Bogus Bowl V: Professors’ rationales

Professors of education are, arguably, among the most powerful arbiters of the views of education of the US teaching corps; their influence on beginning teachers is eclipsed only by the teaching corps itself, if by any other force, and their influence on prospective teachers must be unparalleled. Because few practicing teachers contribute to the professional literature and many professors do publish, their effect on the canon (such as and whatever it is) is overwhelming. So, it’s about time for a Bogus Bowl examining professors’ views on evidence-based education.

In Bogus Bowl V, I ask you to choose among several different reasons that professors might give for failing to teach their students, our schools’ prospective teachers, those teaching practices that have been documented as having the greatest effects on pre-kindergarten-through-twelfth-grade students’ outcomes in important academic and social areas.

[poll id=”8″]

As usual, I want to advise readers that these are not scientific polls. Please do not interpret the results of this or other similar polls on Teach Effectively as representative of the views of people, educators, or even visitors to TE. The results of these polls only represent the views of those who entered a vote under the constrained conditions of the questions, alternative answers, response requirements, and etc. of this poll.

Thanks to Liz Ditz and Ken De Rosa for consulting with me about the poll during its gestation period.

For those who would like to read an academic paper related to this topic, please see Doug Carnine’s “Why Education Experts Resist Effective Practices (And What It Would Take to Make Education More Like Medicine).” Here’s a link to an HTML version of the paper where one can also download a PDF of it.

Oh, yes, years ago I could hardly spell ‘professser,’ but now I are one.

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