Some blog followers might be interested in a recent post “Re: Are Tenure Track Professors Better Teachers?” [Hake (2013)]. The abstract reads:
ABSTRACT: Scott Jaschik (2013) in his Inside Higher Ed report “The Adjunct Advantage” at http://bit.ly/19PGOZn has pointed to “Are Tenure Track Professors Better Teachers?” [Figlio et al. (2013) at http://bit.ly/1erGvKp. In my opinion, the latter's attempt to indirectly measure students’ learning in introductory courses by means of their next-class-taken performance is problematic at best.
Unfortunately, most of academia is either unaware or dismissive of the direct gauging of students’ higher-order learning by means of pre/post testing with Concept Inventories http://bit.ly/dARkDY, pioneered independently by economist Rendigs Fels (1967) at http://bit.ly/162KSBv and physicists Halloun & Hestenes (1985a) at http://bit.ly/fDdJHm.
For a discussion of pre/post testing with Concept Inventories, see e.g., “Should We Measure Change? YES!” [Hake (2013)] at http://bit.ly/d6WVKO. For recent use of this method see “The Calculus Concept Inventory - Measurement of the Effect of Teaching Methodology in Mathematics” [Epstein (2013) at http://bit.ly/17a8XJd.
****************************************
To access the complete 12 kB post please click on http://bit.ly/1829UU4 .
Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs:http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar: http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
Linked In: http://linkd.in/14uycpW
“Physics educators have led the way in developing and using objective tests to compare student learning gains in different types of courses, and chemists, biologists, and others are now developing similar instruments. These tests provide convincing evidence that students assimilate new knowledge more effectively in courses including active, inquiry-based, and collaborative learning, assisted by information technology, than in traditional courses.”
- William Wood & James Gentile (2003)
REFERENCES [URLs shortened by http://bit.ly/ and accessed on 13 Sept. 2013.]
Hake, R.R. 2013. “Re: Are Tenure Track Professors Better Teachers?” online on the OPEN! AERA-L archives at http://bit.ly/1829UU4. Post of 13 Sep 2013 16:41:24-0400 to AERA-L and NetGold. The abstract and link to the complete post are being transmitted to various discussion lists.
Wood, W.B., & J.M. Gentile. 2003. “Teaching in a research context,” Science 302: 1510; 28 November; online as a 213 kB pdf http://bit.ly/SyhOvL.
Showing posts with label Scott Jaschik. Show all posts
Showing posts with label Scott Jaschik. Show all posts
Friday, September 13, 2013
Monday, October 15, 2012
Re: Casualty of the Math Wars
Some blog followers be interested in a recent post “Re: Casualty of the Math Wars” [Hake (2012)]. The abstract reads:
*************************************************
ABSTRACT: Scott Jaschik (2012), in his exemplary Inside Higher Ed report “Casualty of the Math Wars” at http://bit.ly/V1ZSL2 wrote (paraphrasing):
“Jo Boaler http://bit.ly/R6XsuP, a full professor at Stanford University argues that new approaches - group work, real-life examples, and solving problems students can relate to - have the potential to transform the way students interact with mathematics. Traditional methods, which emphasize students learning key principles and facts, have resulted in schools in which too many students feel early on that they just ‘don’t get math,’ and shy away from the subject. So why does Boaler feel under siege?
On 12 Oct 2012 she posted on her own website ‘When Academic Disagreement Becomes Harassment and Persecution’ at http://bit.ly/Wpel7t , an account of what she terms unfair personal and professional attacks in an unpublished critique ‘A Close Examination of Jo Boaler's Railside Report’ at http://tinyurl.com/czsa4c by James Milgram of Stanford University and Wayne Bishop of CalState-L.A.
Of her critics, Keith Devlin http://bit.ly/P503sg director of the Human Sciences and Technologies Advanced Research Institute at Stanford, said ‘I suspect they fear her because she brings hard data that threatens their view of how children should be taught mathematics.’ He said that the criticisms of Boaler reach ‘the point of character assassination.’
Alan Schoenfeld http://bit.ly/NGfW62 of the University of California at Berkeley, a past president of the American Educational Research Association and past vice president of the National Academy of Engineering, said ‘The discussion of Boaler’s work ‘fits into the context of the math wars, which have sometimes been argued on principle, but in the hands of a few partisans, been vicious and vitriolic.’ He said that he is on a number of informal mathematics education networks, and that the response to Boaler’s essay ‘has been swift and, most generally, one of shock and support for Boaler.’ One question being asked, he said, is why Boaler was investigated and no university has investigated the way Milgram and Bishop have treated her.
*************************************************
To access the complete 14 kB post please click on http://bit.ly/R1q22j.
Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Twitter: http://bit.ly/juvd52
***************************
“Let the war rage.” - Wayne Bishop
“Can't we all just get along?” - Rodney King
***************************
The above two quotes were cited by Alan Schoenfeld (2004) in his essay "The Math Wars."
REFERENCES
Hake, R.R. 2012. “Re: Casualty of the Math Wars,” online on the OPEN! AERA-L archives at http://bit.ly/R1q22j . Post of 15 Oct 2012 12:18:37-0700. The abstract and link to the complete post are being transmitted to several discussion lists.
Schoenfeld, A.H. 2004. "The Math Wars," Educational Policy 18(1): 253-286; online as a 164 kB pdf at http://bit.ly/OIljxk.
*************************************************
ABSTRACT: Scott Jaschik (2012), in his exemplary Inside Higher Ed report “Casualty of the Math Wars” at http://bit.ly/V1ZSL2 wrote (paraphrasing):
“Jo Boaler http://bit.ly/R6XsuP, a full professor at Stanford University argues that new approaches - group work, real-life examples, and solving problems students can relate to - have the potential to transform the way students interact with mathematics. Traditional methods, which emphasize students learning key principles and facts, have resulted in schools in which too many students feel early on that they just ‘don’t get math,’ and shy away from the subject. So why does Boaler feel under siege?
On 12 Oct 2012 she posted on her own website ‘When Academic Disagreement Becomes Harassment and Persecution’ at http://bit.ly/Wpel7t , an account of what she terms unfair personal and professional attacks in an unpublished critique ‘A Close Examination of Jo Boaler's Railside Report’ at http://tinyurl.com/czsa4c by James Milgram of Stanford University and Wayne Bishop of CalState-L.A.
Of her critics, Keith Devlin http://bit.ly/P503sg director of the Human Sciences and Technologies Advanced Research Institute at Stanford, said ‘I suspect they fear her because she brings hard data that threatens their view of how children should be taught mathematics.’ He said that the criticisms of Boaler reach ‘the point of character assassination.’
Alan Schoenfeld http://bit.ly/NGfW62 of the University of California at Berkeley, a past president of the American Educational Research Association and past vice president of the National Academy of Engineering, said ‘The discussion of Boaler’s work ‘fits into the context of the math wars, which have sometimes been argued on principle, but in the hands of a few partisans, been vicious and vitriolic.’ He said that he is on a number of informal mathematics education networks, and that the response to Boaler’s essay ‘has been swift and, most generally, one of shock and support for Boaler.’ One question being asked, he said, is why Boaler was investigated and no university has investigated the way Milgram and Bishop have treated her.
*************************************************
To access the complete 14 kB post please click on http://bit.ly/R1q22j.
Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Twitter: http://bit.ly/juvd52
***************************
“Let the war rage.” - Wayne Bishop
“Can't we all just get along?” - Rodney King
***************************
The above two quotes were cited by Alan Schoenfeld (2004) in his essay "The Math Wars."
REFERENCES
Hake, R.R. 2012. “Re: Casualty of the Math Wars,” online on the OPEN! AERA-L archives at http://bit.ly/R1q22j . Post of 15 Oct 2012 12:18:37-0700. The abstract and link to the complete post are being transmitted to several discussion lists.
Schoenfeld, A.H. 2004. "The Math Wars," Educational Policy 18(1): 253-286; online as a 164 kB pdf at http://bit.ly/OIljxk.
Monday, April 11, 2011
Re: Question About AP
Some blog followers might be interested in discussion-list post “Re: Question About AP” [Hake (2011)].
The abstract reads:
*******************************************
ABSTRACT: EDDRA2’s Susan Ohanian wrote: “Someone asked me for research questioning Advanced Placement.” I suggest Susan check out AP: A Critical Examination of the Advanced Placement Program [Sadler et al. (2010).]
In his review of that book Scott Jaschik wrote (paraphrasing): “Coeditor Sadler summed up by stating ‘Advanced Placement courses offer students an opportunity to study a subject in a very rigorous and demanding fashion [and] college admissions officers are correct to assume that success in the courses is a meaningful measure of academic achievements.’ ”
But if it’s so rigorous and such a good gauge of achievement why are “Force Concept Inventory” average pretest scores so abysmally low for university students entering introductory courses, many of whom have taken AP-Physics?
An older resource relevant to AP courses is the NRC’s Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools [Gollub et al. (2002)].
BTW -Susan Ohanian wages unrelenting battle with the “Standardistas” at http://www.susanohanian.org/.
*******************************************
To access the complete 13 kB post please click on http://bit.ly/i3uB5u.
Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which
The abstract reads:
*******************************************
ABSTRACT: EDDRA2’s Susan Ohanian wrote: “Someone asked me for research questioning Advanced Placement.” I suggest Susan check out AP: A Critical Examination of the Advanced Placement Program [Sadler et al. (2010).]
In his review of that book Scott Jaschik wrote (paraphrasing): “Coeditor Sadler summed up by stating ‘Advanced Placement courses offer students an opportunity to study a subject in a very rigorous and demanding fashion [and] college admissions officers are correct to assume that success in the courses is a meaningful measure of academic achievements.’ ”
But if it’s so rigorous and such a good gauge of achievement why are “Force Concept Inventory” average pretest scores so abysmally low for university students entering introductory courses, many of whom have taken AP-Physics?
An older resource relevant to AP courses is the NRC’s Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools [Gollub et al. (2002)].
BTW -Susan Ohanian wages unrelenting battle with the “Standardistas” at http://www.susanohanian.org/.
*******************************************
To access the complete 13 kB post please click on http://bit.ly/i3uB5u.
Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which
Recognize the Invention of the Internet (PEDARRII)
rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake
“The committee found that existing programs for advanced study are frequently inconsistent with the results of the research on cognition and learning. This report describes how program developers, schools, and educators can remedy this situation by considering all components of educational programs: curriculum, instruction, ongoing and end-of-course assessments, and teacher preparation and professional development.”
Gollub et al. (2002)
REFERENCES [All URL's accessed on 11 April 2011 and shortened by http://bit.ly/.]
Gollub, J.P., M.W. Bertenthal, J.B. Labov, and P.C. Curtis. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, National Academies Press, online at http://bit.ly/eHqBjg.
Hake, R.R. 2011. “Re: Question About AP” online on the OPEN! AERA-L archives at http://bit.ly/i3uB5u. Post of 11 Apr 2011 16:43:01 -0700 to AERA-L and Net-Gold. The abstract and link to the complete post are being distributed to various discussion lists.
Sadler, P.M., G. Sonnert, R.H. Tai, and K. Klopfenstein, eds. 2010. AP: A Critical Examination of the Advanced Placement Program. Harvard Education Press, publisher's information at http://bit.ly/gP5jpp. Amazon.com information at http://amzn.to/fh5Tly.
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake
“The committee found that existing programs for advanced study are frequently inconsistent with the results of the research on cognition and learning. This report describes how program developers, schools, and educators can remedy this situation by considering all components of educational programs: curriculum, instruction, ongoing and end-of-course assessments, and teacher preparation and professional development.”
Gollub et al. (2002)
REFERENCES [All URL's accessed on 11 April 2011 and shortened by http://bit.ly/.]
Gollub, J.P., M.W. Bertenthal, J.B. Labov, and P.C. Curtis. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, National Academies Press, online at http://bit.ly/eHqBjg.
Hake, R.R. 2011. “Re: Question About AP” online on the OPEN! AERA-L archives at http://bit.ly/i3uB5u. Post of 11 Apr 2011 16:43:01 -0700 to AERA-L and Net-Gold. The abstract and link to the complete post are being distributed to various discussion lists.
Sadler, P.M., G. Sonnert, R.H. Tai, and K. Klopfenstein, eds. 2010. AP: A Critical Examination of the Advanced Placement Program. Harvard Education Press, publisher's information at http://bit.ly/gP5jpp. Amazon.com information at http://amzn.to/fh5Tly.
Subscribe to:
Posts (Atom)
