Gregory Ferenstein and Brad Hershbein discuss previous research that indicates high school course completion (even in advanced courses) has little impact on subsequent college performance in the same subject, and offer new and more comprehensive evidence on the subject. The authors conclude that policy efforts to increase the share of high school students taking advanced courses are unlikely to significantly increase the share of well-prepared college students.
Calling today’s undergraduates privileged or spoiled is similarly reductionistic. Certainly, economic diversity remains a persistent problem in American higher education. But one can find numerous examples of students who, despite growing up in poverty and navigating tragically under-resourced schools, persevere to become the first in their family to attend college. These remarkable individuals are among the most likely to pursue careers in social work, community organizing, or public health with plans to return home and give back to their communities.But they do not want to become teachers.
But finding candidates to fill this role, especially good candidates, may be more difficult than policymakers are willing to admit. Despite their clear interest in public service, the students I meet betray little enthusiasm for teaching as it now exists. And I see even less indication that major trends in public education—standardization, the proliferation of testing, the elimination of tenure and seniority, and expansion of school choice—have made teaching any more attractive as a career option. Prospective teachers, much like the young educators already working in schools, are especially skeptical of accountability measures that tie a teacher’s job security or pay grade to student test scores. And many are bothered by the way teachers are blamed for much broader social problems.
A new study of free, online college courses says that growth fell short of early expectations, as well as a pattern among users: mostly college-educated, including a surprising number of teachers.
Just a few years ago, the Massive Open Online Course was expected to reinvent higher education. Millions of people were signing up to watch Web-based, video lectures from the world's great universities. Some were completing real assignments, earning certificates and forming virtual study groups — all for free.
Surely the traditional college degree would instantly collapse.
Today, much of that hype has subsided (though best-selling authors and newspaper columnists are still making the case that "the end of college" is nigh). And new research on 1.7 million MOOC participants offers a more nuanced view of just what these courses are and could become.
High anxiety. It’s that time of year when many high school seniors find out where they may be spending the next four years. Some will be celebrating the fact that they are “the chosen,” while others will be bitterly disappointed. The bad news used to be in a telltale thin envelope. Today rejection is just a mouse click away. Now, as it was then, it’s a difficult pill to swallow. New York Times op-ed columnist Frank Bruni decided enough was enough.
Learning management systems, like Blackboard and Moodle, have helped educators manage assignments. However, the LMS can be an obstacle to letting students take their work with them while connecting to the greater world.
Edutopia blogger Mark Phillips examines eight myths that drive education policy, including the value of homework for students and merit pay for teachers, the irrelevance of funding and class size, and the fairness of college admissions.
Ten, 15, even 20 pages of policies, rubrics, and required administrative boilerplate, some so ludicrous (“course-specific expected learning outcomes”) that I myself have never actually read parts of my own syllabi all the way through.
For years, Finland has been the by-word for a successful education system, perched at the top of international league tables for literacy and numeracy.
More academic pupils would be taught cross-subject topics such as the European Union - which would merge elements of economics, history (of the countries involved), languages and geography.
There are other changes too, not least to the traditional format that sees rows of pupils sitting passively in front of their teacher, listening to lessons or waiting to be questioned. Instead there will be a more collaborative approach, with pupils working in smaller groups to solve problems while improving their communication skills.
We get it: No one likes Facebook. Twitter is full of trolls. Social networks can be a pain, but they're also great ways to stay in touch with friends and talk to new people. Even so, every few weeks we hear from someone who wants to just "quit" Facebook altogether. Here's why that's a silly idea, and what you can do instead that'll make you just as happy.
The majority of students study by re-reading notes and textbooks — but the psychologists' research, both in lab experiments and of actual students in classes, shows this is a terrible way to learn material. Using active learning strategies — like flashcards, diagramming, and quizzing yourself — is much more effective, as is spacing out studying over time and mixing different topics together.
McDaniel spoke with me about the eight key tips he'd share with students and teachers from his body of research.
Following the news in 2014 is a bit like flying a kite in flat country during tornado season. Every so often, a whirlwind of outrage touches down, sowing destruction and chaos before disappearing into the sky. These conditions are hardly new. Over the past decade or so, outrage has...
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