DOCSLIB.ORG

Teaching and Learning in General Upper Secondary Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teaching and Learning in General Upper Secondary Education Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) Curriculum, Subjects, and the number of hours The Lyceum offers a study programme which is subdivided in common core subjects, elective (specialisation) subjects and subjects of special interest and/or enrichment. Both specialisation subjects and subjects of special interest are only offered in the second and third grades of the Lyceum. Specialisation subjects are offered for 16 weekly periods in grade B and 16 weekly periods in grade C. Subjects of special interest are offered for 4 and 2 weekly periods in grades B and C respectively. Pupils in grade A follow a common core curriculum and they can choose 2 courses of 2 hours each. There are syllabuses for every subject, which consist of goals and subject matter and also specify which teaching methods and materials must be used. ICT and foreign language learning are a priority in the educational system of Cyprus. Two or three computer rooms have been established in each lyceum, equipped with at least eighteen PCs, printers and scanners, and all students have access to the Internet. In addition to the computer rooms, computers have also been installed in physics laboratories, school libraries, career guidance offices and in classrooms used for teaching Mathematics, Foreign Languages and History. There are also two language rooms in every lyceum. The establishment of the language room as a resource for language learning helps in the teaching of foreign languages. A language room usually includes video players, a video camera, cassettes and cassette players, CDs, printers, TV films and computers connected to the Internet. The use of the Language room helps in the development of students in many thematic areas by providing an integrated multimedia environment for the provision of Computer Assisted Language Learning. New school curricula are being gradually implemented since September 2011 in all subjects and grades, from the kindergarten up to the lyceum. The new curricula have been created in the framework of the ongoing Educational Reform with the aim of upgrading the whole education system. The initiative started in June 2008 by the establishment of a Scientific Commission for the Revision of the School Curricula (Επιστημονική Επιτροπή για την Αναθεώρηση των Αναλυτικών Προγραμμάτων). The curricula were completed by teams of specialists of university teachers and teachers of primary and secondary education. A period of public consultation followed before the new curricula were officially accepted and published. The new curricula encompass the broad aims of education in Cyprus; fundamental pedagogical principles; subject related principles; and, aims and objectives and the content for every curriculum subject for all grades. The curricula also encompass elements of teaching and learning methodology; indicators of achievement; methods of evaluation; and, indicative activities used in teaching. The broad aim of the new curricula is to contribute to the development of people who: Possess a satisfactory and connective body of knowledge from all areas of science; Develop behaviors and attitudes that characterize a democratic citizen; and, Possess abilities, skills and competencies that are required in the ‘knowledge society’ of the 21st century, which include critical thinking, theoretical thinking and the ability to transfer theory into practice, analysis and planning abilities, problem solving, creativity, cooperative abilities, optimal and sensible use of ICT, empathy; and, communication skills. Many radical changes have been applied for the Lyceum. The new timetable which is provided below, was introduced in September 2015, it replaces the old system of the Integrated Lyceum by a new Lyceum system providing for six concrete streams of specialization (combinations of subjects) to be offered in forms B and C Lyceum, while in form A, four “orientation groups of subjects” are offered. New Timetable for grade A at Lyceum level [1] Thirty-one (31) of the 35 teaching periods will be Common Core courses. The other (Specialization) 4 periods can be in : 1. Ancient Greek/History 2. Math/Physics 3. Math/Economics 4. Economics/English New timetable for grade B at Lyceum level [2] In B Lyceum, students can choose one of the following six (6) specializations. In each option, four (4) orientation courses are taught, of four (4) periods each (total of 16 periods). Stream 1: Classical Studies and Humanities Stream 2: Foreign Languages and European Studies Stream 3: Sciences - Life Sciences - Information Technology - Technology Stream 4: Financial Studies Stream 5: Commerce and Services Stream 6: Fine Arts New Timetable for grade C Lyceum [3] In C Lyceum, students continue with the Stream of studies that they chose in B Lyceum. In parallel to the new timetables, a new Access [4]Framework for the Greek and Cypriot universities has been prepared by the Ministry of Education and Culture. Streams – mandatory courses and elective courses for B’ and C’ Lyceum There are 6 streams [2]of mandatory and elective courses for grade B Lyceum and grade C Lyceum. Teaching methods and materials The Ministry of Education and Culture does not provide guidelines for teaching methodologies. As all teachers are university graduates and have completed one year of pre-service professional training, they are expected to be familiar with all new teaching methods and techniques and to apply the method which is best suited to the needs of their students and to the requirements of the syllabus. The system of inspections ensures that teachers are using appropriate and up-to-date pedagogical methods in their teaching. At the beginning of every school year, pedagogical instructions for the various subjects of the curriculum are usually given out to teachers as part of seminars offered to them where small group activities, project work, and computer-assisted learning are encouraged. The Curriculum Development Unit of the Pedagogical Institute of Cyprus is responsible for the preparation of books and audio-visual material that teachers and pupils use during lessons. All textbooks, materials, and teaching aids are provided to schools and pupils free of charge. All public secondary schools use the same core teaching texts, however, a school may opt to buy and use supplementary teaching materials. Homework is considered as part of the teaching and learning process in the schools of Cyprus and is part of the training included either in the teachers’ formal in-service training at the Pedagogical Institute, the inspectors’ seminars to the teachers or pedagogical sessions at the school level. There are no official recommendations on homework at the Lyceum level. {{hierarchy:footer}} DID YOU FIND WHAT YOU WERE LOOKING FOR? YES NO Contact * Message * Leave this field blank Source URL: https://eacea.ec.europa.eu/national-policies/eurydice/cyprus/teaching-and-learning-general-upper-secondary-educatio n_en Links [1] http://nop.moec.gov.cy/index.php/domi/a-lykeiou [2] http://nop.moec.gov.cy/index.php/domi/b-lykeiou [3] http://nop.moec.gov.cy/index.php/domi/g-lykeiou [4] http://nop.moec.gov.cy/index.php/plaisia-prosvasis.
Load more

Recommended publications
  • Linus J. Guillory Jr., Phd, Chief Schools Officer DATE
    Linus J. Guillory Jr., PhD LOWELL PUBLIC SCHOOLS Chief Schools Officer Phone: (978) 674-2163 155 Merrimack Street E-mail: [email protected] Lowell, Massachusetts 01852 TO: Dr. Joel Boyd, Superintendent of Schools FROM: Linus J. Guillory Jr., PhD, Chief Schools Officer DATE: September 27, 2019 RE: Update on the Latin Lyceum The following report is in response to a motion by Gerard Nutter & Andy Descoteaux: Administration to explain the change in philosophy regarding class location for the Latin Lyceum and Freshman Academy. Robert DeLossa prepared a response for Head of Lowell High School Busteed. The entirety of the response is reflected herein. From: Robert DeLossa To: Marianne Busteed Date: 25 September 2019 RE: Response to School Committee Motion with regard to the change of Freshman location to FA for Lyceum Students With regard to the question of whether the decision to house the teachers of Freshman Lyceum students in the Freshman Academy reflected a change of philosophy underlying the Lowell Latin Lyceum, I can state categorically that it did not. The underlying philosophy of the LLL remains the same as it has since the beginning of the Lyceum. Below I will point to two different areas to consider. The first is that the move to the Freshman Academy actually is more consistent with the philosophy of the Lyceum than the previous arrangement. Second, the move to the Freshman Academy better supports the individual needs of Lyceum students, who because of their academic giftedness and creativity, often need more social-emotional support than the previous arrangement provided. That support is physically located in the Freshman Academy.
    [Show full text]
  • Structure of Greek Educational System
    THE GREEK EDUCATIONAL SYSTEM An introduction by ECTE Page 1 Structure of Greek Educational System Primary education Pre-Primary Primary compulsory Compulsary full-time education 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Ages ISCED0 ISCED1 ISCED2 ISCED3 ISCED5 Kindergarten Elementary school High school Unified Lyceum Universities (A.E.I) ISCED2 ISCED5 Evening High school Technical Educational Institutes (TEI) ISCED3 Vocational Lyceum (EPAL) ISCED3 Vocational Schools (EPAS) ISCED3 Evening Unified Lyceum ISCED3 Evening Vocational Lyceum ISCED4 IEK ISCED4 KEK Page 2 Structure of Greek Educational System (according to students age): Secondary education Lower Upper Secondary Secondary Compulsary full-time education 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Ages ISCED0 ISCED1 ISCED2 ISCED3 ISCED5 Kindergarten Elementary school High school Unified Lyceum Universities (A.E.I) ISCED2 ISCED5 Evening High school Technical Educational Institutes (TEI) ISCED3 Vocational Lyceum (EPAL) ISCED3 Vocational Schools (EPAS) ISCED3 Evening Unified Lyceum ISCED3 Evening Vocational Lyceum ISCED4 IEK ISCED4 KEK Page 3 Structure of Greek Educational System (according to students age): Compulsary full-time education 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Ages ISCED0 ISCED1 ISCED2 ISCED3 ISCED5 Kindergarten Elementary school High school Unified Lyceum Universities (A.E.I) ISCED2 ISCED5 Evening High school Technical Educational Institutes (TEI) ISCED3 Vocational Lyceum (EPAL)
    [Show full text]
  • Education and Digital Life
    INQUIRERE ORDINARE MEMORARE EDUCATION AND DIGITAL LIFE FOUNDING DOCUMENT OF THE LYCEUM INSTITUTE TABLE OF CONTENTS 1. The Natural Human Good ........................................................................... 1 2. Training of the Mind ................................................................................... 5 3. Environments and Technology ................................................................... 8 4. The Lyceum Institute ................................................................................ 14 5. Inquirere, Ordinare, Memorare ................................................................ 16 6. Endless Learning and Research ................................................................. 17 7. Mission Statement .................................................................................... 20 This brief document outlines the vision of the Lyceum Institute: the cause which it answers, the good which it seeks to provide, and the means, stated in general outline, by which it seeks to accomplish these ends. To learn more about the Lyceum Institute, visit: https://lyceum.institute 1. THE NATURAL HUMAN GOOD “All human beings, by nature, long for knowledge.”1 They are familiar words—the first line of Aristotle’s Metaphysics—and have righteously inspired reflections on human nature, operation, and the good at which they aim for millennia. To long for knowledge: not merely to want it for some ulterior motive—such as making money, or power, or defeating your enemies—but for its own sake. We want to know because knowledge is fulfilling for us. This is what Aristotle meant, and this fulfillment by knowledge, indeed, is what we long for by nature. Many, it is sad to say, have had this natural longing diverted by the proliferation of easy and lesser pleasures—why read, when you can watch a documentary; and why watch a documentary, when you can watch a comedy—as well as by institutions of learning which diverged from developing or fulfilling the desire for knowledge, towards conveying standardized sets of information.
    [Show full text]
  • The Lyceum Classroom 2010 Project
    Personalized The Lyceum LearningPersonalized SummitLearning 2017Summit Classroom 2010 2017 Project One District’s Journey To Improve Curriculum Delbert White Jr., Founder + C.E.O. Lyceum Classroom IdeaWorks Nikki Navta, Founder & C.E.O. Zulama Modern Learning @edelements bit.ly/PLSWorkshopSurvey #PLSummit The Lyceum Classroom 2020 Project Presented at the Education Elements 2017 Personalized Learning Summit #PLSummit San Francisco, CA May 10-12, 2017 Lyceum Classroom IdeaWorks @Lyceumclassroom Zulama Modern Learning @Zulamalearn The Lyceum Classroom 2020 Project Delbert White Jr., Founder + C.E.O. Lyceum Classroom IdeaWorks (http://www.linkedin.com/in/delbertforproblemsolving) Nikki Navta, Founder & C.E.O. Zulama Modern Learning A Digital Personalized Learning Community to Power African American Male High School Student Achievement The Powerful Integration of Personalized Learning, Education Technology and Instructional Delivery to Drive Classroom and School Engagement, Academic Success and College & Vocational Readiness for African American Male High School Students A Digital Personalized Learning Community to Power African American Male High School Student Achievement The Opportunity for African American Male High School Students to Acquire the Digital Literacy and Skills to Bridge the “Digital Divide” A Digital Personalized Learning Community to Power African American Male High School Student Achievement To Achieve and Promote High-Level Math, ELA and Writing Literacy and Demonstrate High Proficiency on College Entrance Examinations
    [Show full text]
  • Loveland Classical Schools Lyceum (Elementary) Academic Dean, 0.5 FTE; 2019/20 School Year REPORTS TO: the Lyceum Principal Desc
    Loveland Classical Schools Lyceum (Elementary) Academic Dean, 0.5 FTE; 2019/20 School Year REPORTS TO: The Lyceum Principal Description: The Lyceum Academic Dean is an exempt position. The Lyceum Academic Dean is responsible for supporting and coaching the elementary faculty, as well as ensuring the academic program is being implemented according to the principles of LCS. The Lyceum Academic Dean is accountable to the Lyceum Principal. The Lyceum Academic Dean will support and coach the elementary faculty at LCS and help oversee the classical curriculum and instruction at LCS. He or she is employed at will and operates as a professional within the guidelines established by the School Charter and the BOD. These guidelines provide that instruction be consistent with the Core Knowledge Sequence and the High School curriculum. The Lyceum Academic Dean will be accountable in the following areas of responsibility. Adherence to Loveland Classical Schools Mission, Vision, and Philosophy The Lyceum Academic Dean is expected to: • understand and adhere to the principles of classical education • apply the principles of the trivium • support the growth of LCS’ teachers • work with teachers to ensure they are implementing their curriculum and pedagogy with fidelity • monitor and help with teacher expectations around grading and communication Command of the English language • the ability to speak lucidly and grammatically • the ability to write lucidly and grammatically • the ability to correct students/faculty in writing and in speaking Coaching and
    [Show full text]
  • Secondary School
    Secondary school A secondary school is an organization that provides secondary education and the building where this takes place. Some secondary schools provide both lower secondary education and upper secondary education (levels 2 and 3 of the ISCED scale), but these can also be provided in separate schools, as in the American middle and high school system. Secondary schools typically follow on from primary schools and prepare for vocational or tertiary education. Attendance is usually compulsory for students until the age of 16. The organisations, buildings, and terminology are more or less unique in each Tóth Árpád Gimnázium, a secondary school in Debrecen, country.[1][2] Hungary Contents Levels of education Terminology: descriptions of cohorts Theoretical framework Building design specifications Secondary schools by country See also References External links Levels of education In the ISCED 2011 education scale levels 2 and 3 correspond to secondary education which are as follows: Lower secondary education- First stage of secondary education building on primary education, typically with a more subject-oriented curriculum. Students are generally around 12-15 years old Upper secondary education- Second stage of secondary education and final stage of formal education for students typically aged 16–18, preparing for tertiary/adult education or providing skills relevant to employment. Usually with an increased range of subject options and streams. Terminology: descriptions of cohorts Within the English speaking world, there are three widely used systems to describe the age of the child. The first is the 'equivalent ages', then countries that base their education systems on the 'English model' use one of two methods to identify the year group, while countries that base their systems on the 'American K-12 model' refer to their year groups as 'grades'.
    [Show full text]
  • Planning in Education: Local School Buildings a Paper by Dr
    Education (Malta) Vol.S N°3, 1995, pp 31-44 Planning in Education: Local School Buildings A paper by Dr. Edwin Mintoff edited from a study by Alexander Borg, Christopher Borg and Victor Sladden. This study formed part of a thesis project presented in 1993/1994 in partial fulfillment of the degree leading to B.E & A (Hons.) in the Urban Design Stream which Dr. Mintoff co-ordinates. Buildings, Space And Territory The physical aspects of schools are often heightened discipline in respect to factors such as safety, neglected in educational discussions. Buildings and their noise and interference. Insufficient toilets, lack uses are cultural products embodying ideas and mes­ of unsuitability of accommodation for meals, sages which affect social activities taking place within. assemblies and wet break times all produce potential This is not to suggest that they provide a clear, trouble spots and anticipatory action by teachers. unambiguous structure but that they set some of the parameters for teaching and learning. Educational ideas and practice change much School buildings help to set aside schooling from more rapidly than school buildings. In fact school every day life and perhaps, unintentionally suggest that buildings have a durability unknown to other buildings; schools are exclusively about academic learning. old schools remain in use despite educational changes. Schools are demarcated by bounderies within which However regardless of the architecture people can different rules apply. They are territories where the impose quite a lot of themselves on their surroundings. general public, often even parents, are kept out and teachers kept in. Uses and School Buildings in the Community Nearly all schools contain classrooms which are The majority of state schools in Malta were built based on assumptions about the size of the learning in the early nineteen hundreds.
    [Show full text]
  • NEW 2021 Fee Schedule V6
    ENROL | GRADUATE | SUCCEED FEE SCHEDULE 2021 www.lyceum.co.za HOW TO REGISTER AT LYCEUM • Enrol any time Bank Deposits: 4. Zapper payment Lyceum has no set semesters. You can start your Bank: ABSA New applicants can make a full course or deposit studies when it suits you. Account Holder: Lyceum College fee payment with Zapper or via EFT. Branch Code: 632005 NB: Existing Students must access the Student • Easy process Account No.: 4096944533 Portal for the Payment Options available to them Type of Account: Cheque only. A. Read our prospectuses and select your Ref. No.: Student’s ID Number programme. (Please do not forget to include.) B. Complete your enrolment form. C. Send your completed enrolment form to 2. Credit card payment Lyceum. You can email your application or visit your nearest Lyceum branch. Complete your credit card details on your enrolment form. You also have the option to select A Student Advisor will contact you and assist you your credit card’s budget plan here. with the rest of the registration process. 3. Monthly instalments (debit order) • Get sponsored If you choose to pay in monthly instalments, you Your employer can fund your studies. Speak to must complete a debit order authorisation form. your manager or HR department to learn how Your Student Advisor will give you more information they can help you further your studies. about this. • Select your payment option Please contact your Student Advisor for your personalised payment plan. 1. Upfront payment Please Note: Ensure the full amount is paid. All foreign students will need to pay the full fee We accept: Electronic funds transfer (EFT), bank upfront.
    [Show full text]
  • Educational Centers
    Educational Centers School Board of the Patriarchal School of Sion Chairman: Archbishop Isidoros of Hierapolis Members: Archbishop Methodios of Tabor, Archimandrite Nektarios and Archimandrite Nicodemus 1. Gymnasium (Secondary School) and Lyceum of the Holy Community of the All-Holy Sepulchre in Jerusalem Managing Director: Dragouman Archimandrite Mattheos, Theologian, Tel: 0545670625 Secretary: Mr Nikolaos Souliotis, Scientist Teachers: Hierodeacon Simeon, Theologian-Musician, Mr Athanasios Gatzios, Greek Literature, Theology and Economics, Mr Nikolaos Souliotis, Scientist, Mrs Persefoni Boutsi, Greek Literature, Mr Christos Kontogiannis, Greek Literature, Mrs Aleka Kyriakopoulou, Doctor, Mrs Chariklea Robou, Greek Literature, Mr George Kirmitzakis, Computer science, Mrs Katherine Kolonelou English language, Mrs Rouaida Barham, Arabic Language, Mr Vasilios Gotsopoulos Byzantine Music. Boarding School Manager: Hierodeacon Simeon Quartermaster: Mr Vasilios Gotsopoulos Steward: Mrs Amalia Douka Address: Greek Orthodox College, P.O.Box 14055, Jerusalem 91140, Israel Tel: +972/2/6719773, Fax: +972/2/6722587 [email protected] St Demetrios School Board: Chairman: Dragouman Archimandrite Mattheos Coordinator: Mr Yusef Katanasou Member: Steward Issa Mousleh Secretary: Mr Fadi Abdelnour Lawyer: Mr Asaad Mazaoui 2. Experimental Patriarchal School of Saint Demetrios in Jerusalem Mixed, six- grade Elementary School, Gymnasium and Lyceum Principal: Mr Samir Zananiri, Tel: +972/2/6282610, +972/54/5292583, Fax: +972/2/6273069Greek Language Teacher: Mr Spyros Fragopoulos 3. In Amman Experimental Patriarchal School “Patriarch Diodoros Α΄” Kindergarten, Principal; Mrs Dima Abu-Jiries Elementary School, Highschool and Lyceum. Principal: Mrs Raida Al-Ksar Tel: +962/6/5921526 4. In Akaba Experimental Patriarchal School “Patriarch Diodoros Α΄” Kindergarten, Principal: Mrs Nadia Al-Bakain. Elementary School and Highschool.Principal: Mrs Rihan Al-Hourani, Tel: +962/3/2030142 5.
    [Show full text]
  • CCA at the Lyceum
    CCA at the Lyceum A core element of the school, the CCA department seeks to inculcate the values and philosophy of Lyceum through experiential learning, active participation and student empowerment. The students are at the center of the activities and fully responsible for leading all student initiatives and students societies under the guidance of expert professionals in the fields. The CCA societies are divided under the following heads: SERVICE & ADVOCACY Critical service learning and community building are core values of the Lyceum. Under the umbrella of Social Justice, societies aim to create awareness about sociopolitical issues, build communities and service underserved segments of our society. Student Societies 1. Religions for Peace – to promote peace and inclusivity through understanding the core essence of all religions whilst standing firm in one’s own faith. 2. Lypaws – to advocate the humane treatment of animals, protection of habitats, and the placement of abandoned pets in caring homes. Learning Modules 1. Peace Studies 2. Development Studies 3. Social Justice module Education Outreach Service Projects. 1. Mashal Academy – to develop an outreach program allowing students of Lyceum to provide education to the children of Neelum Colony. 2. Sirath-ul-Jannah – to volunteer with the goal of connecting and engaging with the children at a home for abandoned and at-risk youth in Karachi every Saturday. CREATIVITY The creative societies at Lyceum seek to promote experiential learning and promote active discussions through engagement with creative pursuits. Student Societies 1. LyTheatre – to enable students to find creative expression through training sessions, activities and performances. 2. LyProv – to develop improvisational skills along with confidence, communication, inter-personal and team building skills through improv.
    [Show full text]
  • The Lyceum Letter
    THE LYCEUM LETTER Newsletter Vol. 7 ~ Verum Bonum Pulchrum ~ January 2005 Puer Natus in Bethlehem, Alleluia! As most of you already know, The graduates will choose to attend a four- ~ A Message from the Headmaster Lyceum has been blessed with a year Catholic liberal arts college to Dear Friends, matching gift challenge. Every gift continue their formation. Education given to the school this academic year has to do with the formation of the From all of us here at will be matched dollar for dollar. Your human soul, a formation that is finally The Lyceum, Merry tax-deductible gift to The Lyceum this directed toward enjoyment of the Christmas! We hope that year will go doubly far! Beatific Vision in heaven. That is you experience many The Lyceum Doubles! something that is worth spending some consolations of God’s grace time on. in this New Year. Last September, The Lyceum Introducing The Lyceum Children’s Each morning throughout Advent, opened its doors with thirteen students. This September, twenty-six students Schola Cantorum Lyceum students and faculty began morning prayer by singing the walked through the doors ready to Few things are more thrilling to me Gregorian Chant setting of these learn; to participate in their own than seeing a crowd of children singing words of the prophet Isaiah, the intellectual formation. beautiful music. This year Lyceum melody of which poignantly expresses faculty formed a new choir, a schola the longing of Advent: cantorum, for students between the ages “Rorate Coeli de super of seven and twelve. This choir meets et nubes pluant Iustum.” every Wednesday afternoon for practice (Drop down dew, ye Heavens, from above, at The Lyceum, and, in just three and let the clouds rain the Just One.) months, has built a repertoire of chant, We then pray together the shorter (such as Ave Maria) and even music morning office, alternating between arranged for two parts (such as boys and girls on each Psalm verse, as Mozart’s Ave Verum.) These children also seem to love the English Hymn Let we do in every season.
    [Show full text]
  • The College Rankings Racket
    September 28, 2012 The College Rankings Racket By JOE NOCERA The U.S. News & World Report’s annual college rankings came out earlier this month and — knock me over with a feather! — Harvard and Princeton were tied for first. Followed by Yale. Followed by Columbia. It’s not that these aren’t great universities. But c’mon. Can you really say with any precision that Princeton is “better” than Columbia? That the Massachusetts Institute of Technology (No. 6) is better than the California Institute of Technology (No. 10)? That Tufts (No. 28) is better than Brandeis (No. 33)? Of course not. U.S. News likes to claim that it uses rigorous methodology, but, honestly, it’s just a list put together by magazine editors. The whole exercise is a little silly. Or rather, it would be if it weren’t so pernicious. Magazines compile lists because people like to read them. With U.S. News having folded its print edition two years ago, its rankings — not just of colleges, but law schools, graduate schools and even high schools — are probably what keep the enterprise alive. People care enough about its rankings to pay $34.95 to seek out the details on the U.S. News Web site. And they imbue these rankings with an authority that is largely unjustified. Universities that want to game the rankings can easily do so. U.S. News cares a lot about how much money a school raises and how much it spends: on faculty; on small classes; on facilities; and so on. It cares about how selective the admissions process is.
    [Show full text]