Research shows that some teaching methods are a lot better than others. But why aren't more colleges and universities even bothering to measure teaching effectiveness? Nobel Laureate Carl Wieman, a Stanford professor, is on a mission to improve undergraduate teaching and learning.
Book publishers love stories about first-year teachers. The narrative arc is familiar: Exuberant idealism fades as the teacher battles entrenched bureaucracy, stale curriculum and disengaged colleagues or kids. The young educator then tries to overcome despair with creative grit and determination and struggles to make a difference.
A group of 10- and 11-year-olds giggle as professional cellist Frederic Rosselet flexes his wrist as if he's made of rubber. "Really flexible in your wrist," he tells the students. "It's your arm basically that does the work."
The cello students at Downer Elementary School in San Pablo, Calif., drag ...
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