools are a “creativity-killer.” Another sent his son to an international school to escape what he likens to “programs for trained seals.” Private schools are sprouting everywhere, and many boast of a focus on creativity.
While we complain about our schools we ought not forget what we do well. American's prize creativity and our schools have reflected that. I think many of our criticisms regarding standardized testing are based on a fear that they will destroy the sense of creativity and initiative that has made us what we are. It would be a pity if in our desire to emulate what seems best in the Chinese model that we lose what makes our educational system -- warts and all -- exceptional.
And speaking of trained seals. What is everyone's take on the hubbub over the Tiger Mother?
. . . the greatest strength of the Chinese system is the Confucian reverence for education that is steeped into the culture. In Chinese schools, teachers are much respected, and the most admired kid is often the brain rather than the jock or class clown.
Americans think of China’s strategic challenge in terms of, say, the new Chinese stealth fighter aircraft. But the real challenge is the rise of China’s education system and the passion for learning that underlies it. We’re not going to become Confucians, but we can elevate education on our list of priorities . . .
Notice that the teacher is a respected member of the community, not someone who can't make a living doing something "better".
Second -- and just as important:
Chinese themselves are far less impressed by their school system. Almost every time I try to interview a Chinese about the system here, I hear grousing rather than praise. Many Chinese complain scathingly that their system kills independent thought and creativity, and they envy the American system for nurturing self-reliance — and for trying to make learning exciting and not just a chore.
In Xian, I visited Gaoxin Yizhong, perhaps the city’s best high school, and the students and teachers spoke wistfully of the American emphasis on clubs, arts and independent thought. “We need to encourage more creativity,” explained Hua Guohong, a chemistry teacher. “We should learn from American schools.”
One friend in Guangdong Province says he will send his children to the United States to study because the local schools are a “creativity-killer.” Another sent his son to an international school to escape what he likens to “programs for trained seals.” Private schools are sprouting everywhere, and many boast of a focus on creativity.
While we complain about our schools we ought not forget what we do well. American's prize creativity and our schools have reflected that. I think many of our criticisms regarding standardized testing are based on a fear that they will destroy the sense of creativity and initiative that has made us what we are. It would be a pity if in our desire to emulate what seems best in the Chinese model that we lose what makes our educational system -- warts and all -- exceptional.
And speaking of trained seals. What is everyone's take on the hubbub over the Tiger Mother?
NASA's Lack of PR
Whatever we decide to do as a group, I think we should seriously consider what we can do to make sure that the first thing people do when they think of teaching as a profession they think of it as important, positive and prestigious. I still think that our ability to accomplish any other objective will be based on that.
I ran across a similar argument made about NASA. Here's a great quote:
NASA is the most fascinating, adventurous, epic institution ever devised by human beings, and their media sucks. Seriously. None of their brilliant scientists appear to know how to connect with the social media crowd, which is now more important than ever. In fact, NASA is an institution whose funding directly depends on how the public views them.
In all of their brilliance, NASA seems to have forgotten to share their hopes and dreams in a way the public can relate to, leaving one of humanities grandest projects with terrible PR and massive funding cuts.
Doesn't this apply to us as well?
A fan of NASA even made this promotional video (look below) since NASA seems uninterested in doing it themselves. We need to do this sort of thing, effectively.
I ran across a similar argument made about NASA. Here's a great quote:
NASA is the most fascinating, adventurous, epic institution ever devised by human beings, and their media sucks. Seriously. None of their brilliant scientists appear to know how to connect with the social media crowd, which is now more important than ever. In fact, NASA is an institution whose funding directly depends on how the public views them.
In all of their brilliance, NASA seems to have forgotten to share their hopes and dreams in a way the public can relate to, leaving one of humanities grandest projects with terrible PR and massive funding cuts.
Doesn't this apply to us as well?
A fan of NASA even made this promotional video (look below) since NASA seems uninterested in doing it themselves. We need to do this sort of thing, effectively.
OECD International Report on Teachers
Ed Class IV,
Below you will find links to the international studies I discussed at the Taking Stock Retreat. In terms of my own work, I've been using this international data to discuss teacher recruitment, hiring and development with 10 area districts. Interestingly enough, the goal of that group mirrors ideas outlined by both the OECD and the ALF Ed. Class IV conversation this past weekend. We are attempting to:
a. draft a "Regional Profile of a Quality Teacher"
b. determine the look-fors and evidence that match the profile
c. collaborate with area ACPs and HEIs on redesigning teacher training
d. market in order to re-frame the perception of the profession
e. create a lab school for induction teachers to learn in and from before entering districts
f. and, lastly, develop a regional screening tool that generates a pool of candidates for all districts
If our ALF class chooses to go down the teacher effectiveness track for the project, I see much potential for dovetailing.
Here's the link to the report from OECD:
Teachers Matter Overview
Big Ideas Two Pager
If you are interested in the entire report I checked out a copy from UHCL and can share. You might also find the country reports interesting at OECD site here:
Country Reports
AND, Susan Sclafani's group did some reporting here:
NCEE Reports
Food for thought,
Webster
Below you will find links to the international studies I discussed at the Taking Stock Retreat. In terms of my own work, I've been using this international data to discuss teacher recruitment, hiring and development with 10 area districts. Interestingly enough, the goal of that group mirrors ideas outlined by both the OECD and the ALF Ed. Class IV conversation this past weekend. We are attempting to:
a. draft a "Regional Profile of a Quality Teacher"
b. determine the look-fors and evidence that match the profile
c. collaborate with area ACPs and HEIs on redesigning teacher training
d. market in order to re-frame the perception of the profession
e. create a lab school for induction teachers to learn in and from before entering districts
f. and, lastly, develop a regional screening tool that generates a pool of candidates for all districts
If our ALF class chooses to go down the teacher effectiveness track for the project, I see much potential for dovetailing.
Here's the link to the report from OECD:
Teachers Matter Overview
Big Ideas Two Pager
If you are interested in the entire report I checked out a copy from UHCL and can share. You might also find the country reports interesting at OECD site here:
Country Reports
AND, Susan Sclafani's group did some reporting here:
NCEE Reports
Food for thought,
Webster
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