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...pursue them without the help of such a vast organization. Ian M. Thompson ’11 recently began working as a paid intern under Harvardwood affiliate and screenwriter Andrew Arthur, who heads a Cambridge-based film and theatrical production company called EarthHart Productions. Thompson attended an informal seminar taught by Arthur last semester and afterwards accepted a position as Arthur’s assistant. He works 12-20 hours a week and receives $10 an hour, reading scripts and making comments on them. Thompson noted the irony of his situation, saying, “It’s interesting...
...have been pouring resources into teacher training and support. These countries routinely prepare their teachers more extensively, pay them well in relation to competing occupations and give them lots of time for professional learning. They also provide well-trained teachers for all students--rather than allowing some to be taught by untrained novices--by offering equitable salaries and adding incentives for harder-to-staff locations...
...would be wonderful if we knew more about teachers such as these and how to multiply their number. How do they come by their craft? What qualities and capacities do they possess? Can these abilities be measured? Can they be taught? Perhaps above all: How should excellent teaching be rewarded so that the best teachers-the most competent, caring and compelling-remain in a profession known for low pay, low status and soul-crushing bureaucracy...
...measure competence, much less the ineffable magnetism of a truly brilliant educator. In its absence, policymakers have focused on that current measure of all things educational: student test scores. In districts across the country, administrators are devising systems that track student scores back to the teachers who taught them in an attempt to apportion credit and blame and, in some cases, target help to teachers who need it. Offering bonuses to teachers who raise student achievement, the theory goes, will improve the overall quality of instruction, retain those who get the job done and attract more highly qualified candidates...
...According to research on teacher efficacy by statistician William Sanders, the higher the grade, the more closely student achievement correlates to a teacher's expertise in her field. Nationally, that's a problem. Nearly 30% of middle- and high school classes in math, English, science and social studies are taught by teachers who didn't major in a subject closely related to the one they are teaching, according to Richard Ingersoll, professor of education and society at the University of Pennsylvania. In the physical sciences, the figure is 68%. In high-achieving countries like Japan and South Korea, he says...