1. Introduction

We are conducting a short survey. Your answers will help establish and evaluate a particular area of Educational needs, namely Best Instructional Practices, and the direction(s) we need to go to meet these. Your candor is appreciated.

* 1. Are you aware that there is no single source that identifies and ranks the Best Instructional Practices available for teaching toward typical instructional objectives?

* 2. Every profession, from Barbers to neurosurgeons, has a body of core knowledge that all practitioners are expected to know, has it occurred to you that this is not true of teacher certification?

* 3. Currently teachers are the ones who are most likely to be held accountable for student academic achievement, does this seem fair despite the fact that neither Schools of Education, professors, nor state departments of education have identified and trained teachers in Best Instructional Practices?

* 4. Identifying a core curriculum of Best Instructional Practices would have the effect of...

* 5. Resistance to developing a system for identifying Best Instructional Practices probably has its roots in...

* 6. The task of identifying and ranking teaching methods on an open, ongoing website that invites comments from scientists to parents and students could have some dire negative to wonderfully positive effects. Please indicate your estimation of the negative to positive effects of each item below on a 1 to 7 scale. The rankings 1, 2, 3 are negative with 1 being the most negative, 4 should be considered fairly neutral, and 5, 6, or 7 being positive, with 7 being the most positive. This type of rating system would...

validate Education as a grounded and principled profession.
allow for ongoing discourse about when and how to tweak and/or seriously modify a given teaching method as varied conditions and outcomes are reported.
make teaching boring.
increase knowledge and awareness of Best Practices to millions of teachers worldwide with access to the internet.
be the most transparent appraisal of a profession's tools ever undertaken.
make clearer what we know and do not know about teaching, hence stirring a great deal of new research and discovery.
be one of the cheapest, fastest and first order ways to advance pedagogical (instructional) science.
make teaching a bit to a good deal more efficient and effective.
create a more sound basis for creative teaching and learning.
better answer one of the two key questions of professional education, namely HOW as much as What should be taught.
bring some uniformity to educational process across socio-economic conditions.
implicitly and politely discourage flighty and trendy educational movements that have become the bane of professional education.