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Amy Roediger

Reading Strategies for 'Informational Text' - NYTimes.com - 172 views

learning.blogs.nytimes.com/...ategies-for-informational-text

common core standards CCSS reading teaching education resources

shared by Amy Roediger on 02 Aug 12 - No Cached
Annette Yono liked it
  • Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
  • Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
  • Graphic Organizers:
  • ...4 more annotations...
  • Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
  • The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
  • “Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
  • Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
  • Annette Yono on 02 Aug 12
     
    Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
  • Amy Roediger on 02 Aug 12
     
    A good list of reading strategies for informational text from the New York Times.
Roland Gesthuizen

Montgomery County, Md., Sets Example With Teacher Evaluations - NYTimes.com - 42 views

www.nytimes.com/...06oneducation.html

NYTimes teachertraining teacher mentor performance

shared by Roland Gesthuizen on 06 Jun 11 - No Cached
  • a major failing of Race to the Top’s teacher-evaluation system is that it is being imposed from above rather than being developed by the teachers and administrators who will use it
  • Roland Gesthuizen on 06 Jun 11
     
    The Montgomery County Public Schools system here has a highly regarded program for evaluating teachers, providing them extra support if they are performing poorly and getting rid of those who do not improve. The program, Peer Assistance and Review (PAR) uses several hundred senior teachers to mentor both newcomers and struggling veterans. If the mentoring does not work, the PAR panel - made up of eight teachers and eight principals - can vote to fire the teacher.
Roland Gesthuizen

City Teacher Data Reports Are Released - SchoolBook - 36 views

www.nytimes.com/...cher-data-reports-are-released

NYTimes performance assessment teacher leaguetable

shared by Roland Gesthuizen on 25 Feb 12 - No Cached
Kate Pok liked it
  • The rankings stem from a desire by policy makers to find an objective way to distinguish between effective and ineffective teachers, untainted by the subjective judgment of individual evaluators, like school principals.
  • Critics also say there are aspects of a child’s life — or distractions on test day — that the numbers cannot capture: supportive parents, a talented principal, the help of a tutor, allergies or a relentlessly barking dog outside the classroom.
  • there are schools where students are taught by multiple teachers, making it difficult to figure out the weight of their individual contributions
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  • The union has warned that the result will be sweeping, with good teachers steering clear of grades that have standardized tests, parents’ attempts to switch their children to other classrooms, low morale among teachers and worse.
  • Roland Gesthuizen on 25 Feb 12
     
    After a long legal battle and amid much anguish by teachers and other educators, the New York City Education Department released individual performance rankings of 18,000 public school teachers on Friday, while admonishing the news media not to use the scores to label or pillory teachers.
Roland Gesthuizen

The High Cost of Low Teacher Salaries - NYTimes.com - 59 views

www.nytimes.com/...01eggers.html

education teacher salary teaching nytimes teachertraining schoolfunding

shared by Roland Gesthuizen on 01 Jan 14 - No Cached
  • The first step is to make the teaching profession more attractive to college graduates. This will take some doing
  • So how do teachers cope? Sixty-two percent work outside the classroom to make ends meet.
  • We’ve been working with public school teachers for 10 years; every spring, we see many of the best teachers leave the profession. They’re mowed down by the long hours, low pay, the lack of support and respect.
  • ...2 more annotations...
  • eople talk about accountability, measurements, tenure, test scores and pay for performance. These questions are worthy of debate, but are secondary to recruiting and training teachers and treating them fairly.
  • most of all, they trust their teachers. They are rightly seen as the solution, not the problem, and when improvement is needed, the school receives support and development, not punishment.
  • Roland Gesthuizen on 01 Jan 14
     
    "And yet in education we do just that. When we don't like the way our students score on international standardized tests, we blame the teachers. When we don't like the way particular schools perform, we blame the teachers and restrict their resources."
Tracy Tuten

How to Fix the Schools - NYTimes.com - 1 views

www.nytimes.com/...ra-how-to-fix-the-schools.html

how to nytimes schools education pedagogy higher ed

shared by Tracy Tuten on 20 Sep 12 - Cached
  • Teachers — many of them — will continue to resent efforts to use standardized tests to measure their ability to teach.
  • Tucker, 72, a former senior education official in Washington, is the president of the National Center on Education and the Economy, which he founded in 1988. Since then he has focused much of his research on comparing public education in the United States with that of places that have far better results than we do — places like Finland, Japan, Shanghai and Ontario, Canada. His essential conclusion is that the best education systems share common traits — almost none of which are embodied in either the current American system or in the reform ideas that have gained sway over the last decade or so.
  • His starting point is not the public schools themselves but the universities that educate teachers. Teacher education in America is vastly inferior to many other countries; we neither emphasize pedagogy — i.e., how to teach — nor demand mastery of the subject matter. Both are a given in the top-performing countries. (Indeed, it is striking how many nonprofit education programs in the U.S. are aimed at helping working teachers do a better job — because they’ve never learned the right techniques.)
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  • Tucker believes that teachers should be paid more — though not exorbitantly. But making teacher education more rigorous — and imbuing the profession with more status — is just as important. “Other countries have raised their standards for getting into teachers’ colleges,” he told me. “We need to do the same.”
  • High-performing countries don’t abandon teacher standards. On the contrary. Teachers who feel part of a collaborative effort are far more willing to be evaluated for their job performance — just like any other professional. It should also be noted that none of the best-performing countries rely as heavily as the U.S. does on the blunt instrument of standardized tests. That is yet another lesson we have failed to learn.
  • Tracy Tuten on 20 Sep 12
     
    On what's wrong with our education system 
Tony Baldasaro

As Classrooms Go Digital, Textbooks May Become History - NYTimes.com - 1 views

www.nytimes.com/...09textbook.html

nytimes web2.0 digitallearning digital_natives textbooks

shared by Tony Baldasaro on 09 Aug 09 - Cached
Hassan Wilson liked it
  • And throughout the district, a Beyond Textbooks initiative encourages teachers to create — and share — lessons
    • Tony Baldasaro
      Tony Baldasaro on 09 Aug 09
       
      Makes me wonder of textbooks inhibit collaboration by teachers.
  • digitally nimble
  • And they think of knowledge as infinite
    • Tony Baldasaro
      Tony Baldasaro on 09 Aug 09
       
      This is a powerful quote. Thinking back to my schooling, it could probably be said that I thought of knowledge as finite, only limited to what my teacher and textbook said.
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  • With California in dire straits, the governor hopes free textbooks could save hundreds of millions of dollars a year.
    • Tony Baldasaro
      Tony Baldasaro on 09 Aug 09
       
      Too bad it took an economic crises to spur this movement.
  • “I don’t believe that charters and vouchers are the threat to schools in Orange County,” he said. “What’s a threat is the digital world — that someone’s going to put together brilliant $200 courses in French, in geometry by the best teachers in the world.”
    • Tony Baldasaro
      Tony Baldasaro on 09 Aug 09
       
      Wow! He is absolutely right on. Why take a course with based on a rigid time and place when one can learn at a place and pace that makes sense to them?
  • “We believe that the world is going digital, but the jury’s still out on how this will evolve,” said Wendy Spiegel, a Pearson spokeswoman. “We’re agnostic, so we’ll provide digital, we’ll provide print, and we’ll see what our customers want.”
    • Tony Baldasaro
      Tony Baldasaro on 09 Aug 09
       
      This is where I think textbooks companies need to lead. Customers typically only want more of the same, more of what has worked in the past, more of what has a track record. They dont' necessarily think beyond and/or have the luxury of being visionaries.
  • Tony Baldasaro on 09 Aug 09
     
    At Empire High School in Vail, Ariz., students use computers provided by the school to get their lessons, do their homework and hear podcasts of their teachers' science lectures. Down the road, at Cienega High School, students who own laptops can register for "digital sections" of several English, history and science classes. And throughout the district, a Beyond Textbooks initiative encourages teachers to create - and share - lessons that incorporate their own PowerPoint presentations, along with videos and research materials they find by sifting through reliable Internet sites.
Kate Pok

Idaho Teachers Fight a Reliance on Computers - NYTimes.com - 32 views

www.nytimes.com/...t-a-reliance-on-computers.html

shared by Kate Pok on 04 Jan 12 - No Cached
  • Last year, the state legislature overwhelmingly passed a law that requires all high school students to take some online classes to graduate, and that the students and their teachers be given laptops or tablets. The idea was to establish Idaho’s schools as a high-tech vanguard. To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators. And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.
  • “Teachers don’t object to the use of technology,” said Sabrina Laine, vice president of the American Institutes for Research, which has studied the views of the nation’s teachers using grants from organizations like the Gates and Ford Foundations. “They object to being given a resource with strings attached, and without the needed support to use it effectively to improve student learning.”
    • Kate Pok
      Kate Pok on 04 Jan 12
       
      What a pity, a sign of how little respect people actually give to the profession of teaching; the only profession where people don't take the comments of practitioners seriously.  Can you imagine saying to your doctor, "I know this is your diagnosis, but I'm going to go with my Great Aunt's diagnosis."
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  • They complain that lawmakers listened less to them than to heavy lobbying by technology companies, including Intel and Apple.
  • under the state’s plan, that teacher will not always be in the room. The plan requires high school students to take online courses for two of their 47 graduation credits.
    • Kate Pok
      Kate Pok on 04 Jan 12
       
      I actually find this somewhat troubling...so little research exists as to how students are actually learning online.  Are they using Facebook or are they going through MIT's Open Courseware?  I'm inclined to think the former.  I'm slowly adding more and more technology to my classes and frankly, I'm surprised that students are not more technologically savvy... the first and second digital divides are increasingly evident...
    • Carol Pearsall
      Carol Pearsall on 05 Jan 12
       
      Interesting article, however, you can't ignore that students today will be doing a significant amount of learning on a computer. If our high school students can't master managing an online class in high school, how will they fare later on? It's another learning tool. 2 classes out of 47 credits? How is that detrimental to the development of lifelong learners? We can research until the cows come home, but at some point if we don't dive in, we miss the boat. While we can all wish for all our students to graduate high school and then go on to college, the reality is that most of them won't. That's reality... Preparing our kids for future learning and building those skills necessary to be successful to master online courses is a skill they will need to succeed in their digital world.
Stan Golanka

Reading and the Web - Texts Without Context - NYTimes.com - 49 views

www.nytimes.com/...21mash.html

shared by Stan Golanka on 08 Feb 11 - Cached
  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Core discussion topic? From this, I see a few discussion issues: 1. Do we prize "mash-ups" more than original work? Who is "we" in this? 2. If the answer to #1 is "yes," then the next question is: is this good or bad? 3. Finally, if the answer is "bad" to #2, what place do "mash-ups" have, and how do we help our students see the value in original work?
  • Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      How do teachers help students rise above this "digital forest of mediocrity"?
  • Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      If Johnson's predictions are true, is this necessarily bad? How much of this concern is "nostalgia"? What would be lost from an academic p.o.v, and what migh be gained?
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  • Instead of reading an entire news article, watching an entire television show or listening to an entire speech, growing numbers of people are happy to jump to the summary, the video clip, the sound bite — never mind if context and nuance are lost in the process; never mind if it’s our emotions, more than our sense of reason, that are engaged; never mind if statements haven’t been properly vetted and sourced.
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Should teachers "fight" this, or embrace it? Can summaries/sound bites ever be appropriate for academic discussions?
  • And online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.
  • Digital insiders like Mr. Lanier and Paulina Borsook, the author of the book “Cyberselfish,” have noted the easily distracted, adolescent quality of much of cyberculture. Ms. Borsook describes tech-heads as having “an angry adolescent view of all authority as the Pig Parent,” writing that even older digerati want to think of themselves as “having an Inner Bike Messenger.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Can teachers moderate this attitude? Does our (adults) use/non-use of technology help breed this attitude?
  • authors “will increasingly tailor their work to a milieu that the writer Caleb Crain describes as ‘groupiness,’ where people read mainly ‘for the sake of a feeling of belonging’ rather than for personal enlightenment or amusement. As social concerns override literary ones, writers seem fated to eschew virtuosity and experimentation in favor of a bland but immediately accessible style.
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Does this ring true to educators? Are social concerns and literary conerns opposites? How does web publishing affect "literary" publishing, as opposed to "non-literary" publishing?
  • However impossible it is to think of “Jon & Kate Plus Eight” or “Jersey Shore” as art, reality shows have taken over wide swaths of television,
Andrew McCluskey

Teachers - Will We Ever Learn? - NYTimes.com - 182 views

www.nytimes.com/...achers-will-we-ever-learn.html

teachers nytimes nytimes com education profession professionalization nation at risk

shared by Andrew McCluskey on 15 Apr 13 - No Cached
Amit Sen liked it
  • George Hess on 16 Apr 13
     
    I get very tired of having people point to Singapore as a good model for education. Singaporeans score well on tests because their life depends on it. Doing poorly on the PSLE taken at the end of sixth grade virtually guarantees you will never attend university and will limit your income for the rest of your life. Parents in Singapore spend thousands every year on private tuition, the sole goal of which is to produce high test scores. Singapore also recognizes that they are not producing creative students. In fact they wish they were more like the US.
anonymous

Technology in Schools Faces Questions on Value - NYTimes.com - 70 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by anonymous on 04 Sep 11 - No Cached
  • When it comes to showing results, he said, “We better put up or shut up.”
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
  • how the district was innovating.
  • ...24 more annotations...
  • district was innovating
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
  • If we know something works
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • anonymous
      anonymous on 07 Dec 11
       
      yep - so where does leadership come in?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • that computers can distract and not instruct.
  • “They’re inundated with 24/7 media, so they expect it,”
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
  • engagement is a “fluffy
  • term” that can slide past critical analysis.
  • creating an impetus to rethink education entirely
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Like teaching powerpoint is "rethinking education". Right.
  • guide on the side.
  • Professor Cuban at Stanford
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
  • This is big business.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
  • anonymous on 07 Dec 11
     
    Shallow (still important) analysis of the major issues regarding technology integration in schools.
Javier E

A New Measure for Classroom Quality - NYTimes.com - 84 views

www.nytimes.com/...01bausell.html

education instruction research efficiency

shared by Javier E on 03 May 11 - No Cached
  • Test scores are an inadequate proxy for quality because too many factors outside of the teachers’ control can influence student performance from year to year — or even from classroom to classroom during the same year.
  • there’s a far more direct approach: measuring the amount of time a teacher spends delivering relevant instruction — in other words, how much teaching a teacher actually gets done in a school day.
  • Thirty years ago two studies measured the amount of time teachers spent presenting instruction that matched the prescribed curriculum, at a level students could understand based on previous instruction. The studies found that some teachers were able to deliver as much as 14 more weeks a year of relevant instruction than their less efficient peers.
  • ...2 more annotations...
  • There was no secret to their success: the efficient teachers hewed closely to the curriculum, maintained strict discipline and minimized non-instructional activities, like conducting unessential classroom business when they should have been focused on the curriculum.
  • A focus on relevant instructional time also implies several further reforms: Lengthening the school day, week and year; adopting a near-zero-tolerance policy for disruptive behavior, which classroom cameras would help police; increasing efforts to reduce tardiness and absenteeism; and providing as much supplementary and remedial tutoring (the most effective instructional model known) as possible.
Peter Beens

Raising the Ritalin Generation - NYTimes.com - 2 views

www.nytimes.com/...ng-the-ritalin-generation.html

education medical medication Ritalin NYTimes

shared by Peter Beens on 19 Aug 12 - No Cached
  • teachers fill out short behavior questionnaires, called Conners rating scales, which assess things like “squirminess” on a scale of one to five. In many cases, I discovered, diagnoses hinge on the teachers’ responses.
  • the formidable list of possible side effects included difficulty sleeping, dizziness, vomiting, loss of appetite, diarrhea, headache, numbness, irregular heartbeat, difficulty breathing, fever, hives, seizures, agitation, motor or verbal tics and depression. It can slow a child’s growth or weight gain. Most disturbing, it can cause sudden death, especially in children with heart defects or serious heart problems.
  • Peter Beens on 19 Aug 12
     
    "I REMEMBER the moment my son's teacher told us, "Just a little medication could really turn things around for Will." We stared at her as if she were speaking Greek. "Are you talking about Ritalin?" my husband asked."...
Chai Reddy

Teacher Evaluations May Get a Video Assist - NYTimes.com - 26 views

www.nytimes.com/...04teacher.html

nytimes.com education teaching pedagogy

shared by Chai Reddy on 05 Dec 10 - No Cached
  • Mr. Gates is tracking the research closely. The use of digital video in particular has caught his attention. In an interview, he cited its potential for evaluating teachers and for helping them learn from talented colleagues.
  • The meticulous scoring of videotaped lessons for this project is unfolding on a scale never undertaken in educational research, said Catherine A. McClellan, a director for the Educational Testing Service who is overseeing the process. By next June, researchers will have about 24,000 videotaped lessons. Because some must be scored using more than one protocol, the research will eventually involve reviewing some 64,000 hours of classroom video
Andrew Spinali

Teachers - Will We Ever Learn? - NYTimes.com - 4 views

www.nytimes.com/...achers-will-we-ever-learn.html

education edchat learning assessment teachers teaching education reform

shared by Andrew Spinali on 13 Apr 13 - No Cached
  • Andrew Spinali on 13 Apr 13
     
    Interesting read on teacher education reform. I'm not sure if I agree with everything, but the author makes some great points and had some strong suggestions to aid reform.
trisha_poole

Teachers' Views on Technology in the Classroom - Video Feature - NYTimes.com - 78 views

www.nytimes.com/...20101121-brain-teachers.html

teaching technology web2.0 teachers classroom education opinion

shared by trisha_poole on 13 Jan 11 - No Cached
  • trisha_poole on 13 Jan 11
     
    The Times asked teachers to submit videos on how the use of technology has changed the way they teach.
Amy Roediger

Why Blame the Teachers? - Room for Debate - NYTimes.com - 76 views

www.nytimes.com/...why-blame-the-teachers

teachers

shared by Amy Roediger on 07 Mar 11 - No Cached
  • Amy Roediger on 07 Mar 11
     
    NYT article about why teacher should or shouldn't be blamed for the state of education.
Margaret Whitehead

Teachers and Students Mark Banned Websites Awareness Day - NYTimes.com - 4 views

www.nytimes.com/...29banned.html

NYTimes.com teachers students banned websites awareness

shared by Margaret Whitehead on 01 Oct 11 - No Cached
  • . And in New York City, students and teachers at Middle School 127 in the Bronx sent more than 60 e-mails to the Department of Education to protest a block on personal blogs and social media sites.
  • Margaret Whitehead on 01 Oct 11
     
    Efforts to ublock censored websites in school settings
Matt Renwick

Rage Against the Common Core - NYTimes.com - 22 views

www.nytimes.com/...e-against-the-common-core.html

commoncore nytimes

shared by Matt Renwick on 01 Jan 15 - No Cached
Sheri Edwards liked it
  • Race to the Top program to encourage states
  • misconception that standards and testing are identical has become widespread
  • Many teachers like the standards, because they invite creativity in the classroom — instead of memorization, the Common Core emphasizes critical thinking and problem-solving.
  • ...5 more annotations...
  • unreliable and biased against those who teach both low- and high-achieving students.
  • 76 percent of teachers favored nationwide academic standards
  • Obama administration has only itself to blame
  • emphasized high-stakes “accountability” and market-driven reforms
  • link talented teachers with engaged students and a challenging curriculum
Peter Beens

Building a Better Teacher - NYTimes.com - 36 views

www.nytimes.com/...07Teachers-t.html

Teaching education teacher NYTimes article

shared by Peter Beens on 07 Mar 10 - Cached
  • Eleanor Douglass on 07 Mar 10
     
    Can we build better teachers or just fire the ones who don't have "it" in hoes that we will hire new ones who do? And what is "it"?
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