At 07:05 AM 9/28/2010, GS Chandy wrote: >Further my initial posting (dt. Sep 28, 2010 11:22 AM) on the >subject, I already know, I believe, what some of us are going to say >after glancing through a fair bit of the ongoing discussions at the >New York Times: > >1) "It's all the fault of the Educational Mafia...PUT THEM IN JAIL!" >2) "BLOW UP THE TEACHER TRAINING COLLEGES!" >(or the equivalent, probably in more sophisticated words).
Not necessarily more sophisticated words but by someone with a bit more influence. Reid Lyon is a well-known researcher in reading education and was second (I believe) in command of the US Department of Education at the time: Rigorous Evidence: The Key to Progress in Education? Lessons from Medicine, Welfare and Other Fields
November 18, 2002, P, 84 of the forum transcript:
"You know, if there was any piece of legislation that I could pass, it would be to blow up colleges of education."
>Obviously, there will be other responses, but I wish to observe that >the above 'solutions' will not help resolve the problem at all, as >they are just too simplistic a way of dealing with a complex issue: >they are the equivalent, in US terms, of what the Taliban in >Pakistan have just done: stoned a young woman to death for being >seen in public with some male who was not her husband. > >May I suggest that a practical way out would be to >- -- seek the inputs of ALL stakeholders in the issue (students; >teachers; parents; school administrators; politicians; and even the >'Educational Mafia' if there actually exists such a category of >stakeholders in education); >- -- record those inputs; >- -- then, from those inputs, to develop effective Action Planning >to help improve the educational systems (particularly in math and >science where I believe the situation of 'after-school tutoring' is >most severe. > >I observe that I've at this forum told the story of a freshman >college student who came to me with the problem of never having >gotten above 45% in math right through his school career and he was >repeating the same woeful performance in college. He worked, using >a process I call the 'One Page Management System' (OPMS) on the >following Mission he chose (with some very little guidance from me): >"To understand thoroughly all the topics of my math syllabus and >THEREBY to do significantly better in my math exams, tests and >quizzes". I particularly observe that I gave him NO math tuition at >all - I just showed him how to develop the needed representations of >his own 'mental models' about his math and his situation vis-a-vis >his math, and suggested what he should do at each stage of >development of his OPMS. > >In just about 8 months' time (after I had initially spent about 1 >hour a day with him for about 30 days), he wrote to me to inform me >that he was now consistently getting well over 75% in all his math >exams etc. It is useful to note that he took NO after-school math >tuition at all from any teachers or tuition courses such as KUMON, >etc - he got whatever help he needed from his peers and from his >school teachers (no tuition). > >To those of us who believe 1) or 2) provides the right solution, >may I suggest that the ingestion of some of the shrimp so >assiduously been purchased may help - but only in the VERY long >term? As short-term solutions, those ideas will simply not work. > >GSC >("Why Am I Not Surprised?")