On 10/02/2012 12:52 PM, kirby urner wrote: > On Tue, Oct 2, 2012 at 11:16 AM, Paul Tanner <firstname.lastname@example.org> wrote: > >> Quote: "American teachers spend on average 1,080 hours teaching each >> year. Across the O.E.C.D., the average is 794 hours on primary >> education, 709 hours on lower secondary education, and 653 hours on >> upper secondary education general programs." >> >> As what I cited shows, the average US schoolteacher has to perform >> roughly 50% more teaching hours per year than the average >> schoolteacher of the entire OECD. > That's interesting. Given US is generally recognized as a low > performing low IQ state (judging from its general behavior in the > world), one wonders why these increased hours don't translate to > better performance. The divide and conquer answer involves pitting > students against teachers by blaming one or the other, but as we all > know from my track record, I tend to blame the publishers or rigging > the system to move text books on economic grounds, with an historical > bias in favor of larger states such as California and Texas.
There is that pesky Federal Dept of Ed study released a decade ago that found that, after receiving a baccalaureate, the lower the incoming SAT score entering college, the higher the probability they are teaching K-12 ten years after graduation.
Winnow out the lower 1/3 of the SAT performers (give some leeway and alternate assessments for music, art and PE majors) from the teacher and administration corps and see what happens.
> The > reason Americans are so dumb in STEM subjects is because certain > economic arguments have the ear of Congress whereas the STEM teachers > themselves are consistently ignored and left to squabbling amongst > themselves. > >> And let's look at the highest performing countries in the world on >> international tests: >> >> For the average schoolteacher in Japan, Finland, and Korea, three of >> the world's highest scoring countries on recent international tests, >> the number of teaching hours per year are only about 600, 600, and 550 >> respectively, roughly only half the teaching load of the average >> American schoolteacher. For France, which scored highest in the world > I'm guessing they have more effective methods plus a cultural context > in which students see having a safe space to study as a privilege that > goes away after awhile. You have a harder time reaping the benefits > if you squander your youth on non-productive activities. Building > skills and staying more or less even with your peers, give or take, is > the name of the game. > > In the US, you have huge spans of land and thousands of demographic > groups with differing attitudes and school, boarding school, Bible > camp, scouting, social service, church attendance, family obligations > and so on. So many different ethnicities. Generalizations are > difficult as anecdotal exceptions to just about every story readily > come to mind. > > The scenario wherein under-served primarily Spanglish-speaking > students pull themselves up by their own bootstraps to become national > contenders on the calculus scene, is reminiscent of the plot in > 'Resolved', a true story about a team from non privileged origins > making it to the top of the debating world, as champions. You can > watch the preview here: http://www.youtube.com/watch?v=EvNNtEVkckc > >> in TIMSS Advanced with a coverage index of roughly 20% when it >> participated back in 1995, that number is roughly only 620 teaching >> hours per year. >> >> Question: What do tutoring industries have to do with why these >> countries and essentially the entire OECD work their schoolteachers >> less - and even much less - than the US works its schoolteachers in >> terms of teaching hours per year? > I'm not sure how time / hours is measured in all these places and is > the measuring technique uniform? When teachers grade large stacks of > paper at home, do they clock and and clock out? Do we count time > doing extra-curricular activities such as debating team? Some of our > hardest working teachers at Cleveland High School are the ones who > participate in speech and debate related activities. This is what has > replaced civics. The fact that civics is now extra-curricular may not > be the case in these other schools in other countries. Teachers may > need less time doing supplementary activities because the curriculum > itself is more down to business and focused where it needs to be. > > I'd like to get similar statistics about students. If a STEM student > is not learning any programming language skills through the school, > and is undertaking that on his or her own, or as an outside activity > with peers, than that's time away from school that should be counted, > just like grading papers on the teacher side. > > My guess is students put in way more hours learning than many of their > counterparts outside the US, but a lot depends on what we count as > "learning time". Watching educational YouTubes such as Khans would > count. Time at an SAT coaching school would count. > > Kirby >