Come rain, SNOW, sleet, or shine, the Science Fair must go on!
In spite of the anticipated snow day tomorrow, our school's beloved science fair will go on. Yes, we'll trek those projects up to school in however much snow we get. Of course, we could take them up today if we were organized enough to be finished....
Participation may be emphasized over winning and that pizza party is motivating, but the competitive kids know that some of the projects get to go to Queeny Park, the world's largest regional science fair. It really is impressive.
Hear, hear for well run science fairs that motivate
students to learn more about their world and teach
them how to do so scientifically.
Trip to Seville? Ph.D.? Working on the bucket list
When I graduated from college, I set three goals for myself to achieve by the time I was 30: buy a house, travel to Europe and finish the coursework for a Ph.D. program (I was trying to be realistic). I only met one of those goals.
So on my 31st birthday, I just reworked my objectives a bit, putting off those goals of a trip to Europe and the Ph.D. program until I was 40. My 30s was all about babies, not overseas travel or furthering my education formally. Having kids has broadened my perspective and enriched my life, but it didn't lend itself to my narrowly worded intentions.
Well, I'm 41 now. While I think a trip to Costa Rica with the kiddos might happen before that trip to Europe, I still dream about English manor houses, Italian villas, German castles, Spanish tapas bars and French cafés. I'm also seriously considering starting a Ph.D. program in a few years. I guess my original goals set when I was 21 are still the same, just delayed by, uh, a few years.
I'm not even going to bother graphing my success rate (20's=1 goal, 30's=0 goals, 40's=?), but if I do think my initial objectives were well thought out. I haven't been to Europe yet, but I have traveled domestically and to Central America. I haven't even started a Ph.D. yet, but I did get a master's and a graduate certificate. I've also read quite a bit about education as my children have started school, providing me with a broader perspective.
See ya in Seville!
Moneyball
I know that everyone on the East Coast is hyperfocusing on the Superbowl, which I'll watch, but, really, I'm just counting the days to spring training.
In fact, baseball and education are amazingly similar.
❝He [Joe Maddon, Tampa Bay] knows human factors affect the numbers radically. Context is partially external (in baseball, factors like ball park effects, weather, a humidor or not) but it's vastly internal (human players as individuals and as part of the team and their individual quirks and personal strengths and weaknesse
He knows the numbers only take you so far and that you have to go farther than that to achieve excellence. Maddon doesn't lose sight of the vast pool of non-numeric data out there...that goes into his pool from which to draw❞ (Management by Baseball)
Tony LaRussa, while not exactly a Moneyball proponent, gives a great quote.
❝The 'Moneyball' kind of stuff has its place, but so does the human," La Russa said by telephone from Pittsburgh. "Really, the combination is the answer.❞
As teachers, principals, administrators, researchers and policy wonks, we all need to remember that data can help us improve education without being so data-driven as to lose sight of good teaching.
Passion, or lack thereof, in ed schools
I've been reading David Labaree's The Trouble with Ed Schools for my late-night reading material because I am passionate about improving the quality of teacher education. OK, I'm passionate about education in general and expect people going into the profession to be so also. Alas.
A friend and I were chatting yesterday about the people we knew in various teacher prep programs. Unfortunately, most of them majored in ed because they 1) needed a fallback if they couldn't make money doing what they really wanted to do 2) they had to choose something 3) like teaching well enough but only plan on doing so a few years until they have children.
None of these are bad reasons in themselves, and I don't fault these individuals, but it demonstrates the low status that Labaree demonstrates U.S. society gives to ed schools. Would anyone go to law school as a fallback? nursing school? (Ed school is often compared to nursing and social work schools, so I think that one is a particularly valid question.)
I asked someone who went to Truman if anyone she knew didn't feel passionately about teaching. Nope. Nobody there majored in education because they didn't know what else to do. Perhaps this is because Truman did away with awarding a bachelor's in education, so the students are planning on a five-year program. The purpose may be to strengthen the academics, but the side benefit may be to strengthen the education program. Passionate students improve classes.
Washington University is now also moving to a master's only program.
Missouri students write for their state assessment too!
Debbie Monterrey and Doug McElvein of KMOX's Total Information AM interviewed (audio download) Thomas Toch of Education Sector this morning about NCLB, focusing on how the tests differ between states. Yes, states construct their own tests of varying difficulty levels.
I thought it ironic, and showing of poor prep all around, that the state everyone kept referring to as one that uses open-ended questions, you know, actually having the kids write, was Massachusetts. True, Massachusetts has challenging tests, but, hey! Missouri does too! The kids complete short answer questions in addition to a writing prompt. The local angle and all that.
MAP practice tests
IES Research and Development Report
Mapping 2005 State Proficiency Standards onto the NAEP Scales
(MO not included in Reading)
4th grade math
Mo 5th highest and close to the NAEP proficient cut score (242)
8th grade math
Mo highest score and well above the NAEP proficient cut score (311)
Rant over, back to your regularly scheduled programming.