Two weeks ago, we blogged about
how ed schools are- or are not- actively recruiting high-achieving students to
the teaching profession. In fact, more broadly speaking, most ed schools’
admission requirements send the wrong message, failing to convey that teaching requires
strong
academic performers. We’ve also said that assignments in teacher prep coursework
are often undemanding– one of the most graphic examples is on page 162 of our Illinois
study.
Because assignments that are beneath the level of high-powered
students will deter them from continuing to prepare to be teachers, the rigor
of teacher prep assignments is now an area we’re researching. While they are not a data source in our research, these Twitter
#edmajor tweets
nonetheless speak for themselves both in their content and dismissive tone that ed majors use to describe their work. These should give you a taste of what we’re finding:
By way of contrast, what do students tweet in #mathmajor,
#sciencemajor
and #nursingmajor?
