People were saying that shortly before WWI. It made sense, with the invention of the telegraph all the good things people say about the Internet were really happening for the first time. Major industries spanned borders, it was a period of true globalization. War had taken a back seat to commerce.
I made the same mistake. I decided that I needed a "general" degree; so I got an MBA, there really isn't much more general than that. The result is that I do have a job, but a terrible one. I teach Computer applications at a middle school.
The only real advice I can give is to be tall and good looking.
On my part, I did a combination of the GI Bill, self-study (that is, CLEPing like crazy) while in uniform,
Thats fine if you can; but the readiness report, done in 2009 (the situation is worse now) showed that over 75% of age eligible young adults are not eligible for service http://cdn.missionreadiness.or...
The report makes it clear that this is not due to any single factor, the reality is that the service is extremely selective. I was not able to serve (got booted during a secondary exam after I showed up in basic). Of my two daughters only one was able to serve (the second made it thorough her ROTC exams but got booted in the final medical exam before becoming eligible for a commission). The reality is that the path you took is closed to most people.
No, to answer the obvious, weight was not a problem in any of the cases I mention.
Any degree worth getting can easily repay itself. 1) Get a useful degree, 2) Go to a state school, 3) Quit the narcissist entitlement mentality.
Education has the best ROI, but like any investment you still have to watch how and what you invest in.
And which degree is that?
I went for an MBA because it seemed to be quite generalist and I see it frequently in job postings. I went to a state college (still a good one). You know what, I still cant find that "good job." I teach computer applications at a middle school and it is the highest paying job I have ever had.
There is no clear path. When you place blame on someone for choosing, what you feel was, the wrong path, you need to understand that for most people there are no roadsigns (or a lot of misleading ones).
It is also better for the companies. I took a position where I was lowballed because they knew they could. At the annual re-negotiation I went back in with my initial offer plus 5%. They sad no way and acted like they were being extremely generous by offering 3%
The result, once I had a better offer I was gone. I know it left them in a bad spot and I did feel gad about it; but not nearly as bad as they had made me feel by paying me significantly less than I felt I deserved. They did try a last moment "Oh, we didn't really understand what you wanted." I am not going to negotiate with people that way, on either side of the table.
I would probably still be there, it wasn't a bad place; but they made the decision to continually low-ball. In those situations, ultimately the only people you have left are the people that can't manager to get hired anywhere else. That is bad for the companies in competitive tech fields.
As a teacher, I can tell you that many people expect the teacher to be "spying." I cannot tell you how many of the "good" parents say things like "I am trusting you to tell me if anything tithe [student name] seems wrong." The other parents just get angry post hoc if the school does not see something in advance.
As if I, a person who sees your kid for five hours a week am going to have greater insight than the people that live with the kid. If I do have some insight, something unseen by the students family, it is more of an indictment of the lack of attentiveness of family than any great slur thing on my part. Yes, I have students who come to my classroom after school; because, for various reasons, it is easier than going home (also because I encourage use of the lego 'bots, programming "club", and other toys after school; I have too many students too be "fun" in class. In class I am the, grumpy, crazy drill sergeant.).
One reason I like these articles is that I do share this stuff with my students (I teach computer apps & introduction to computer technology, it fits my curriculum quite well). I talk to, and with (two different concepts there), then about valuing their privacy and the threats to it. What would surprise many is the percentage of them that just don't care.
President Obama clearly knows how to kill a bill that he wants dead. All he needs to do is some out in favor of it and it is going to be DOA.
If he had fought hard against the reinstatement of the Patriot Act it would pass with a veto-proof majority.
(In his book even former President Bush said The Patriot Act was poorly named. He felt, in recollection, that by naming it such, it made it hard for there to be meaningful discussion. . . after all, who wants to go on record as opposing patriotism?)
Ignoring the absurdity of the NOW position, never is a very strong word. The facts are that I took both of my daughters shooting.
One eventually joined the Army and served as an Military Police soldier. She decided she didn't like it and left to open a floral shop.
The other majored in Chemistry while serving in the ROTC. She eventually became a Chemistry teacher at a high school.
Contrary to the NOW position, no one was stopping them or telling them that they couldn't do it. The facts are, Military Police, Junior Officer, Floral Shop owner, or teacher, they chose to do what they wanted. If anything, I think society was pushing them to jobs they really didn't like, but were supposed to like. Thay now appear to be doing what they want.
As a middle school computer technology and applications teacher I keep looking for these articles to find ways to engage students in technology. However, the reality is that very few are interested.
Out of about three hundred students this year there were about three or four that were actually interested. Once students realize that there is more involved than just clicking on a couple of well marked boxes and then "something cool happens" they quickly loose interest.
A good quarter of the students come in saying "I want to learn to hack." The movies make it look like instant gratification is the norm and the grind is only for loosers. The moment they find that it is not easy, they are back to google images clicking at random.
What I look for in these articles is for ways to make the "just plain work" part interesting to them.
I went and looked at the article you are quoting. The quote you make above earns a footnote; but no citation. The footnote says: In some studies with very large sample sizes, there are statistically significant differences between teachers with and without MA degrees, but the size of the difference is trivially small.
However, as noted, there is no citation. Further, the article is not about teacher effectiveness at all, it is about teacher pay and the financial value of an M.Ed. for a teacher.
Because there is no citation there is no way if he is comparing the effectiveness of teachers with education BAs' to the effectiveness of teachers with M.Ed.s' or if he is comparing the effectiveness of teachers with subject B.S.s' and MBAs' to teachers that have also added a M.Ed. to the subject degree.
Quite frankly, it is a pretty quote; but, without the context that the article is about ROE on a M.Ed., it is entirely unsupported in the article and it is not the topic of the article.
Having a degree in education is negatively correlated with effectiveness as a teacher.
I am curious if you can document this; because, as a teacher, this is not what I have seen. I teacher at a middle school and most, if not all, of the teachers have a Bachelors or a Masters in their field. I addition, most have a masters, or second masters, in Education with several have, or are working on, Doctorates (Ed.D. . . . Right, a Doctorate to keep your job teaching at a Middle School, the system has gone mad).
My grumble aside, I have noticed that the teachers with M.Ed.s' and Ed.D.s' are, in fact, better teachers. They simply have a bigger pool of ideas and techniques. It is not simply because they have more experience, most enter these programs after they are employed so they do have several years of experience by the time they have their M.Ed. and Ed.D. I se the difference between the over educated Gen-X teachers (of which I am one) who will never be eligible for tenure; so we have to stay "in training" until we reach our Ed.D. ( after five years of continuous employment, and evidence of "development" in a district some are eligible for "due process" rights, there is no more tenure) and the Boomers who received their Bachelors in their subject area, attained tenure, and were done.
It isn't just being a younger teacher, after all, the X-ers are in their mid 40's. It isn't just about the evils of being able to plan for the future (to you conservatives, I mean the evils of tenure). There is a difference, my observation is that the teachers with M.Ed.s' and Ed.D.s' really are bringing more to the classroom.
I am a middle school teacher and I have been using hour of code to introduce my students to "the coding mindset." However, other than the puzzle tutorial I don't see much that is1. interesting to students and 2. contains a grading metric.
Is there a teacher handbook? I do have access to the teacher site; but I really don't see much. I would like to be able to assign, and track progress in, other modules and activities; but it has the 20 activities that I can track and view in the teacher screen, then it has a more advanced set of puzzles (that I cannot track progress). Then is an "Elsa" on ice module, that, again, I cannot track progress in at the same time I am tracking the students who have not finished the basic module.
At that point it kicks the students off to Kahn academy with no teacher tracking at all.
Yes, the tracking is essential as most students will not do the activities if they do not see it, directly, translating into a grade. I have students who have had 18 weeks and have not started the first 20 activity module. They plan to find out how many points they need for a C (or D) after the final and then do only that many activities in the Hour of Code lessons.
I would like to do more with Hour of Code and Code.org; but on the teacher side of the program there isn't much there.
I half agree; this is something that gets discussed in bicycle forums quite a bit. The trouble is that the public transportation seldom meets the needs of the working poor. The working poor frequently get off of one job and need to immediately be at another job.
Employers frequently require poor employees to have an auto, as evidence that they are reliable. Further, employers frequently, intentionally, create scheduling conflicts between the various jobs of their poor employees in order to force them to "make a decision." The common response is that a superstar employee can simply make demands of the employer to have these problems resolved.
What gets forgotten is that most jobs do not have "superstars." A superstar convince store clerk is not that much different than a average. Further, general solutions need to fit the majority of cases, not just the superstars.
You have to remember that "Cash for Clunkers" was not intended to reduce emissions. It was intended to provide a short-term stimulus to the auto industry. In that regard it worked for a short time, as intended; however, it led to a situation where the auto industry faced low orders after the program ended because people had just "rescheduled" intended purchases.
There was also the problem that the program was rather restrictive and actually disqualified many of the vehicles that should have been removed from the road if emission reduction had been a goal.
I teach middle school computer applications and technology. At my school we use the code.org material extensively.
For the girls: a very small number are indifferent, the rest see it as a punishment.
For the boys: a very small number are indifferent, the rest see it it as a reward.
The simple facts are, even with the obvious pandering attempts to make it more girl friendly (a "frozen" module), the girls are just less interested. Further, only two of them are willing to do any more than the, required, introductory, module. At the same time I have boys who I have to work to keep them off of it when they are supposed to be doing other assignments. Several are voluntarly moving on the the Java lessons.
You are right, in many circles this is well known. The trouble is that it is often not communicated to the decision makers.
I teach at a disadvantaged middle school and I see this on a constant basis. To make it worse, I teach computer applications and business. I see the students off task and falling behind even with active monitoring. Yes, it is the students that need the most help in advancing themselves that are the first to go off task.
Some of the off task behavior is that the devices have already become toys; as such, that is what they see them as, even in the classroom. There is also the reality of cognitive development challenges in may poor households, they may simply lack the ability to stay on task without monitoring (this is a whole body of research and no, I am not going to write an easy on this topic here).
To make it worse, my school district is one considering issuing chrome-books to students. Like everyone else, they are hoping they can just buy something that will bring about improvement. There is little that will replace low teacher/student ratios and up to date teaching material; however, the districts will keep trying.
Considering that it is my job, there are places for technology into classroom. As many others have said, the problem is that the students sees, largely as a result of conditioning, the technology as toys and meed careful supervision, and instruction, to get the most out of the technology.
I was chatting with friends in China about this article. The immediate and unprompted comment was that this will allow the Chinese clone makers direct access to the coding in the Apple products
The place where driverless vehicles is going to have an impact is not private cars. It is the trucking industry. The carriageways provide a relatively controlled roadway, ideal for driverless vehicles. If a team of "key drivers" can be put in the lead lorry of a road train of four or five lorries then the cost of trucing can be significantly reduced. the only real cost to society is the elimination of hundreds of thousands of well paid blur-collar jobs.
This is actually a place I use Microsoft. For gaming I use an Xbox. And no, it is not connected online. I just use it to play games, nothing more.
For any other work I use OSx. If Apple were to go to in for subscription scheme it would be the thing to push me back to Linux. As far as a Microsoft desktop, I use one at week, I see no reason I would spend my own money on one. I definitely would not consider any subscription scheme.
I recently finished the book Bad Samaritans: The Myth of Free Trade and the Secret History of Capitalism by Ha-Joon Chang. He makes a very good point that the "free" trade agreements themselves are frequently against the public good and primarily benefit entrenched corporations at the expense of developing nations and, often the workers in developed nations.
Because the field of economics has been captured by the neo-liberal wing (not liberals in the sense of the word as used in the US.. . think 1700s' liberal) it is essential that the people impacted by these policies, not just those who stand to benefit, have a voice in the process.
[link to book; no, I do not get a cut http://www.amazon.com/Bad-Sama... ]
Slashdot Mirror
People were saying that shortly before WWI. It made sense, with the invention of the telegraph all the good things people say about the Internet were really happening for the first time. Major industries spanned borders, it was a period of true globalization. War had taken a back seat to commerce.
Of course, those experts were wrong.
I made the same mistake. I decided that I needed a "general" degree; so I got an MBA, there really isn't much more general than that. The result is that I do have a job, but a terrible one. I teach Computer applications at a middle school.
The only real advice I can give is to be tall and good looking.
On my part, I did a combination of the GI Bill, self-study (that is, CLEPing like crazy) while in uniform,
Thats fine if you can; but the readiness report, done in 2009 (the situation is worse now) showed that over 75% of age eligible young adults are not eligible for service http://cdn.missionreadiness.or...
The report makes it clear that this is not due to any single factor, the reality is that the service is extremely selective. I was not able to serve (got booted during a secondary exam after I showed up in basic). Of my two daughters only one was able to serve (the second made it thorough her ROTC exams but got booted in the final medical exam before becoming eligible for a commission). The reality is that the path you took is closed to most people.
No, to answer the obvious, weight was not a problem in any of the cases I mention.
$30K a year is a $15 dollar an hour job.
If I had a $15/hour job why would I be in University? I have an MBA, I can't find a $15/ hour job. If could I would be doing that job.
Any degree worth getting can easily repay itself. 1) Get a useful degree, 2) Go to a state school, 3) Quit the narcissist entitlement mentality.
Education has the best ROI, but like any investment you still have to watch how and what you invest in.
And which degree is that?
I went for an MBA because it seemed to be quite generalist and I see it frequently in job postings. I went to a state college (still a good one). You know what, I still cant find that "good job." I teach computer applications at a middle school and it is the highest paying job I have ever had.
There is no clear path. When you place blame on someone for choosing, what you feel was, the wrong path, you need to understand that for most people there are no roadsigns (or a lot of misleading ones).
in any building or on the grounds of any elementary or secondary school, college or university
Is in the text. Walking past a school should be safe, even for a stormtrooper.
It is also better for the companies. I took a position where I was lowballed because they knew they could. At the annual re-negotiation I went back in with my initial offer plus 5%. They sad no way and acted like they were being extremely generous by offering 3%
The result, once I had a better offer I was gone. I know it left them in a bad spot and I did feel gad about it; but not nearly as bad as they had made me feel by paying me significantly less than I felt I deserved. They did try a last moment "Oh, we didn't really understand what you wanted." I am not going to negotiate with people that way, on either side of the table.
I would probably still be there, it wasn't a bad place; but they made the decision to continually low-ball. In those situations, ultimately the only people you have left are the people that can't manager to get hired anywhere else. That is bad for the companies in competitive tech fields.
As a teacher, I can tell you that many people expect the teacher to be "spying." I cannot tell you how many of the "good" parents say things like "I am trusting you to tell me if anything tithe [student name] seems wrong." The other parents just get angry post hoc if the school does not see something in advance.
As if I, a person who sees your kid for five hours a week am going to have greater insight than the people that live with the kid. If I do have some insight, something unseen by the students family, it is more of an indictment of the lack of attentiveness of family than any great slur thing on my part. Yes, I have students who come to my classroom after school; because, for various reasons, it is easier than going home (also because I encourage use of the lego 'bots, programming "club", and other toys after school; I have too many students too be "fun" in class. In class I am the, grumpy, crazy drill sergeant.).
One reason I like these articles is that I do share this stuff with my students (I teach computer apps & introduction to computer technology, it fits my curriculum quite well). I talk to, and with (two different concepts there), then about valuing their privacy and the threats to it. What would surprise many is the percentage of them that just don't care.
President Obama clearly knows how to kill a bill that he wants dead. All he needs to do is some out in favor of it and it is going to be DOA.
If he had fought hard against the reinstatement of the Patriot Act it would pass with a veto-proof majority.
(In his book even former President Bush said The Patriot Act was poorly named. He felt, in recollection, that by naming it such, it made it hard for there to be meaningful discussion. . . after all, who wants to go on record as opposing patriotism?)
Ignoring the absurdity of the NOW position, never is a very strong word. The facts are that I took both of my daughters shooting.
One eventually joined the Army and served as an Military Police soldier. She decided she didn't like it and left to open a floral shop.
The other majored in Chemistry while serving in the ROTC. She eventually became a Chemistry teacher at a high school.
Contrary to the NOW position, no one was stopping them or telling them that they couldn't do it. The facts are, Military Police, Junior Officer, Floral Shop owner, or teacher, they chose to do what they wanted. If anything, I think society was pushing them to jobs they really didn't like, but were supposed to like. Thay now appear to be doing what they want.
As a middle school computer technology and applications teacher I keep looking for these articles to find ways to engage students in technology. However, the reality is that very few are interested.
Out of about three hundred students this year there were about three or four that were actually interested. Once students realize that there is more involved than just clicking on a couple of well marked boxes and then "something cool happens" they quickly loose interest.
A good quarter of the students come in saying "I want to learn to hack." The movies make it look like instant gratification is the norm and the grind is only for loosers. The moment they find that it is not easy, they are back to google images clicking at random.
What I look for in these articles is for ways to make the "just plain work" part interesting to them.
I went and looked at the article you are quoting. The quote you make above earns a footnote; but no citation. The footnote says:
In some studies with very large sample sizes, there are statistically significant differences between teachers with and without MA degrees, but the size of the difference is trivially small.
However, as noted, there is no citation. Further, the article is not about teacher effectiveness at all, it is about teacher pay and the financial value of an M.Ed. for a teacher.
Because there is no citation there is no way if he is comparing the effectiveness of teachers with education BAs' to the effectiveness of teachers with M.Ed.s' or if he is comparing the effectiveness of teachers with subject B.S.s' and MBAs' to teachers that have also added a M.Ed. to the subject degree.
Quite frankly, it is a pretty quote; but, without the context that the article is about ROE on a M.Ed., it is entirely unsupported in the article and it is not the topic of the article.
Having a degree in education is negatively correlated with effectiveness as a teacher.
I am curious if you can document this; because, as a teacher, this is not what I have seen. I teacher at a middle school and most, if not all, of the teachers have a Bachelors or a Masters in their field. I addition, most have a masters, or second masters, in Education with several have, or are working on, Doctorates (Ed.D. . . . Right, a Doctorate to keep your job teaching at a Middle School, the system has gone mad).
My grumble aside, I have noticed that the teachers with M.Ed.s' and Ed.D.s' are, in fact, better teachers. They simply have a bigger pool of ideas and techniques. It is not simply because they have more experience, most enter these programs after they are employed so they do have several years of experience by the time they have their M.Ed. and Ed.D. I se the difference between the over educated Gen-X teachers (of which I am one) who will never be eligible for tenure; so we have to stay "in training" until we reach our Ed.D. ( after five years of continuous employment, and evidence of "development" in a district some are eligible for "due process" rights, there is no more tenure) and the Boomers who received their Bachelors in their subject area, attained tenure, and were done.
It isn't just being a younger teacher, after all, the X-ers are in their mid 40's. It isn't just about the evils of being able to plan for the future (to you conservatives, I mean the evils of tenure). There is a difference, my observation is that the teachers with M.Ed.s' and Ed.D.s' really are bringing more to the classroom.
I am a middle school teacher and I have been using hour of code to introduce my students to "the coding mindset." However, other than the puzzle tutorial I don't see much that is1. interesting to students and 2. contains a grading metric.
Is there a teacher handbook? I do have access to the teacher site; but I really don't see much. I would like to be able to assign, and track progress in, other modules and activities; but it has the 20 activities that I can track and view in the teacher screen, then it has a more advanced set of puzzles (that I cannot track progress). Then is an "Elsa" on ice module, that, again, I cannot track progress in at the same time I am tracking the students who have not finished the basic module.
At that point it kicks the students off to Kahn academy with no teacher tracking at all.
Yes, the tracking is essential as most students will not do the activities if they do not see it, directly, translating into a grade. I have students who have had 18 weeks and have not started the first 20 activity module. They plan to find out how many points they need for a C (or D) after the final and then do only that many activities in the Hour of Code lessons.
I would like to do more with Hour of Code and Code.org; but on the teacher side of the program there isn't much there.
I half agree; this is something that gets discussed in bicycle forums quite a bit. The trouble is that the public transportation seldom meets the needs of the working poor. The working poor frequently get off of one job and need to immediately be at another job.
Employers frequently require poor employees to have an auto, as evidence that they are reliable. Further, employers frequently, intentionally, create scheduling conflicts between the various jobs of their poor employees in order to force them to "make a decision." The common response is that a superstar employee can simply make demands of the employer to have these problems resolved.
What gets forgotten is that most jobs do not have "superstars." A superstar convince store clerk is not that much different than a average. Further, general solutions need to fit the majority of cases, not just the superstars.
You have to remember that "Cash for Clunkers" was not intended to reduce emissions. It was intended to provide a short-term stimulus to the auto industry. In that regard it worked for a short time, as intended; however, it led to a situation where the auto industry faced low orders after the program ended because people had just "rescheduled" intended purchases.
There was also the problem that the program was rather restrictive and actually disqualified many of the vehicles that should have been removed from the road if emission reduction had been a goal.
I teach middle school computer applications and technology. At my school we use the code.org material extensively.
For the girls: a very small number are indifferent, the rest see it as a punishment.
For the boys: a very small number are indifferent, the rest see it it as a reward.
The simple facts are, even with the obvious pandering attempts to make it more girl friendly (a "frozen" module), the girls are just less interested. Further, only two of them are willing to do any more than the, required, introductory, module. At the same time I have boys who I have to work to keep them off of it when they are supposed to be doing other assignments. Several are voluntarly moving on the the Java lessons.
Well, to give the OP the benefit of the doubt, the "tales" are not uncommon at all. As for actual incidents . . . yep, those rare pretty rare. . .
You are right, in many circles this is well known. The trouble is that it is often not communicated to the decision makers.
I teach at a disadvantaged middle school and I see this on a constant basis. To make it worse, I teach computer applications and business. I see the students off task and falling behind even with active monitoring. Yes, it is the students that need the most help in advancing themselves that are the first to go off task.
Some of the off task behavior is that the devices have already become toys; as such, that is what they see them as, even in the classroom. There is also the reality of cognitive development challenges in may poor households, they may simply lack the ability to stay on task without monitoring (this is a whole body of research and no, I am not going to write an easy on this topic here).
To make it worse, my school district is one considering issuing chrome-books to students. Like everyone else, they are hoping they can just buy something that will bring about improvement. There is little that will replace low teacher/student ratios and up to date teaching material; however, the districts will keep trying.
Considering that it is my job, there are places for technology into classroom. As many others have said, the problem is that the students sees, largely as a result of conditioning, the technology as toys and meed careful supervision, and instruction, to get the most out of the technology.
I like this idea, I may use it next term. There has to be something to do to liven up the "parts of a computer" class.
I was chatting with friends in China about this article. The immediate and unprompted comment was that this will allow the Chinese clone makers direct access to the coding in the Apple products
But can we turn them in Hackintoshes?
The place where driverless vehicles is going to have an impact is not private cars. It is the trucking industry. The carriageways provide a relatively controlled roadway, ideal for driverless vehicles. If a team of "key drivers" can be put in the lead lorry of a road train of four or five lorries then the cost of trucing can be significantly reduced. the only real cost to society is the elimination of hundreds of thousands of well paid blur-collar jobs.
This is actually a place I use Microsoft. For gaming I use an Xbox. And no, it is not connected online. I just use it to play games, nothing more. For any other work I use OSx. If Apple were to go to in for subscription scheme it would be the thing to push me back to Linux. As far as a Microsoft desktop, I use one at week, I see no reason I would spend my own money on one. I definitely would not consider any subscription scheme.
I recently finished the book Bad Samaritans: The Myth of Free Trade and the Secret History of Capitalism by Ha-Joon Chang. He makes a very good point that the "free" trade agreements themselves are frequently against the public good and primarily benefit entrenched corporations at the expense of developing nations and, often the workers in developed nations. Because the field of economics has been captured by the neo-liberal wing (not liberals in the sense of the word as used in the US.. . think 1700s' liberal) it is essential that the people impacted by these policies, not just those who stand to benefit, have a voice in the process. [link to book; no, I do not get a cut http://www.amazon.com/Bad-Sama... ]