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|Topic Review (Newest First)|
|02-22-2013 07:50 AM|
|02-22-2013 07:24 AM|
Not like it was 20 years ago. in a lot of places, if a college professor has a certain number of students failing/dropping, they are brought in for review. they need to keep the success numbers up.
we joke about the current copy/paste, multiple choice college grads being produced. how many college grads have you met that leave you shaking your head wondering "how?". then you find out they are a teacher.....
|02-22-2013 03:45 AM|
|02-21-2013 10:15 PM|
|02-21-2013 07:48 PM|
The problems include faulty instructional methods these ed school graduates are trained in; a shift toward social experimentation in the classroom - read distorting the inequality and disparate interests between boys and girls to engineer preferred outcomes; curriculums that emphasize how bad America is rather than teaching how America came to be which is enhanced by the explosion of grievance industry-produced area and gender studies programs in higher education; and in urban areas black illegitimacy.
Raising standardized test scores to gain certification does nothing improve educational outcomes and teacher performance when the tests score the wrong things which are poor instructional methods taught in college ed schools.
Dammit, you can become a teacher without being a subject matter expert. Introducing higher test score requirements will not resolve this basic problem.
|02-21-2013 07:27 PM|
1) Please realize your experience doesn't match everyone else's (or perhaps even most others)
2) Is something wrong with that? When your lawyer does extra work outside the office, does he not bill you for them? If someone is working beyond their contract, don't they deserve to be compensated?
|02-21-2013 07:24 PM|
why are we all here, man?
|02-21-2013 07:22 PM|
Do me a favor. Go to your states department of education and look through their curriculum frameworks -- the thing the state DoE decides are the baselines that students should be taught. They're separated by grade levels, normally. Go through them and tell me which ones you think are good, which ones are bad, and what you'd replace them with.
I'm just curious.
Meaning they're killing off their own futures?
I'm confused here.
|02-21-2013 07:13 PM|
The same (inferential) statistics can support more than one hypothesis.
|02-21-2013 06:41 PM|
We usually trust our universities to opine on college degrees. The requirements can be tightened. If you do not believe educators are qualified to raise their requirements then I guess we have a bigger disagreement.
|02-21-2013 06:33 PM|
who does the above? who determines what is good, bad, etc? is there a correlation between certification or performance on exams to effectiveness? who administers current credential programs?
Hey, I am just posing obvious questions to determine how your proposed solutions would actually solve a problem. You seem to have no answers, or at least WHY what you're proposing will work.
|02-21-2013 06:16 PM|
I say nearly all people would understand what I meant. But if you insist:
increase the qualifications of teacher education programs ==> increase the quality of teacher education programs
|02-21-2013 06:10 PM|
1. Require a more rigorous teacher education program/curriculum.
2. Make the standardized exams required for teacher certification more rigorous and require a higher score.
Why is that so difficult to understand?
Where did I mention the gov to determine qualities of a "good" teacher?
|02-21-2013 06:02 PM|
|02-21-2013 02:49 PM|
You also said to lake teacher certification requirements more stringent which makes no sense, either. Certifying that teachers better possesses the same misguided pedagogical approaches that have gotten where we are today. Plus it further limits entry into teaching which only benefits incumbent teachers.
You make no sense.
|This thread has more than 15 replies. Click here to review the whole thread.|