Ten Tips on How to Improve Education in Ohio: A Letter to the Governor
Notice bibliographique
Résumé
Two years have passed since I left Ohio, so it may appear presumptuous of me to suggest ways to improve education in Ohio. Being away, however, provides a healthy perspective as an outsider as well as an insider (having lived in Ohio for nearly twenty years). Moreover, much of what I suggest may apply to many other locales throughout the United States. Teacher's salaries Teachers have come a long way, since they had to heat the school building and were not permitted to be pregnant or married. But teachers are still vastly underpaid not only as professionals, but also in comparison to teachers in other countries. Professional opportunities In many other countries teachers have far more time to plan and work with colleagues during the school day. Time for this kind of cooperation should be provided as well as greater opportunities to participate in worthwhile conferences. The end result is increased professional quality. NCLB If politicians set out to destroy public education, they couldn't have come up with a better idea than the unfunded mandates of NCLB. The decks are so stacked that even the best schools can easily fall into the needs improvement category. Focusing on reading and math to the near-exclusion of art, language, music, physical education, science, and social studies is not in the best interests of the state and nation. Standardized testing The millions of dollars spent on testing and re-testing could be better spent on raising teachers' salaries, providing greater professional opportunities, and improving school buildings which, in Ohio, are among the worst in the United States, according to the General Accounting Office. Higher education The reward system of encouraging college professors to publish rather than provide service to schools is a double-edged sword, because the educational delivery system of practitioners in many public schools tends to be ahead of the educational delivery system in higher education. Kudos should go to the relatively small number of extraordinary educational researches who engage with public schools. They are good citizens. Ombudsman This is a wonderful concept that has been implemented in many corporations, governmental bodies, and schools in Canada and other countries. The person or office so designated has the authority to cut through red tape to solve problems and create good will. There is an ombudsman's office at the University of Cincinnati, but few elsewhere in schools or colleges in Ohio. Partnerships The most successful partnerships between schools and colleges are those that respect each other. This can take many forms: teachers and principals trading positions with professors and administrators for a specified time as well as schools and colleges planning educational endeavors together. …
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».