For each student there appeared to be a demarcation line…that professors could cross by making their courses too difficult” (p. 109). Once that line was crossed, opinions of the course and instructor quickly changed to dislike. The too-difficult courses had grading systems students perceived as unfair, tests that were too hard, homework that was graded harshly, and feedback that was difficult to interpret.”
Keeping productivity equal, the scientists were as likely to score a hit at age 50 as at age 25. The distribution was random; choosing the right project to pursue at the right time was a matter of luck.”
Copyright
Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.
Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.
– Peter Nilsson