Something’s not being taught in many teacher-education programs: education. So says David M. Steiner, an associate professor of education at Boston University, after reviewing more than 200 course outlines from 16 education schools. Steiner’s findings were part of a recent draft paper, which concluded that education professors “are too often trying to teach an ideology to teachers.” Critics say Steiner’s research is personally and politically motivated.
A Kentucky educator is getting a taste of what it’s like to have her work trashed. Administrators at Louisville Male High School discarded the grades for science teacher Cara Sajko’s 150 students after dozens of parents complained that Sajko was throwing students’ papers in the trash because they weren’t stapled correctly and giving zeros if they failed to turn in assignments within 10 seconds, the Courier-Journalreported. Sajko is still teaching, but under strict supervision.
Illinois’ recent education report card is getting a failing grade. According to a Chicago Tribune analysis, data on standardized test scores recently released by the state’s public education system are so riddled with errors—at least 34,261, involving about 75 percent of Illinois schools—that it is nearly impossible to draw the meaningful statistical conclusions mandated by the No Child Left Behind Act. State officials acknowledge they might have mistakenly placed 368 schools on a federal failure list because of the inaccuracies.
The weather inside was frightful this past winter at public schools in Lincoln, Nebraska, thanks to administrators desperate to cut heating costs. Room temperatures were set as low as 64 degrees; the actual temperature in at least one classroom hovered below 56 degrees, according to the Associated Press. Shivering teachers clandestinely fought back, placing ice packs or cold, wet paper on thermostats.