|
Free Web Directories, search engine submission, submitter, submission, search engine optimization, link popularity, search engine, email, search engine registration, web design, web position gold, search engine submissions, webdirectory, submitters, safelist, webmasterworld, directory, online parts catalog
digital camera reviews cool cars digital camera prices cell phone directory canon cameras work at home sony digital cameras travel directions Worldwide Hotels, Review paris hilton google games cheat yahoo ebay jessica simpson poetry
|
|
|
 |
Featured Products |
|
|
Blogs, Comments |
|
|
|
|
|
| Articles, Category: Home, Garden
home depot growing up gotti sweet home alabama olive garden flowers work at home busch gardens work from home hair extensions home based business |
| Building a Better Teacher
By ELIZABETH GREEN
| 03/11/2010 | Name: Guest
Comments: ON A WINTER DAY five years ago, Doug Lemov realized he had a problem. After a successful career as a teacher, a principal and a charter-school founder, he was working as a consultant, hired by troubled schools eager — desperate, in some cases — for Lemov to tell them what to do to get better. There was no shortage of prescriptions at the time for how to cure the poor performance that plagued so many American schools. Proponents of No Child Left Behind saw standardized testing as a solution. President Bush also championed a billion-dollar program to encourage schools to adopt reading curriculums with an emphasis on phonics. Others argued for smaller classes or more parental involvement or more state financing.
Skip to next paragraph
Readers' Comments
Can educators be educated about how to educate? Post a Comment »
Multimedia
 Video
Teaching Techniques
Enlarge This Image
Benjamin Norman for The New York Times
Doug Lemov, left, observes a fifth-grade class at True North Troy Preparatory Charter School, a school he helps run in Troy, N.Y.
Lemov himself pushed for data-driven programs that would diagnose individual students’ strengths and weaknesses. But as he went from school to school that winter, he was getting the sinking feeling that there was something deeper he wasn’t reaching. On that particular day, he made a depressing visit to a school in Syracuse, N.Y., that was like so many he’d seen before: “a dispiriting exercise in good people failing,” as he described it to me recently. Sometimes Lemov could diagnose problems as soon as he walked in the door. But not here. Student test scores had dipped so low that administrators worried the state might close down the school. But the teachers seemed to care about their students. They sat down with them on the floor to read and picked activities that should have engaged them. The classes were small. The school had rigorous academic standards and state-of-the-art curriculums and used a software program to analyze test results for each student, pinpointing which skills she still needed to work on. But when it came to actual teaching, the daily task of getting students to learn, the school floundered. Students disobeyed teachers’ instructions, and class discussions veered away from the lesson plans. In one class Lemov observed, the teacher spent several minutes debating a student about why he didn’t have a pencil. Another divided her students into two groups to practice multiplication together, only to watch them turn to the more interesting work of chatting. A single quiet student soldiered on with the problems. As Lemov drove from Syracuse back to his home in Albany, he tried to figure out what he could do to help. He knew how to advise schools to adopt a better curriculum or raise standards or develop better communication channels between teachers and principals. But he realized that he had no clue how to advise schools about their main event: how to teach. Around the country, education researchers were beginning to address similar questions. The testing mandates in No Child Left Behind had generated a sea of data, and researchers were now able to parse student achievement in ways they never had before. A new generation of economists devised statistical methods to measure the “value added” to a student’s performance by almost every factor imaginable: class size versus per-pupil funding versus curriculum. When researchers ran the numbers in dozens of different studies, every factor under a school’s control produced just a tiny impact, except for one: which teacher the student had been assigned to. Some teachers could regularly lift their students’ test scores above the average for children of the same race, class and ability level. Others’ students left with below-average results year after year. William Sanders, a statistician studying Tennessee teachers with a colleague, found that a student with a weak teacher for three straight years would score, on average, 50 percentile points behind a similar student with a strong teacher for those years. Teachers working in the same building, teaching the same grade, produced very different outcomes. And the gaps were huge. Eric Hanushek, a Stanford economist, found that while the top 5 percent of teachers were able to impart a year and a half’s worth of learning to students in one school year, as judged by standardized tests, the weakest 5 percent advanced their students only half a year of material each year. This record encouraged a belief in some people that good teaching must be purely instinctive, a kind of magic performed by born superstars. As Jane Hannaway, the director of the Education Policy Center at the Urban Institute and a former teacher, put it to me, successful teaching depends in part on a certain inimitable “voodoo.” You either have it or you don’t. “I think that there is an innate drive or innate ability for teaching,” Sylvia Gist, the dean of the college of education at Chicago State University, said when I visited her campus last year. 1 2 3 4 5 6 7 8 9 Next Page »Elizabeth Green is a Spencer fellow in education reporting at the Columbia University Graduate School of Journalism and the editor of GothamSchools.org. This is her first article for the magazine.
| | |
|
|
|
|
Worldwide Online Free Catalog Resource -
Full-service, Free web directories, Free Catalog, Online Marketing, Business review, Hot Cars, Travel Hotels, Tattos
A worldwide Cars Review - Automotive Catalog, Biggest Automotive Directory, Vehicle information and pictures, Free blogs review
Worldwide Business Directory.biz - #01 Worldwide Business Directory.biz - Worldwide Business Directory, Search Engine Marketing, Reverse Directories, Online Marketing, Online Business Communication, Network Marketing, Home Business Opportunity
|
|
|
|
|
Home
