Archive for the ‘Education’ Category

A new study says it’s due to the ‘glass ceiling effect’

Source: Women in the Workplace Lose Ambition As Careers Progress | Fortune.com

 

This summary of a study tells us that we might “blame the victim” when we expect women to persevere despite the realities of the workplace and of the surrounding society of the organization that they work for.
Then when that is understood, you can expand that view to racial inequalities where a minority may also discover and accept the limiting realities of their workplace and of the surrounding society of the organization that they work for.
“Loss of ambition” can occur to anyone at any time when perspective limits ambition. This can happen with work but also with education. This is not only important for why role models are important, but also for why communication of expectations and employer needs are not only the receiver’s responsibility for understanding, but is also the sender’s responsibility to consistently follow through. The messages of equal assessment need to compel equal, consistent results when those expectations are met. Success must be rewarded regardless of the identity and status of the achiever.
Using Occam’s Razor-type thinking, we can discard the gender, race, and ethnicity labels to simply blame the organizations culture and leadership for the lack of ambition in employees. The messages sent to employees can vary, but in the end, the perceptions and beliefs need to be understood and changed, requiring a more mindful approach to communicating expectations and rewarding employees consistently so that the messages are validated. Employees should not be expected to be crazy enough to ignore the limitations they perceive as a result of their own experiences and observations. They should not be expected to be crazy enough to maintain their ambition and perseverance.
Again though, these suggest implications in education as it does in work. There are implication in the teacher-student relationship just as there are implications in the employer-employee relationship.
How often do you find yourself doing that though? How often do you find yourself telling people to ignore the truth and to be crazy?
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Debt as an indicator of intelligence is implied whenever someone makes a statement that 17, 18, and 19 year olds should consider their college choices and predict the likelihood of a return on their investments (ROI) carefully. It is ludicrous to expect young adults to make such choices skillfully, especially because trained economists and the possessors of graduate degrees in business administration can’t. If you don’t believe me, take your business degree knowledge and define “intellectual capital”. Yes, you might make the argument that a college education is a commodity, but you can’t resolve the challenges of appraising its value. Just like appraisers can’t put a real price tag on what employees know.

Source: “What is Essential Is Invisible to the Eye” | Duane Sharrock | Pulse | LinkedIn

“The students place these expectations on themselves, but sometimes feel the pressure from loved ones who have supported them through their education,” said Metzger, the psychiatrist. “A simple question of ‘Have you found a job yet?’ can [create] instant panic-like symptoms for graduate students.

Source: Universities May Be Contributing to High Attrition Rates Among Graduate Students – The Atlantic

“Look Back with Accuracy

“Sometimes, rather than compare students to previous groups, we compare them to ourselves. Maybe you were a great student. Plenty of teachers were; we loved school so much we became teachers. But a lot of students in your peer group were not like you; because you were a kid, you didn’t know about all the problems that were being handled while you were out at recess or sitting on the carpet for story time. You didn’t know about all the homework that didn’t get turned in or the other kids’ low quiz scores. And if you were the kind of kid who turned work in on time and never talked back, if your handwriting was neat and your clothes completely free of rips or questionable slogans, you’re in a perfect position to be incredibly judgmental of every student who isn’t just like you were. And that’s a whole heck of a lot of kids.So if that’s the case, instead of thinking about how you were as a student, try widening that lens a bit and remember some of the other kids you went to school with. Not everyone was an excellent student. Not everyone behaved. And now that you’re the one in charge, they are all yours.”

Source: The Danger of Teacher Nostalgia | Cult of Pedagogy

Experts from around the web share tactics and advice for educators who want to make the most of Google Forms.

Source: Tech Tips for Teachers: 4 Ways to Use Google Forms | EdTech Magazine

“We ought to be asking a different question altogether. What should matter to parents and educators is this:

“How effectively do children’s after-school assignments advance learning?”

Source: Quality Homework: A Smart Idea – The New York Times

Social factors can have a powerful influence on intelligence.

Source: Intelligence and the Stereotype Threat – The New York Times

The common term for this head-spinning phenomenon is “information overload” — the inability to absorb and process all of the information we are exposed to.

“Information Fatigue Syndrome” (IFS) — a condition whose symptoms include poor concentration, depression, burnout, hostility, compulsive checking of social media, and falling into trance-like states.”

Source: Storytelling at Work: Why Tell Stories?

Merit pay and pay for performance are related but not exactly identical terms. Merit pay incentive plans reward performance by increasing the employee’s salary on a long-term basis. Other forms of pay for performance reward employees without increasing their salary. All forms of pay for performance are designed to motivate employees to meet performance goals.

Source: What Is the Difference Between Merit Pay Incentives & Pay for Performance? | Chron.com

“Few books risk such damage to the public understanding of science as those by Oliver James. Inexplicably popular despite their scientific illiteracy and mediocre writing, they are promoted widely by James’s regular, shriekingly aggressive media appearances. A glance at the studies shows the absurdity of the extreme blank-slate position advanced in Not In Your Genes: environments clearly matter, but so does DNA, and the perversity of denying this becomes ever more acute with each new genetic discovery. Truly understanding human psychology and helping those with psychiatric illnesses requires us to have a realistic view of the causes of differences between people. That realistic view is Not In This Book.”  (excerpt)

Source: On genetics Oliver James is on a different planet to the rest of us | Spectator Health