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Their educators became respected professionals who had to prove themselves before becoming educators.
Well OP, oops I mean "sadandexchausted" maybe just pay attention to your conclusion, oops I mean OP's conclusion. Good points don't entail a conclusion. That's not how basic logic works. You're missing the forest for the trees. And I recommend a book in basic logic, perhaps this one: Informal Logic Fallacies
I am a Computer Science educator. I teach classes 6th to 12th grade as well as run specialized classes for higher level, non-age specific groups.
I would recommend Grant Wiggens' and Jay McTighe's Understanding by Design as a book for curriculum development. It is a great starting point for creating curriculum that can be evaluated and iterated upon.
Amazon link: https://www.amazon.com/Understanding-Design-Grant-Wiggins/dp/1416600353/
Best of luck!
Check out the book Understanding by design. It is a pretty solid model for planning. Understanding By Design https://www.amazon.com/dp/1416600353/ref=cm_sw_r_awdo_4TATBY5D7SRVHSHHY9NN
Also called backwards design, it focuses on starting with the learning outcomes for a lesson or unit then the product that will show student mastery of said learning and then breaking it down into teachable steps.
UBD was the process I used when I started. At this point in my career I tend to, as others have said, just wing it. Though I do pull the proxy back out if I’m struggling with putting together something new.
You know, I actually agree, it should be more about than just that...but the reality is we are having a great deal of college graduates in certain majors (in the liberal arts/humanities mostly) who not only have poor employment prospects, but evidence from Academically Adrift and many other sources suggesting colleges are failing to teach critical thinking skills like they once did. https://www.amazon.com/Academically-Adrift-Limited-Learning-Campuses/dp/0226028569
Unfortunately, according to evidence in "Academically Adrift", colleges are failing in teaching critical thinking skills, especially for those in Education, Social Work, and General Business majors. https://www.amazon.com/Academically-Adrift-Limited-Learning-Campuses/dp/0226028569
Whenever this topic comes up, I recommend reading the one world schoolhouse. It tells the story behind khanacademy.org and in the process it talks about how poor of a job the current education system does teaching math. It highlights the problems created by it.
It really pissed me off reading it because I fell into every one of the traps created by the system just as you have too. I felt robbed by my own education.
The good news is that it's not too late for you to correct your problems and make math easy again. You just have to start over at the beginning.
Might be the time to bring up Amanda Ripley's book where she investigates this indepth by comparing both exchange students to the US and exchange students from the US to other countries.
https://www.amazon.com/Smartest-Kids-World-They-That/dp/145165443X/ref=asap_bc?ie=UTF8
I'm not saying there aren't benefits to extracurricular activities, but it's an objective fact that the US ranks below many other industrialized nations in academic achievement. An analysis of these other country's school systems shows they place greater emphasis on academic rigor and less emphasis on athletics. Texas' "Friday Night Lights" culture is an extreme example of this. These small Texan towns live for football, kids and parents alike, with academics being secondary.
If you want to learn more about the educaitonal cultural differences between US and other high-performing countries I recommend this book:
https://www.amazon.com/Smartest-Kids-World-They-That/dp/145165443X
I searched what you said and came across Academically Adrift
I haven't read it, of course, but it is worth noting that it only tested their first semester and the end of their second year. Also, it's worth noting that there's "no significant improvement" in abstract things like critical thinking, complex reasoning, and writing. Of course, I am interested in what other categories they tested for, and what the test looks like.
Which is not to say they learned nothing or the degree is worthless. Just that perhaps it's not good at improving those qualities. But it might still be good for testing and practicing the application of them.
I'm not necessarily disagreeing, since I sure as hell don't study the stuff, just providing skepticism to the claim. I do think university has flaws, especially for certain disciplines.
The main reason I'm interested in the MS credential is to teach middle school core. I already have the book by Zarillo and I've used Teacherstestprep which has helped me in the past.
It is a complex problem, what you are really discussing is how the entire education system is designed and the incentives in that system.
Fundamentally Trump is running on what kind of country you want America to be and in particular its societal make-up.
As a successful businessman the current situation is very favourable to you and I don't see why you would vote to change it. You can get access to good people at competitive rates (the best in China and India ~2 billion population). Taxes in the US can be managed quite well as a high net worth individual.
However many people in the US are not in your position and do not like the direction the country is heading in. They don't agree with large scale immigration and being undercut by immigrant labour. They feel the country is losing its identity.
In relation to your issues: Hillary Clinton will result in more of the same policies. Trump is opposed to common core but you are right he has not given a detailed policy position on education. Trump is a candidate that will 'shake up the system' or at least try to. I have no doubt that the US workforce can be improved and better educated but this is not something that the president can change in four years. This requires 20 years planning with good policies.
Trump is a man who appreciates and rewards excellence and is more likely to implement policies that allow the excellent to succeed and not be held back. Who is more likely to agree with the following book?
"From anyone not on my friends list."
But even then, very few people care for broadcasts anymore because drops just don't mean anything like they used to, for the most part.
Follow your passion. This is a field that is full of people that just figured it out.
Computer science is a big field. Math does not overlap with much of it. You can fail out of college math and still be amazing at programming. We like to think they are closely linked. Being good with logic is the important requirement.
There are some very common patterns in programming that have very little to do with math. Get input from user, save data, query data, present data to user, send/receive data to some other system. I won't say that math will not help you, but it is not required to do any of that.
Your failure at math may not be your entirely your fault. To fix your math problem, you need to start over. Fix your issues with early math (That you may not realize that you have) and the later stuff gets easier. https://www.khanacademy.org/ This book by the same person explains what I am talking about: [One World Schoolhouse] http://www.amazon.com/One-World-Schoolhouse-Education-Reimagined/dp/1455508373/ref=la_B00DIE8GXS_1_1_twi_pap_2?s=books&ie=UTF8&qid=1457283970&sr=1-1
The biggest difference is that in China (and actually, most other countries around the world) curriculum policy is set nationally by the government, and thus the sequence of courses students take in high school is remarkably standardized from place to place. In China (as also in Japan and South Korea) upper-middle-class and wealthy families will supplement this with an extensive system of private cram schools and tutors that are meant to help their children get a competitive edge on college entrance exams. But the schools themselves are very consistent in terms of what is taught and how. Their national high-school curriculum also puts a heavy emphasis on mathematics and science, and less of an emphasis on humanities-based subjects.
In America, by contrast, there is no national curriculum (Common Core is attempting to change this, but with limited success thus far). States are free to set whatever curriculum and graduation standards they want, and even at the district level course offerings tend to vary widely. They also tend to correlate strongly with the wealth of the school district-- an upper-class community will tend to have many students taking accelerated courses at a much higher level than in a comparable Chinese school, while a school in a poor district may not even offer Trigonometry or Pre-Calculus in high school. So when you read that American schools are much easier/less rigorous than other schools internationally, this aggregated claim covers up the fact that this it depends completely on the wealth of your district.
If you're interested in differences between the U.S. education systems and other countries, a book you might want to check out is "The Smartest Kids in the World" by Amanda Ripley. (Amazon link)
What book are you using to study? A professor at my school wrote this: http://www.amazon.com/Ready-Revised-RICA-Preparation-Californias/dp/0137008686
I found it really helpful. Our reading classes were structured around it and I passed the RICA no problem.
STUDY THIS BOOK: http://www.amazon.com/Ready-Revised-RICA-Preparation-Californias/dp/0137008686
Zarrillo.
SERIOUSLY.
Don't mess with quizlet- I found most of the questions/answers to be inaccurate.
Focus on case study examples.
Back to your argument on education, here is a book that will provide a lot more depth on those issues.
The One World Schoolhouse. It was written by the guy behind Khan Academy. It made me feel very dissapointed with the education that I received. If you want more insight into what is wrong and how we got there, I highly recommend this book. He also talks about the history of Khan Academy in the process.
This is pretty much the argument that Charles Murray makes in Four Simple Truths. He suggests among other things that testing services have a huge potential market in testing and certification for occupational, rather than college, fitness. It's an interesting, arguable book