That a single factual question at the crucial moment in which the material was introduced in the problem-oriented course had a negative effect on conceptual understanding is an important finding. The nature, amount and timing of clicker questions may all be factors in supporting or thwarting conceptual understanding. (Source)
So: no higher salaries for a relatively low-paying profession, eroding the job security that is the most treasured benefit of the job, continuing to degrade and insult the current workforce as lazy and undeserving, getting rid of hundreds of thousands of them, and yet somehow attracting hundreds of thousands of more talented, more committed young workers to become teachers.
According to what school of economics, exactly, is such a thing possible? (Source)
The digital demands constant signalling. Other people’s signalling confronts us. We create spaces to bond over that confrontedness. Performative wokeness devolves into factionalism. White supremacy festers its way into the open. (Source)
A few degrees of difference makes for a very sharp point.
Feldstein’s Law: Any educational app that is actively developed for long enough and has a large enough user base will become indistinguishable from a badly designed LMS. (Source)
. An analytics process is part of a nexus in which problems, data and models, and interventions mutually support and inform each other. The underlying data is not an objective representation of reality but rather the end result of a translation process that is as much technical as it is social. These regimes of knowledge are structures laden with questions of justice. These structures confer intellectual authority on developers while shutting down critical inquiry with flippant injunctions against arguing with facts and dismissive contrasts between sound data and unfounded instinct. (Source)
The present study finds that female entrepreneurs risk receiving significantly less venture capital, which is caused by the language and rhetoric used that relates to gender differences when funding decisions are made. (Source)
What’s shared by tutoring, small group instruction, cooperative learning, and feedback and progress monitoring – the interventions that come out looking best? The influence of another human being. The ability to work closely with others, particularly trained professionals, to go through the hard, inherently social work of error and correction and trying again. Being guided by another human being towards mastery of skills and concepts. Not paying tons of money on some ed tech boondoggle. Rather, giving individual people the time necessary to work closely with students and shepherd their progress. Imagine if we invested our money in giving all struggling students the ability to work individually or in small groups with dedicated educational professionals that we treated as respected experts and paid accordingly. (Source)
Now, how can the “race realists” account for the lack of a racial gap between cognitive abilities in children at 8 to 12 months, and the presence of a large gap at 3? Am I to believe that their genome changed that much in 24-28 months? Or is there a much more plausible explanation – that we have socially constructed racial categories and embedded deep and persistent inequality into our society based on those categories, which in turn results in educational inequality? (Source)
“When people make appeals to democratic principles — like ‘freedom of speech’ — they don’t always represent a genuine interest in that principle,” White said. “We think of principles as ideas we use to guide behavior in our everyday lives. Our data show something different — that we tend to make up our mind on something based on our attitudes — in this case, racial attitudes — and then decide that the principle is relevant or irrelevant. People do whatever best fits their pre-existing attitudes.” (Source)
The fact of the matter is, mobility is necessarily antagonistic to equality. Every student who moves up pushes another one down. These values are in direct tension, and yet no one seems to pause for a moment and really critically evaluate what we’re asking for. If your interest is in promoting equality then you should agitate against mobility, as true mobility will result only in more outliers – both above and below the mean. If instead you are concerned with simply providing a better quality of life for the most possible people, then you should focus on redistributive economic systems that ameliorate the effects of poverty and create a downward pressure on the wealth of those at the very top. Then you can allow education to go back to being education, rather than seeing it constantly as an instrument of economic manipulation – a role for which it has proven totally unsuited. (Source)