Monique, the eager-to-please girl with the chirpy alto, is raising her hand again. But I’m more interested in drawing Maria -- who hides in the back row and avoids eye contact -- out of her shell.
“She don’t wanna talk to you, man,” says Marcus, confidently flip as usual. “She don’t talk to anybody.”
Vince, the pallid kid with dark hair who sits at Marcus’s left, chuckles -- just like he did earlier when Marcus told me he “found” the Mercedes-Benz hood ornament, now draped around his neck, “in the parking lot.”
WASHINGTON — Many teachers are failing at their jobs, and teacher preparation programs are not being held accountable for failing to train them well. That's the conclusion of a new report, released Thursday at the Center for American Progress, that offers solutions for streamlining the standards used to assess teacher education.
When it comes to teacher education, pragmatism beats idealism. But most education professors -- save for a small minority -- are complacent with antiquated teaching philosophies.
These conclusions, released today in a report by FDR Group and the Thomas B. Fordham Institute on the views of education professors, summarize the “sobering data” gathered from surveys distributed at colleges and universities across the country.
The value of a master’s degree in education – in monetary, philosophical and educational terms – is under fire as conflicting camps are responding to increasingly high-profile criticism of merit pay systems.