Today’s administrators and policy makers, advocates of remediation reform, and acceleration initiatives, would have considered me a liability when I was a college student. After reading about how Sara Palin t […]
MichelleG wrote a new post, Responsible Teacher: Practicing Culturally Relevant Pedagogy, on the site Rethinking Higher Education 5 days, 19 hours ago
As part of the mission for Sylvia’s and my big idea in designing a teacher preparation program, and as a follow-up to her previous lightning round, I am shifting my sights from examining and criticizing the […]
We are asking for your help in circulating our Teacher Preparation Survey.
We’d like to gather insights from teachers who are actively teaching or who have taught in the past (grades k-12), in […]
MichelleG wrote a new post, Power Shift? (Topic: teacher training linked to college readiness), on the site Rethinking Higher Education 1 month ago
“Staffing High-Needs Schools: Insights from the Nation’s Best Teachers” Barnett Berry (The Phi Delta Kappa vol. 89, no. 1, 2008.
Barnett looks at possible options and incentives to retain qualified teachers in […]
Teachers’ Opinions on Teacher Preparation: A Gap between College and Classroom–Jason Ashley
Ashley, Jason. “Teachers’ Opinions on Teacher Preparation: A Gap between College and Classroom.” Journal of Inquiry […]
I agree that in the US we see an important gap between high school and higher education, for example in terms of standards (meaning, the academic standards one must meet in order to graduate from high school are not necessarily the standards one needs for starting credit courses in college). I think that one of the reasons for this gap is the fact that secondary education is primarily linked to middle and elementary education (in terms of administration, standards, organization -they are in the same districts, answer to the same boards and superintendents, etc.) and not to higher education. One old piece I read (Clark, 1985) says that secondary education looks downward instead of looking upward. This author posits that abroad, particularly in Europe, high school was more linked to higher ed. than to elementary/middle levels; there was a close articulation of curriculum and achievement standards, and even the teaching profession in high school was somehow permeated by the ways (and status) of higher ed. academe. This allowed a fluid transit of teachers between high school and universities, for example participating in teacher education programs. One important caveat: this model worked in countries (and times) where high school wasn’t universal but rather more elitist. However, perhaps there are some good things that we can learn from the idea of connecting -philosophically and organizationally- high schools and higher ed. institutions.
That’s a really good point. I’m going to look that article up. I was under the impression that public schools were trying to do that now with the common core. Two semesters ago, I had an amazing first level Freshman Comp. They were inquisitive, open, analytical, and innovative (both in presentation and in writing). One day I asked them: have you all been through the
common core? Many had only just attached to th tail end of the common core implementation in high schools. I was so confused. Why were so many people complaining about this new thing that actually seemed to build that bridge to higher ed more effectively.
I guess another thing to think about is why the pushback on common core? I really neve could find a straight answer and I’d love to know more about nitty gritty that administrators and politicians ignore.
MichelleG wrote a new post, Topic: International Education/standards/remediation? “Higher Calling”, on the site Rethinking Higher Education 2 months ago
“Higher Calling: To improve schools we need to make it harder to become a teacher”
Amanda Ripley argues that in order to improve the United States’ education system, we must raise University admission […]
I’ve heard people argue that feminism is to blame — when women had fewer options, they choose teaching, and the teacher corps has never recovered. Beneath that silly argument, however, lies the more important question of how the labor markets work, what we compensate, American prestige, and whether we can think of examples that jobs that went from undervalued to higher value.
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