> because they do not get paid enough to put up with the shit they're subjected to
Yah. And the crap is a primary concern, too. We need to figure out how to make things better. Especially on the things that teachers complain about that are demoralizing because they can be expected to negatively affect student outcomes.
I think improving comp has a distant and uncertain effect, but fixing a lot of the crap could be more impactful. Right now we incent administrators not to hold students accountable; how can we do the opposite?
Also, how can we systemically study interventions in a way that we can draw meaningful conclusions-- instead of leaping from educational trend to educational trend because they seem like they sound like they'll do something.
> and selection bias is a major confounder in attempts to do that.
It's got a huge indirect impact that is difficult to control for, too. If I have a student who wants to be disruptive, other students will call him or her out, and they won't find much social validation from it. So, it's not just the attitudes of individual students affecting their own outcomes, but everyone else around them.
And even second order things. I would probably be a below average educator in a difficult public school classroom. And instead, I'm an extraordinary one in the environment I'm in. Horses for courses.
Yah. And the crap is a primary concern, too. We need to figure out how to make things better. Especially on the things that teachers complain about that are demoralizing because they can be expected to negatively affect student outcomes.
I think improving comp has a distant and uncertain effect, but fixing a lot of the crap could be more impactful. Right now we incent administrators not to hold students accountable; how can we do the opposite?
Also, how can we systemically study interventions in a way that we can draw meaningful conclusions-- instead of leaping from educational trend to educational trend because they seem like they sound like they'll do something.
> and selection bias is a major confounder in attempts to do that.
It's got a huge indirect impact that is difficult to control for, too. If I have a student who wants to be disruptive, other students will call him or her out, and they won't find much social validation from it. So, it's not just the attitudes of individual students affecting their own outcomes, but everyone else around them.
And even second order things. I would probably be a below average educator in a difficult public school classroom. And instead, I'm an extraordinary one in the environment I'm in. Horses for courses.