I suspect you are right. But I wonder if the problem is that the experts add no value, or if the problem is that the true experts have a good idea of what should be done, but local politics prevents implementation. Obviously, for the second scenario to be plausible, we have to believe that lots of people labeled "expert" are not actually experts.
In short, is there anyone with rigorously supported proposals for improving the education system, but lost in the sea of quacks? Or is the entire field mindkilled?
In short, is there anyone with rigorously supported proposals for improving the education system, but lost in the sea of quacks?
Spaced repetition is very well supported and most studies have been in educational contexts: http://www.gwern.net/Spaced%20repetition#literature-review
But it is not used. Since it's more than a century old, this is not for lack of time. I agree with beoShaffer that existing education institutions are pretty dysfunctional. (Which is not to say that online education might not be a productive field! But I worry that all the curren...
I've wondered for some time now what the effects of online education might be on gender and income inequality, specifically as online education interacts with IQ and Conscientiousness (compared with offline education). I ran into a study of a course done online and offline that found correlations with Conscientiousness, which prompted me to start writing out my thoughts: https://plus.google.com/103530621949492999968/posts/aKa3qLatwZ3
The model/argument I give (towards the bottom) is logically trivial, and the basic idea seems pretty intuitive - offline classrooms remove some need for self-discipline/Conscientiousness and performance is more g-loaded - that I'm sure I can't be the first person to think of it.
Does anyone have statistics or citations handy which might help in any essay I write on the topic?