HDTenEightyP/NetNews huggingface dataset:
From: msooh@tjhsst.vak12ed.edu (Mary A. Sooh)
Subject: Re: Identifying a Disability - Need Help
Organization: Virginia's Public Education Network (Fairfax)
Date: Mon, 12 Oct 92 12:45:33 GMT

I'd like to add my comments on children with disabilities
also.  Of four children, three of mind have learning
disabilities.  Two are or were in LD programs, the third
identified too late.  All three are coping.  It does pay to be
particularly diligent in watching their schooling to make sure
what they are put in or given is appropriate.  

Assuring them they are not abnormal and you're very proud of
them is most important.

-- 
-------------------------------------------------------
Mary Sooh                      msooh@tjhsst.vak12ed.edu
8101A Lee Highway                Falls Church, VA 22042
-------------------------------------------------------
Newsgroups: misc.education
From: laltizer@swvgs.vak12ed.edu (Larry W.Altizer)
Subject: Interdisciplinary Units
Organization: Virginia's Public Education Network (Pulaski)
Date: Sat, 10 Oct 92 13:16:20 GMT

     The 8th grade teachers of the Enterprise Team at Pulaski
Middle School are seeking ideas to develop into new
interdisciplinary units.  We would also share our ideas with
other teachers as well.  Our units include the Holocaust,
travel, toothpick bridges, mousetrap cars, recycling, the
metric system and others.

Please respond by writing to:  The Enterprise Team
                               Pulaski Middle School
                               500 Pico Terrace
                               Pulaski, VA   24301

or email: laltizer@swvgs.vak12ed.edu

This request should be removed by Oct. 25, 1992.

Thank you.  Larry W. Altizer
Newsgroups: misc.education
From: solman@athena.mit.edu (Jason W Solinsky)
Subject: Re: Retention  Was: Re: Year-round schooling
Organization: Massachusetts Institute of Technology
Date: Fri, 9 Oct 1992 17:29:26 GMT

In article <1992Oct2.141805.3252@news.columbia.edu>, pjl2@cunixa.cc.columbia.edu (Paul J Landsberg) writes:

|> >So many great, brilliant people have flourished
|> >through the "summer's off" school system.  Therefore, I would
|> >see no cause for amending the system.  
|> 
|> Logic alert!
|> Does the same hold true for "Lots of great people have flourished 
|> through past segregation in the south.  Therefore........"

But there exists a strong causal relationship in the first instance and not in
the second. Due to the inability of parents to accept that other people's
children might be more intellectually capable than their own, students with a
significant edge over their classmates are denied a decent education. Presently,
most of these individuals use the summer to learn at various universities and
use the school year to see how little work they can get away with and still get
straight As. If you force the student to attend school all year long, he/she
can't pick up and go to another part of the country to learn something when
the summer comes around. It would be unfair to deny those people, the ones who
will ultimately make the greatest contributions to society, the opportunity to
learn.

Jason W. Solinsky
From: fburdette@worldbank.org (Franklin P. Burdette)
Subject: Best Social Work Institution?
Followup-To: misc.education
Organization: The World Bank
Date: Wed, 14 Oct 1992 14:24:07 GMT

A relative will soon be graduating from high school and is very interested
in pursuing a career in social work. Any recommendations for great SW
schools? Any leads are much appreciated!

==============================================================================
\ Franklin P. Burdette                       Email:  
fburdette@worldbank.org          
\ MIS Coordinator                            Voice:   202-473-1205
\ The World Bank, Washington, D.C.
==============================================================================
Xref: sparky misc.education:3702 talk.politics.misc:51470 alt.individualism:5772 talk.politics.theory:4524
From: carolyn@allen.com (Carolyn Allen)
Newsgroups: misc.education
Subject: Your wish list for quality educational materials
Date: Sat, 10 Oct 92 09:31:52 EDT
Organization: Allen Marketing Group - Raleigh, NC

I am a designer and small publisher of educational materials. I started 
this endeavor because of my concern about the materials my son was using 
in school, and the materials available (or not available) to me as the 
parent of a student.

I need the feedback and suggestions of teachers, principals, and parents 
who are struggling to educate our children.  If you could email the 
ideas and responses to the following questions, it will help me develop a 
better understanding of final use of materials...and thus effective 
design and writing.

1.  What kind(s) of materials are overly-abundant and over-used in the 
classroom?

2.  What materials grab the student's attention in language studies, 
science, and social studies and get them involved in the concepts 
presented?

3.  What student/parent interaction is helpful in learning academic 
subjects?

4.  How do you choose materials for children to use in learning about 
personal interests (hobbies, obsessions :-), science, literature, etc.)

5.  How do you teach non-academic concepts such as relationship skills, 
citizenship, and self-discipline?

Your help will be appreciated...not only by me, but the future users of 
our materials :-)  Carolyn
From: osan@cbnewsb.cb.att.com (Mr. X)
Newsgroups: misc.education
Subject: Re: Retention  Was: Re: Year-round schooling
Date: 13 Oct 92 17:53:02 GMT
Article-I.D.: cbfsb.1992Oct13.175302.16789
Distribution: usa
Organization: Twilight Zone

In article <1992Oct9.172926.17990@athena.mit.edu> solman@athena.mit.edu (Jason W Solinsky) writes:

>Presently,
>most of these individuals use the summer to learn at various universities and
>use the school year to see how little work they can get away with and still get
	Yup. and these are worthwhile endeavors (universities, i.e.).

>straight As. If you force the student to attend school all year long, he/she
>can't pick up and go to another part of the country to learn something when
>the summer comes around. It would be unfair to deny those people, the ones who
>will ultimately make the greatest contributions to society, the opportunity to
>learn.


	Yup again.  Like I always sez: if'n it ain't broke, don't fix it.
	At any rate, no child of mine will ever set foot in a year round school
	so THERE! :)

	-Andy V.
Newsgroups: misc.education
From: laltizer@swvgs.vak12ed.edu (Larry W.Altizer)
Subject: Re: Need help on Resch Paper
Organization: Virginia's Public Education Network (Pulaski)
Date: Sat, 10 Oct 92 15:11:12 GMT

Get a local telephone directory and find the nearest Synagogue
and Catholic Church.  I'm sure the Rabbi and Catholic Priest
would be more than welcome to talk with you about their
religions.

Good luck on your paper.
Larry Altizer at swvgs.vak12ed.edu
From: bigstar@stein.u.washington.edu (J. Paschel)
Newsgroups: misc.education
Subject: Help needed on tattletales :0)
Keywords: tattletales
Date: 13 Oct 92 02:33:28 GMT
Article-I.D.: u.1992Oct13.023328.15459
Organization: University of Washington



I am a graduate student in Sociology at the University of Washington.  As
part of a seminar on methodological problems related to the study of
Deviance, we are attempting to come up with a plan for studying juvenile
tattletales.  This is one segment of a broader proposal to study all types
of snitches, from corporate whistle blowers, to honor code upholders, to
kindergarten tattletales. ...Yes, we are getting many millions of your tax
dollars to sit around and think of such issues :)

I am choosing to define juvenile tattle-tales as those children between
roughly the ages of 4 to 8 who seem to display a pattern of tattletale
behavior.  By "tattletale behavior" I mean repeated warnings or pleas to
an adult that another young child has done something "wrong". 

What I am interested in is any information which you feel might be of
interest.  Such info may include (but is not limited to) the following: 

- Citations of possible references in any of the pertinent literatures to
  this topic. 

- First hand accounts of your experiences with juvenile tattletales.

- Your thoughts, feelings, or insights on possible origins of this behavior.  

- Anything else you feel appropriate.

If desired, I will certainly post a summary of whatever info I get.  If
you have any advice, suggestions, or comments, please feel free to e-mail. 
Please direct all correspondence to: 

		bigstar@stein.u.washington.edu

Thank you for your time, attention, thoughts, and comments.
Newsgroups: misc.education
From: jmm3u@poe.acc.Virginia.EDU (Julia M. Macmillan)
Subject: Re: Identifying a Disability - Need Help
Organization: University of Virginia
Date: Wed, 7 Oct 1992 19:54:26 GMT

I really apppreciated reading your article on learning
disabilities.  My name is Julia MacMillan, and I am a third
year student at the University of Virginia.  When I was young,
in pre-school, I always wrote backwards and mirror imaged.  If
I was asked to write my name, you could hold it in the mirror
and it's reflection would read correctly.  Both my parents and
teachers freaked out.  The idea of a learning disability was
very scary and discouraging to them.  Because my disability was
discovered early, I was able to receive extra help and
attention.  I wouldn't be discouraged about your daughter's
learning disability.  Dyslexia is not always a disability, if
detected early enough it will have very abverse effects on her
later in life.  Today I can still write mirror imaged and
backwards and instead of being a disability, it is more like a
peculiar talent.  Children with disabilities are just different
not disadvantaged.  I overcame mine and am now in the teacher
program at UVA.  Eventually I hope to help children with
disabilities.

Sincerely,
Julia MacMillan
From: stm3f@curry.edschool.Virginia.EDU (Sarah Thomas Mumford)
Newsgroups: misc.education
Subject: Re: SAT's
Date: 12 Oct 92 20:34:36 GMT
Article-I.D.: murdoch.1992Oct12.203436.24264
Organization: University of Virginia


     Just a few comments on grading systems.  I agree that
there seems to be a problem with measuring to tenths of a point
the scholastic acheivements of students.  I always did well in
school, also, but when I was doing particularly well in a
subject, I often stopped working very hard.  I worked just
enough to get the grades I wanted.  That is why I feel a system
based primarily on effort would be more effective.  This would
create a division between those exceptionally bright students
who just rely on the genes their parents gave them, and those
who make a concerted effort to excel.  Effort and perseverence
is what counts in the "real world."
From: dubie@tnpubs.enet.dec.com (William Dubie)
Newsgroups: misc.education
Subject: Re: Continuing Education...
Date: 8 Oct 92 21:49:31 GMT
Article-I.D.: nntpd.1992Oct8.205947.25065
Distribution: usa
Organization: Digital Equipment Corporation


In article <1992Sep29.190030.3231@attics.rn.com>, rdr@attics.rn.com (Dean Riddlebarger) writes...
>Here's a rather interesting (perhaps) scenario:
> 
>Suppose that you have a Masters with a concentration in Operations
>Research and Information Systems.  Suppose that you also have a fair
>amount of practical experience (6+ years in "The Real World") and
>have done a bit of teaching as well.  Now suppose that you decide that
>you'd like to consider going ahead and starting some coursework that
>could hopefully lead to either a DBA-IS or Ph.D.-IS, but you discover
>that the only local school which could support either track is located
>over 1.5 hours from your home and office and will not support any
>form of distance learning arrangement.  You cannot quit your day job;
>three children and a mortgage act as constraints in this situation.
> 
>Leaving aside the philosophical issues surrounding why one might feel
>the need to add yet another piece of paper to the wall, can anyone
>suggest any other options?
> 
>I decided to post this because my daily office junk mail pile included
>a "Send in this form for more information" solicitation from a place
>called Kennedy-Western University (Boise, Idaho).  The letter claims that
>the school offers advanced degree programs in a non-classroom
>environment, and looks like a fancier version of the standard ad that
>you tend to see in airline magazines during long flights.  While
>cognizant of the fact that most of these solicitations are simply from
>'diploma mills', I wondered if there were any programs being sponsored
>by legitimate institutions that acknowledge that there are some people
>with a reasonable amount of talent who cannot drop everything to live
>in a classroom......
> 
>Just curious......
> 
> 
>   
><*>  Dean Riddlebarger                   Once in a while              <*>
><*>  Ameritech Information Systems        You get shown the light,    <*>
><*>  rdr@attics.rn.com                   In the strangest of places   <*>
><*>  317-488-3067 (w)                     If you look at it right.    <*>

Nova University (3301 College Avenue, Fort Lauderdale, FLA 33314) 
offers several doctoral-level (including a D.Sc. in Information 
Systems) programs conducted primarily at a 
distance, using computer conferencing. Two 2-week residencies 
per year are required, I believe. These programs are fully 
accredited and are quite popular in the distance-learning area.

The number of the Telemarketing Coordinator is 1-800-541-6682, 
ext. 7352.

Hope this helps.

Bill Dubie
dubie@tnpubs.enet.dec.com
Digital Equipment Corporation,
Littleton, Mass.

Standard disclaimer: These views don't necessarily
reflect those of Digital Equipment Corporation.
From: hrubin@pop.stat.purdue.edu (Herman Rubin)
Newsgroups: misc.education
Subject: Re: GRADES
Date: 8 Oct 92 18:52:50 GMT
Organization: Purdue University Statistics Department

In article <1992Oct7.183623.27858@murdoch.acc.Virginia.EDU> kek2r@curry.edschool.Virginia.EDU (Kathryn Elaine Krimmer) writes:
>I am a student in the five-year education program at the
>University of Virginia.  I am excited about my future in
>education, but I have some serious concerns.  I recognize that
>grades and exams are a necessary evil in our education system,
>but I worry that their negative effects are too numerous.  I
>want to be an educator to enlighten and encourage young minds,
>but I worry that in the process of grading and evaluating I
>will unknowingly be discouraging students.  
>My question is, how does an educator effectively grade and
>evaluate?  Is it possible to deemphasize the importance of
>grades and emphasize the joys of learning, within our current
>system?  

The following was posted to the net some time ago, as best I can tell,
I put it in my files in January, 1985.  It is relevant.

  		"A GRADE is an inadequate report
                of an inaccurate judgement by a
                biased and variable judge of the
                extent to which a student has
                attained an undefined level of
                mastery of an unknows proportion
                of an indefinite amount of material."

One of the few things in the education courses I took with which I agree
is that the proper time to grade a course is a time at random not less
than 5 years after the end of the course.  This approach to learning 
means that most of the current approaches to grading are totally wrong.
One should not grade on memorized facts, but rather on using information
in realistic manners.  It is not knowing how, but when; knowing how to 
formulate the problem first, and then worry about solving it.  It involves
being able to put things together, and most courses now do not even provide
a reasonable opportunity to do so.  It involves teaching not to the details,
but to the concepts.  And while my students learn as much as those in the
other sections, if not more, they hate it.

At this time, only a small proportion of the students can even consider
learning being a joy.  They ask you to coach them in the questions on the
exam.
	
>I am a successful student, and I have always gotten high
>grades.  I often wonder if I missed out on a lot of the joy and
>excitement that should accompany learning because of my great
>concern about grades.  I want my students to achieve, but I
>wonder how accurately our examinations measure all the aspects
>of achievement.  

You probably missed out on a fair amount, by considering what would be
asked on the examination rather than what helps in understanding.  Your
teachers probably did not help here, not wishing to press understanding
and get low ratings from their students.  The rot has gotten in all the
way up.
-- 
Herman Rubin, Dept. of Statistics, Purdue Univ., West Lafayette IN47907-1399
Phone: (317)494-6054
hrubin@pop.stat.purdue.edu (Internet, bitnet)  
{purdue,pur-ee}!pop.stat!hrubin(UUCP)
From: ce202a2@prism.gatech.EDU (Peter L. Thomas, AE)
Newsgroups: git.ads,git.culture.general,git.books.trade,misc.education
Subject: Japanese hiragana software
Summary: If anyone has same for sale or public domain, let me know.
Date: 14 Oct 92 01:57:42 GMT
Followup-To: git.ads
Organization: Georgia Institute of Technology

I'm looking for a quiz program on the Japanese Hiragana, something
designed to progressively drill you on hiragana recognition.  If 
there's something to help on the other side (writing the hiragana
from romanization), that would also be great.

--Pete
-- 
Peter L. Thomas (Senior AE)
"Figures never lie, but liars always figure."
Georgia Institute of Technology, Atlanta Georgia, 30332
Internet: ce202a2@prism.gatech.edu
From: ejv8r@curry.edschool.Virginia.EDU (Erika June Vines)
Subject: shyness
Organization: University of Virginia
Date: Mon, 12 Oct 1992 17:21:04 GMT

I am currently in the Curry School of Education at the
University of Virginia.  I am interested in learning more about
shyness and what teachers can do to fight it.
I have been shy my entire life and my teachers seem to have
encouraged that.  They enver drew me out of my shell.  College
has helped a great deal, but I want to be able to help my
students in the future.
Is there any information on what a teacher can do to help a shy
child?
Thank you for your help.
Erika Vines
ejv8r@virginia.edu
From: amccullo@elli.une.edu.au (Alistair McCullough)
Newsgroups: misc.education
Subject: UNINTERUPTED SUSTAINED SILENT READING
Date: 8 Oct 92 15:41:04 GMT
Organization: University of New England - Northern Rivers (Lismore)

My wife is currently undertaking action research into

UNINTERUPTED SUSTAINED SILENT READING (USSR) with

Primary (Elementary) school children and is seeking

some input from other practitioners.

She writes;

I have regarded USSR as a practice which has the

capability of empowering children through their

individual selection of reading material.

I am now concerned with the choice of reading material

made by children where such material is primarily the

work of one author or the material is written in a

formula style or a closed text or the influence of

gender preference.

I would appreciate comment/opinions from anyone exposed to

the USSR concept.

Please post responses to this bulletin board.
Newsgroups: misc.education
From: kek2r@curry.edschool.Virginia.EDU (Kathryn Elaine Krimmer)
Subject: GRADES
Organization: University of Virginia
Date: Wed, 7 Oct 1992 18:36:23 GMT

I am a student in the five-year education program at the
University of Virginia.  I am excited about my future in
education, but I have some serious concerns.  I recognize that
grades and exams are a necessary evil in our education system,
but I worry that their negative effects are too numerous.  I
want to be an educator to enlighten and encourage young minds,
but I worry that in the process of grading and evaluating I
will unknowingly be discouraging students.  
My question is, how does an educator effectively grade and
evaluate?  Is it possible to deemphasize the importance of
grades and emphasize the joys of learning, within our current
system?  
I am a successful student, and I have always gotten high
grades.  I often wonder if I missed out on a lot of the joy and
excitement that should accompany learning because of my great
concern about grades.  I want my students to achieve, but I
wonder how accurately our examinations measure all the aspects
of achievement.  
I would greatly appreciate some input and advice.  THANKS!!
Newsgroups: misc.education
From: jonr@bigsky.dillon.mt.us (Jon Robinson)
Subject: Re: The Geometry Forum
Organization: Big Sky Telegraph
Date: Tue, 06 Oct 1992 20:04:25 GMT
X-Newsreader: Tin 1.1 PL5

May I suggest that you contact Dave Hughes, dave@oldcolo.com.  He
has been working for many years on a graphical standard for
telecommunications called NAPLPS.  There is a bbs up here in
Montana which has an online art gallery using NAPLPS.  Some even
have a small amount of animation.  Dave is involved in having a
professor from MIT teach Chaos Math, to high schoolers across the
nation all via telecommunications.  They are looking at using
NAPLPS to send pictures and graphs to the various systems where
they can be looked at by the students.
I think you'll find what he's been doing to be quite interesting.
-Jon

-- 
Jon Robinson @ Big Sky Telegraph, Western Montana College of the UM
INTERNET: jonr@bigsky.dillon.mt.us / VOICE:406-6837870 / FAX:406-6837493
"Sometimes yes, sometimes no.  The staff usually forgets." - Fletch
Newsgroups: misc.education
From: mci41087@uxa.cso.uiuc.edu (Occaisionally)
Subject: Re: SAT's
Organization: University of Illinois at Urbana
Date: Wed, 7 Oct 1992 07:41:59 GMT

I feel that standardized tests are fine, as long as they are kept `in their 
place and never placed higher in importance than other qualities.  I personally
belive there is no substitue for an interview system, although that is quite
impossible at larger schools.  This is one of the major reasons, I feel, that
my school (the University of Illinois) has so many, to be blunt, pinheads
walking around on their way to degrees.  

And by the way, I agree that not all high school achievements are equal.  I
have a friend who graduated from New Trier Township High School (anyone heard 
of it?) with me, and he has better verbal, written, and general language 
skills as well as reasoning capability, mathematical capability, and all-
around knowledge than (in my estimation, no stat here) about 85-90% of U of I
GRADUATES.  Sad, I think.

Matt Ivaliotes

Xref: sparky misc.education:3704 talk.politics.misc:51507
From: mwilson@ncratl.AtlantaGA.NCR.COM (Mark Wilson)
Newsgroups: misc.education,talk.politics.misc
Subject: Re: High costs of education
Date: 13 Oct 92 20:37:26 GMT
Organization: NCR Engineering and Manufacturing Atlanta -- Atlanta, GA

In article <1992Oct13.010026.19912@yang.earlham.edu> allens@yang.earlham.edu (Allen Smith) writes:
>	The vouchers can be used for whatever form of education the 
>parents wish to give their children, although provably erroneous 
>(creationist, for instance) belief-teachings should not be fundable 
>through the vouchers. That's what the churches, etc., are for.
>	-Allen

Any law that is written to explicitely exclude religion ought to be
just as unconstitutional as a law that was written solely to benefit
religion.

-- 
Mark
My opinions are mine, all mine.  Unless someone else claims them first.
Mark.Wilson@AtlantaGA.NCR.com
From: entpph@ritvax.isc.rit.edu
Newsgroups: misc.education
Subject: Job Expansion Programs
Date: 9 Oct 92 22:12:14 GMT
Reply-To: entpph@ritvax.isc.rit.edu
Organization: Rochester Institute of Technology

My school is considering adopting a job expansion program as a
part of its compensation system.  Certain activities such as
advising, committee work, and certain professional development
activities would be made voluntary and elective and separate
contracts would be written to cover compensation.

Has anyone had experience with such a system?  Does anyone know
of references describing the design and implementation of such
systems?

Thanks.

Erik Timmerman
Film/Video Department
Rochester Institute of Technology