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-- Education Week
"unexpectedly entertaining"..."tackle[s] a potentially mindfogging subject with cutting clarity... they're reading those mushy, brain-numbing education stories so you don't have to!"
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"a very smart blog... this is the site to read"
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-- Richard Colvin
"designed to cut through the fog and direct specialists and non-specialists alike to the center of the liveliest and most politically relevant debates on the future of our schools"
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-- Education Gadfly
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"the morning's first stop for education bomb-throwers everywhere"
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"…the big dog on the ed policy blog-ck…"
-- Michele McLaughlin
"I check Eduwonk several times a day, especially since I cut back on caffeine"
-- Joe Williams
"...one of the few bloggers who isn't completely nuts"
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"I have just three 'go to' websites: The Texas Legislature, Texas Longhorn sports, and Eduwonk"
-- Sandy Kress
"penetrating analysis in a lively style on a wide range of issues"
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-- Education Week's Alyson Klein
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Smart List: 60 People Shaping the Future of K-12 Education
4 Replies to “Growing Blacklash!”
When you assume, Andy you make an “ASS” out of you and me.
If we believe what Arne Duncan said last week, that the factory model is dead, then we need more than a professional manager to run schools.
The years I spent in graduate school helped me understand the deeply complicated work of teaching, and I realized that running a school district requires knowledge of that work. Not that a chancellor needs to have a PhD, but there is very specialized knowledge required to teach well and understanding that is important in running a district.
I’m sure Andy, et. al, will cite Jenny as an example of “If this is what ed schools produce maybe they should be abolished.”
@Ted, I’m not sure what you mean. I read the previous article about Baltimore and teacher pathways. The Ed School I went to (and work at) has partnered with TFA to provide the professional support and training for its corps members in this state. We also have more traditional teacher education program.
My school of education is agnostic toward pathways, but deeply committed to improving teacher knowledge and skills.