By Tom Chorneau, SI&A’s Cabinet Report
Ivan Cheng, who spent more than two decades teaching math in Los Angeles schools, is one of a growing number of researchers who believe conventional methods for making teachers better don’t necessarily help their students. A professor of secondary education at California State University, Northridge, and a principal in a federal project looking for new ways to connect at-risk eighth graders with algebra, Cheng points to the billions of dollars spent on traditional professional development programs that have produced few results. Continue reading…