Contents contributed and discussions participated by Robert Ryshke
Artifact Box Exchange Network - 1 views
Education experts disagree on importance of school class size - The Denver Post - 3 views
edu180atl: joel mcelvaney 3.12.12 - 0 views
Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 1 views
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In 1990, after seven years of teaching at Harvard, Eric Mazur, now Balkanski professor of physics and applied physics, was delivering clear, polished lectures and demonstrations and getting high student evaluations for his introductory Physics 11 course, populated mainly by premed and engineering students who were successfully solving complicated problems. Then he discovered that his success as a teacher "was a complete illusion, a house of cards." THIS IS A MUST READ ARTICLE!
Breathing Earth - 3 views
The Science Network - 0 views
PlayLab: Nurturing Young Innovators - 2 views
Conferences And Workshops For Teachers - 1 views
Innovations in Education - Harvard Business Review - 3 views
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Editor's note: This post is part of a three-week series examining educational innovation and technology, published in partnership with the Advanced Leadership Initiative at Harvard University. One of the most poignant summaries of the market for innovative technology solutions in education is that it is forever in its infancy.
National Council on Teacher Quality (NCTQ) Homepage - 0 views
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The formal policies and agreements that establish the work rules for teachers have important consequences for what schools can and cannot do. Despite their importance, collective bargaining agreements and personnel policies too often escape public scrutiny. Read more... State governments are arguably the single most powerful authority over the teaching profession.
Education Sector - 0 views
How should we parcel out time to learn? - 1 views
What makes a brilliant teacher? - 0 views
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While watching a brilliant teacher in action, you too may have wondered: "What is it that makes them excellent?" Do we, as an educational community actually realise what makes a true teacher? Is it purely down to perfect pedagogy, rigorous planning and assessing, diligent resource making and clever behaviour management; or is there something more?