Speed's on a roll: here are some interesting perspectives from an ex-CEO:
Lessons from 40 years of Education "Reform"
And here are some interesting perspectives from readers:
Speed's blog regarding article
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About Me
- John
- I am married and we have 3 adult daughters and a dog. We live in Plymouth MN. My interests are learning, communicating, home improvement projects, motorcycling, boating, and other outside activities. Thank you for reading my blog and have a great day !!!
4 comments:
John,
One of the things I find perplexing in the whole discussion of reform is the use of data and evaluation. I see, for example, the dialogue regarding class size. Many are calling for "proof" that it does or does not make a difference and at what levels and so on. My experience, however, has been that measurement at the level where we'd be able to assess such things (would need to include control groups, public and private schools, etc.) is tremendously costly. So while there is a call from both "sides" to increase efficacy and efficiency, there is also this demand for evidence that comes with a sizable price tag. Thoughts? Want to through something out there into cyberspace (I don't comment on Wordpress...haven't gotten around to making an account).
throw...not through
I added some thoughts to "Exposed" regarding the topic. Thanks for the note.
I'd be satisfied if I could just get some folks to weigh in on what is "Large" and "Small".... So far J. & Grace are the only takers...
Well, teachers and parents have weighed in loud and clear. They want smaller. My experience as a youth work professional and volunteer, parent, and volunteer coordinator has been that desirable size varies dramatically depending on desired outcomes, population, subject matter, space parameters and more. Sometimes 12 is perfect. I imagine for survey courses involved high school students a large auditorium class with ample resources (e.g., good sound system, screens for viewing teachers overhead notes) could work for 50 or more. But I don't know. And I know that pinpointing concrete make or break numbers that actually make a difference on test scores, grad rates, and other quantitative measures would take a tremendous cache of human, financial, and other resources. Hmmm...must give it more thought. Thanks for keeping the conversation going.
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