Free Schools Break More Records

[Clint Planet]

Does QTS automatically make one a good teacher? There is justifiable criticism of Gove for his lack of experience in schools or teaching, but how many teachers have had experience actually doing the things they teach? How many IT teachers have come from tech companies? How many business teachers have come from industry? How many science teachers have come from research labs?

The way you go on, you'd need Martinez to be a QTS to be able to take a PE class. Tubey mentioned in another thread how few teachers in our schools have any kind of maths qualifications, even amongst those that teach it, so you'll forgive me for thinking that a postgrad qualification in that subject would be more useful than QTS.

This is something you may know the answer to (I don't). How many teachers in independent schools have QTS?

Superb. I read that in a ranting Hitler voice.

You don't know what you're talking about, Bruce.

 

[Bruce Wayne]

Only Bruce knows everything.

You seem a bit obsessed by me, seeing as you seem unable to actually talk about issues at all. Reminds me of an old Roosevelt quote.

Great minds discuss ideas, average minds discuss events, small minds discuss people.

 

[Clint Planet]

You seem a bit obsessed with my profession.

Great minds discuss ideas, average minds discuss events, small minds discuss people, Bruce wheels out a time and motion study.

 

[Mrk]

Oh look, another decent thread ruined.

 

[Bruce Wayne]

Oh look, another decent thread ruined.

Agree, apologies all. I'm off out for a ride.

 

[Bruce Wayne]

http://curry.virginia.edu/uploads/resourceLibrary/16_Dee-Impact.pdf

Still not entirely convinced mind you.

 

[Bruce Wayne]

Found this today too

http://cepa.uconn.edu/mindthegap

The report, which uses data from the National Assessment of Educational Progress and state assessments, shows that while the percentage of white students scoring at the advanced level in Grade 4 mathematics increased from 2.9 percent to 9 percent between 1996 and 2011, the percentage of high-scoring black students barely budged, reaching 1.1 percent in 2011.

The math scores based on economic background were even more dramatic, with students ineligible for free or reduced-price lunches improving from 3.1 percent in the advanced range in 1996 to 11.4 percent in 2011. Less affluent students, meanwhile, went from 0.3 percent scoring in the advanced range to 1.8 percent.