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robertogreco : effectiveness   8

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley
"patterns emerged. First, great teachers tended to set big goals for students...were perpetually looking for ways to improve their effectiveness....when Farr called up teachers...making remarkable gains & asked to visit classrooms...similar response...‘You’re welcome to come, but I have to warn you—I am in the middle of just blowing up my classroom structure & changing my reading workshop because I think it’s not working as well as it could.’ When you hear that over & over, & you don’t hear that from other teachers, you start to form a hypothesis.” Great teachers...constantly reevaluate what they are doing...avidly recruited students & their families into the process; maintained focus, ensuring that everything they did contributed to student learning; planned exhaustively & purposefully—for the next day or the year ahead—by working backward from the desired outcome; & worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, & budgetary shortfalls."
education  research  teaching  teachers  leadership  learning  performance  tfa  effectiveness  schools  teachforamerica 
february 2010 by robertogreco
Thinking in Mind: Really Good Teachers - What Do They Need to Know?
"Research shows there are no common practices between teachers with extensive, effective records, but there are similar dispositions:

* Less concern for curriculum coverage or the exam than student learning
* Really listen to their students – student answers transform teacher responses
* Genuine interest in research and PD
* High complexity
* Growth mindset
* Effortful
* Expansive consciousness (these last four are esoteric, hard to define)"
teaching  pedagogy  effectiveness  tcsnmy  math  neilstephenson  cv  dispositions 
january 2010 by robertogreco
Is College Worth It? - John Lounsbury -- Seeking Alpha [commentary on and summary of: http://articles.moneycentral.msn.com/CollegeAndFamily/CutCollegeCosts/is-a-college-degree-worthless.aspx]
"My father asked me why I wanted to go to college. My answer, essentially, was that I wanted to make money. His rejoinder was that I did not have a valid reason. Making money was not a good reason to go to college, he told me."..."thought provoking statements from the article: *Degrees are poor proof of learning. *Literacy levels among college graduates, the commission noted, fell sharply over the 12 years ending in 2003. *The system must change before students are made poorer, society grows less equal, the bright are left ignorant & "college" comes to mean a 4-year pajama party intruded upon by the occasional group discussion on gender studies. *The four-year college degree has come to cost too much and prove too little. It's now a bad deal for the average student, family, employer, professor and taxpayer. *bright citizens spend their lives not knowing the things they ought to know, because they've been granted liberal-arts degrees for something far short of a liberal-arts education."
colleges  universities  money  costs  learning  effectiveness  education  alternative  liberalarts 
june 2009 by robertogreco
Relevant History: The power and fragility of groups
"Groups are powerful... but for all their power, they're also fragile. University of Washington academics Will Felps and Terence Mitchell constructed a very interesting experiment to show just how fragile they are, by demonstrating the effect of "bad apples" on the effectiveness of small groups."
groups  behavior  psychology  administration  leadership  productivity  effectiveness  management 
february 2009 by robertogreco
Annals of Education: Most Likely to Succeed: How do we hire when we can’t tell who’s right for the job?:The New Yorker
"Hanushek recently did a back-of-the-envelope calculation about what even a rudimentary focus on teacher quality could mean for the United States. If you rank the countries of the world in terms of the academic performance of their schoolchildren, the U.S. is just below average, half a standard deviation below a clump of relatively high-performing countries like Canada and Belgium. According to Hanushek, the U.S. could close that gap simply by replacing the bottom six per cent to ten per cent of public-school teachers with teachers of average quality. After years of worrying about issues like school funding levels, class size, and curriculum design, many reformers have come to the conclusion that nothing matters more than finding people with the potential to be great teachers. But there’s a hitch: no one knows what a person with the potential to be a great teacher looks like." Also on Gladwell's blog:

[http://gladwell.typepad.com/gladwellcom/2008/12/teachers-and-quarterbacks.html ]

[see comments here: http://www.boingboing.net/2008/12/08/malcolm-gladwell-on.html ]
malcolmgladwell  teaching  school  policy  assessment  newyorker  education  statistics  learning  psychology  research  hiring  management  administration  leadership  us  effectiveness  credentials  economics  children  schools 
december 2008 by robertogreco
Half an Hour: The Personal Network Effect
"For example, networks that are more diverse - in which each individual has a different set of connections, for example - produce a greater maximal value than networks that are not."
connectivism  personalnetworks  socialgraph  culture  dunbar  education  effectiveness  efficiency  learning  networking  networks  technology  social  interdisciplinary  networkeffects 
november 2007 by robertogreco
Meaningless masters at Joanne Jacobs
"Teachers earn more money if they complete a master’s degree, yet there’s no evidence they teach any better."
teaching  effectiveness  pay  masters  education  certification  salaries  work  economics  politics 
january 2007 by robertogreco

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