As you can imagine, the rant on Part I is really what you can almost feel as an on-the-ground consequences for teachers. And it is certainly not sustainable. That quote is from a high quality teacher. She is not perfect. However, she does not need to be perfect, because it would be ridiculous to suggest that all (or, in fact, any) teachers could be. They especially cannot be perfect if you evaluate them by narrow outcomes that must be achieved not by them but by the (sometimes) dozens of students they teach at a time, students who each feel different constraints on their lives. These constraints are made even more illogical and insurmountable when considering the lack of resources flowing to education.
So, my question for those who are knowledgeable about such constraints- what are they? Let's see if we can map a realistic theoretical and empirical picture of what needs to be taken into consideration for meaningful public education policy.
Secondly, how might we get there? Let's see if we can map that out too.
I dont mean to be too formulaic in this, as that might be part of our problem (too much positivism!). But I think it would be good to get the best general knowledge we have out there so this blog can offer a nice primer for those interested in applying social science to education.
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