- This much I know about…the merits of students copying from the board | johntomsett Good argument, good comments—and a lovely poem.
- Not Even Scientists Can Easily Explain P-values [fivethirtyeight.com]
Mainly about the practice of teaching and the experience of learning.
Used to be "Recent Reflection", but I've given up on the "reflection" business--it's so dilute, it's homeopathic.
Is the pressure on teachers reaching crisis point?For anyone professionally involved in education, the picture will be recognisable, but the tales told by teachers who have left the profession (usually anonymously and “voiced by an actor”, because of the draconian terms of the “compromise agreements” under which they leave), are harrowing. There are more readily available in the educational blogosphere—the Echo Chamber meta-blog is a good place to start. Here is a specimen post today.
Record numbers are leaving the classroom and thousands of teachers recently responded to the Government's workload survey to say they were struggling with their workload. They blamed the pressure of Ofsted inspections and pressure from school management.
Official absence statistics are silent on the causes of sick leave - but now File on 4 reveals new figures on the number of teachers off long-term because of stress.
Jane Deith hears from those who say they were pushed to the brink by the pressure - some suicidal and others hospitalized or diagnosed with depression.
Teaching has always involved long hours and heavy workloads but, with schools' performance open to unprecedented scrutiny, some education academics argue that the 'surveillance culture' is now seriously harming teacher's health and their ability to provide high quality education.
Are they right? How alarmed should we be about the mental well-being of our children's teachers?
'[He] contends that the managerialist rhetoric of current neo-liberal politics in which everything has to be accountable and costed, has forced those who would run universities (and indeed other educational institutions) to embrace spurious metrics as distorted proxies for fuzzy contestable aims such as "education" and "scholarship" which are no longer accepted as goods in themselves. In particular he refers to fatuous notions of "continuous improvement" "beyond excellence"--that can only work if the standards do not change.'That's not enough. There are still plenty of well-intentioned and pleasant people who work in these institutions. Some of them even manage to conduct themselves in accordance with those old-fashioned values, but I fear that they are under ever-greater pressure...