HDTenEightyP/NetNews huggingface dataset:
From: lwalsh@nemo (Laura L. Walsh)
Subject: Catalogs for Gifted/Creative 
Organization: University of Illinois at Urbana
Date: Mon, 14 Sep 1992 16:25:01 GMT

>In article <lwalsh.715962846@news.cso.uiuc.edu> 
I wrote:
>: I would like to know the names of companies that produce
>: a catalog of materials for the education of gifted children.
>: I am most interested in elementary and middle school aged
>: children.   Thanks.  Laura Walsh (lwalsh@nemo.life.uiuc.edu)

Well, I didn't get any responses from the network, but I did
get some help from two of our curriculum advisors.  They gave
me two catalogs:
	The Prufrock Catalog
	(subtitled:  Materials for Middle and High School Teachers
	of Gifted and Creative Learners)
	P. O. Box 8813
	Waco, Texas   76714-8813

	Creative Learning for the Gifted and Talented
   Creative Learning Systems, Inc.
	9899 Hibert, Suite C
	San Diego, CA   92131

The second catalog seems to be the better of the two, and has
some really interesting robotic kits, but I still am looking
for some more good sources of curriculum units.

Laura Lynn Walsh  (lwalsh@nemo.life.uiuc.edu)  (217) 244-2894
Beckman Inst., Univ. of IL * 405 N. Mathews Ave. * Urbana, IL  61801, USA
From: JKH107@psuvm.psu.edu (Joy Haftel)
Newsgroups: misc.education
Subject: NASA Educational Materials
Date: 10 Sep 92 22:11:35 GMT
Organization: None.  Terminally sloppy.

My mail bounced while sending this but I figured it is probably of
gerneral interest.

NASA does put out educational materials, although I don't know if
they're the same as what you're looking for.  Here's what I know:

NASA CORE ("Central Operation of Resources for Educators")
They distribute audiovisual materials nationally and internationally.

NASA CORE
Lorain County JVS
15181 Route 58 South
Oberlin, OH  44074     USA
Phone:  (216) 774-1051 ext 293 or 294

There are also educational publications distributed by

NASA Education Division
Educational Publications
Code FEP
Washington, DC  20546  USA

They put out a newsletter thing called "Educational
Horizons" which is a good source of the actual package and publication
titles.  The editor's phone number is (202) 358-1533 (& you can write to
her at the Education division).

Hope this helps.


Joy Haftel               "`I happy am,
JKH107@PSUVM              Joy is my name.'
                          Sweet joy befall thee!"--Blake
Newsgroups: misc.education,k12.chat.teacher
From: Nigel.Allen@bbs.oit.unc.edu (Nigel Allen)
Subject: U.S. Department of Education: America 2000
Organization: NDA
Date: Tue, 15 Sep 1992 23:19:34 GMT

If you or your colleagues would like to receive information about America
2000, the U.S. Department of Education's program to develop innovative new
schools, call toll-free (in the U.S.) 1-800-USA-LEARN, or write to:
 America 2000
 U.S. Department of Education
 Washington, D.C. 20202-0498
 U.S.A.

--
   The opinions expressed are not necessarily those of the University of
     North Carolina at Chapel Hill, the Campus Office for Information
        Technology, or the Experimental Bulletin Board Service.
           internet:  bbs.oit.unc.edu or 152.2.22.80
Newsgroups: misc.education
From: hibrown@thor.albany.edu (Herb Brown)
Subject: Re: FTP sites for educational software?
Organization: State University of New York at Albany
Distribution: global
Date: Sat, 12 Sep 92 12:45:21 GMT

In article <kuchan.716239409@barracuda1> kuchan@rtsg.mot.com (Joseph M. Kuchan) writes:
>I'll bet that this a a frequently asked question, but does anyone know of
>ftp sites that have educational software for the PC?
>
>Thanks in advance for any help!
>
>
>-- 
>Joe Kuchan,    Motorola - Wireless Enterprise Systems	*
>3205 Wilke Road, Arlington Heights, IL 60004		*
>kuchan@whitefish.rtsg.mot.com				*
>tel: (708) 632-7193	fax: (708) 632-6816		*


Larry Husch (husch@wuarchive.wustl.edu) moderates a site for mathematics
software available via ftp.

Herb


-- 
---------------------------------------------------------------------------
Herb Brown  Math Dept  The Univ at Albany  Albany, NY 12222  (518) 442-4640
Director,                                          hibrown@math.albany.edu  
Computer Assisted Instruction in Mathematics       hibrown@thor.albany.edu
Newsgroups: misc.education
From: lee@bostech.com (Leon Story)
Subject: Re: Re: Demise of honor programs in public high schools
Organization: Boston Technology, Wakefield, MA
Distribution: usa
Date: Tue, 15 Sep 92 22:00:08 GMT

Don Pettengill writes:

>Finally I object also to the way Mr. Green picks out the bright kids
>as being somehow unworthy of being presented with the same level of
>personal intellectual challenge, as the other students.  I feel that,
>despite the cloaking of the opinion in "advancement of knowledge does
>not matter much", or "well it's only because Society needs more
>engineers", it's just typical (unfortunately) public education
>anti-intellectualism. Mr. Green needs to wise up: smart students take
>advanced courses out of curiosity, the joy of discovery, and the
>excitement of challenge, and not, as he seems to think, out of a duty
>to society to become an engineer, or to advance the frontiers of
>knowledge.

First, don't blame Mr. Green.  It was my quote.  However, I said
nothing about bright kids being unworthy of intellectual challenge.
(Another poster remarked on the extraordinary amount of emotion
exhibited in this thread.)  My question might be rephrased as "why is
the extraordinarily difficult intellectual undertaking of making ideas
intelligible to another human being of ordinary intelligence not a
proper 'intellectual challenge', while proving a theorem or isolating
the top quark apparently is?  And what sort of world-view would make
one consider the latter endeavors more important than the former?"

>Unfortunately, the above mentioned "curiosity, joy of discovery, and
>excitement of challenge" are easily extinguished in the mind-numbing
>environment of a public high school science and mathematics education.

I do not deny this.

>Perhaps the above is a little intense, but frankly I was pretty put
>out by the "advancement of knowledge not mattering much" quote. My
>apologies if I've over reacted.

My comment that the advancement of knowledge may be of little
importance was implicitly conditioned in part by the humanist (or
charity-driven) view that measures of value are measures of utility
(to humans and other conscious beings), and in part by the idealist
notion that physical "reality" may not even exist to be investigated.
Thus the creation/discovery of a unified field theory may be of no more
importance than the creation of a song, if each brings pleasure to
someone.  The comment was not intended to draw flames, and it
seems rather odd to be "put out" at someone for questioning an
absolute value of knowledge which cannot be convincingly demonstrated.
The whole discussion tends toward religious war (though it is rather
amusing).
-- 
--------------------------------------------------------------------------------

Lee Story                 Boston Technology                lee@bostech.com

Newsgroups: misc.education
From: entpph@ritvax.isc.rit.edu
Subject: Re: Scholarship/financial aid info services?
Reply-To: entpph@ritvax.isc.rit.edu
Organization: Rochester Institute of Technology
Date: Sat, 12 Sep 1992 12:58:10 GMT

Services which promise to find you financial aid for college
charge you a fee.  They are suspect because they advertise for
franchise "dealers" on television.  The financial aid offices
of the schools you are interested in attending will do much of
the same work for you for nothing.  Since most schools are
hungry for students, it's a buyers' market.  Shop around
for schools that will give you the education you want at some
sort of "discount" from full tuition.

Good luck.

Erik Timmerman
RIT
From: lgainor@nyx.cs.du.edu (larry gainor)
Subject: Jr. College mailing lists/newsgroups
Organization: Nyx, Public Access Unix @ U. of Denver Math/CS dept.
Date: Sat, 12 Sep 92 02:42:30 GMT



Does anyone know of any electronic mailing lists or newsgroups that would
be of interest to community college faculty/administrators?   Also, if 
there are any community colleges that have access to the net, I would
be interested in finding out how it is being put to use.

Thanks,

Larry Gainor
Austin Community College
<larry8@emx.cc.utexas.edu>C
From: carolyn@allen.com (Carolyn Allen)
Newsgroups: misc.education
Subject: Re: Looking for new Dolch word list
Date: 14 Sep 92 02:42:29 GMT
Organization: Allen Marketing Group - Raleigh, NC

Hi Eric...so how's the real world of classroom teaching treating you?  
Are you glad to be out in the fray?

Carolyn
From: elg@elgamy.sccsi.com (Eric Lee Green)
Date: 10 Sep 92 21:44:03 CDT
Newsgroups: misc.education
Subject: Re: Looking for new Dolch word list
Distribution: world
Organization: Eric's Amiga 2000 @ Home

From article <1992Sep10.152306.21182@sei.cmu.edu>, by wmc@sei.cmu.edu (Michael Caldwell):
>
> I am in search of the new (or old) Dolch word list for my mother who is a
> reading teacher.  According to her, this is a list of words you just have to
> learn because there is nothing to associate them with.  An example it THE.
>
> If anyone knows of such a list, please e-mail a reference (or the list).

Tell her to go back to her old college "reading" textbook. It should have a
copy in there -- the list is public domain.

There is no "new" list, which is a failing of the Dolch word list. As for
what the Dolch list is -- it is a list of the most commonly occuring words
in printed English text. It is advised to teach kids these particular words
by sight-word methods because if they have to sound them out every time
they see the word, it will slow the kids' reading down tremendously.

The lack of a "new" list is a problem because the English language has
changed over the years, and some of the most common words in 1943 or
whenever the list was made up probably are not as common nowdays. Still,
most of the words on there ARE common, small words.

I'm not about to type the list in, and my reference is a bunch of
photocopied notes that I got in a class entitled "Diagnostic Reading" -- we
didn't have a textbook, just this huge binder full of handouts.

Note that I'm not a "reading teacher". I just teach reading.

--
 Eric Lee Green  elg@elgamy.sccsi.com         Dodson Elementary
 (713) 437-6908  uunet!nuchat!elgamy!elg      Houston, TX
                "Kids are kids, no matter what"
Newsgroups: misc.education
From: petry@runners.math.washington.edu (David Petry)
Subject: Re: PBL - Problem-Based Learning
Organization: University of Washington, Mathematics, Seattle
Date: Fri, 4 Sep 1992 21:20:12 GMT

In article <hadgraft.213.715568524@eng2.eng.monash.edu.au> hadgraft@eng2.eng.monash.edu.au (Roger Hadgraft, Civil staff, ext 4983) writes:

>If you are interested in PBL, you can now subscribe to our mailing list by 
>sending a one line mail message:

Could you explain to us what problem-based learning is?

Thanks.


David Petry

Newsgroups: misc.education,misc.jobs.misc
From: nkraft@crash.cts.com (Norman Kraft)
Subject: Re: Need info on correspondence degree programs
Organization: CTS Network Services (crash, ctsnet), El Cajon, CA
Distribution: usa
Date: 08 Sep 92 16:24:24 PDT

In article <1992Sep8.193212.23562@tfs.com> tab@tfs.com (Theresa Breckon) writes:
>Sort of a side-issue here, but somewhat related. I have been trying
>to find out, in California, what is required to teach at the Junior
>(2 year) college level. 

Well, I just spoke with someone I know in the personnel office of
a local community college, and here's what she told me:

To teach at a CA community college (our term for junior colleges)
one must meet the California Minimum Qualification standards for
community college teachers. The basic requirement is that you hold
a Master's degree in the field in which you intend to teach. Failing
that, you can request an "equivalency review". If you have some
graduate coursework, some K-12 educational experience, and a total
of 10 or so years of work experience (*in the field*), your case
is reviewed by a board at the local college which makes a decision
on a case by case basis.

In practice, for fields such as Math and CS, the competition for
teaching positions in California community colleges is so fierce
that job offers are generally limited to those with Master's degrees,
and many schools in southern and central CA have long waiting lists
of professors at out-of-state schools to be considered for future
positions.

None of this is meant to steer you away from community college
teaching in CA, but I wouldn't want you to be unaware of the
competitiveness for these positions in any of the nicer CA
cities.

As to mixing your undergraduate degrees with allied fields of study
at the graduate level, there is a long list of what combinations
are and are not acceptable in California contained as part of the
minimum qualifications standards. You should identify a community
college that might interest you and call their personnel department.
You shouldn't have any trouble getting this information sent to
you, and you should see this information before making any educational
decisions.

>1. Get a Masters degree in Math and be able to teach Math and CS?

In this case you would be able to teach both, since your undergrad
degree is CS.

>2. Get some sort of educational Masters degree?

This will allow you to teach CS only, if I remember correctly. Educational
degrees are not acceptable for teaching math.

>3. Get a CS Masters Degree?

Again, you would be able to teach CS, but not math, since you don't have
a Master's in math. 

Check these with the minimum requirements standard, though. There's always
a chance I didn't remember the combinations correctly.

Hope you find this helpful.

Norm.

Newsgroups: misc.education
From: jmd9888@zeus.tamu.edu (DURHAM, JAMES MICHAEL)
Subject: Re: mail order materials for gifted
News-Software: VAX/VMS VNEWS 1.41    
Organization: Texas A&M University, Academic Computing Services
Date: Tue, 8 Sep 1992 14:57:00 GMT

In article <lwalsh.715962846@news.cso.uiuc.edu>, lwalsh@nemo (Laura L. Walsh) writes...
>I would like to know the names of companies that produce
>a catalog of materials for the education of gifted children.
>I am most interested in elementary and middle school aged
>children.   Thanks.  Laura Walsh (lwalsh@nemo.life.uiuc.edu)


I to would like this information if anyone could please supply it I would
greatly appreciate it.

Thanks in advance,

Michael
From: hrubin@pop.stat.purdue.edu (Herman Rubin)
Newsgroups: misc.education
Subject: Re: Demise of honor programs in public high schools
Date: 8 Sep 92 16:05:42 GMT
Organization: Purdue University Statistics Department

In article <1992Sep08.114555.8107@jlc.mv.com> john@jlc.mv.com (John Leslie) writes:
>In article <Btv7Kn.67D@apollo.hp.com> betsyp@apollo.hp.com (Betsy Perry) writes:

			....................

>In article <BtyCJD.4H4@mentor.cc.purdue.edu> hrubin@pop.stat.purdue.edu
>(Herman Rubin) writes:

>>>>>This has been stated repeatedly on this group, but there are always
>>>>>new readers.  I claim that we will never have even a fair educational
>>>>>system as long as our children are prevented from learning because
>>>>>others cannot do what they can.

>>And in response to the quite relevant remarks of Ms. Perry, I would like
>>to modify my "cannot" above to "cannot or will not."

>   I disagree with both of you -- we do not solve the world's problems by
>chopping off the education of 90% of the population.  And just possibly
>the most important skill to be learned _might_ be how to work with other
>people.

Nobody is suggesting that the education of any significant part of the 
population be chopped off.  

One does not learn to work with people with vastly dissimilar abilities
by being placed in a position where all are expected to do the same thing.
THIS is essentially what the current school system is trying to force.

Also, not much is gained by restricting the 10% to what the 90% find 
relatively easy to do.  Maybe some of that 90% might be able to do much
more if given the opportunity.  As the slogan states, "A mind is a
terrible thing to waste."  Putting a mind in an environment where it
cannot be used to the fullest is wasting it, and our excuse for an
educational system is doing its best to accomplish this wasting.

-- 
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: fmaurais@bernoulli.WPI.EDU (Francis Maurais)
Newsgroups: misc.education
Subject: Re: combined elem classes
Date: 10 Sep 1992 21:03:50 GMT
Organization: Worcester Polytechnic Institute
Distribution: world
NNTP-Posting-Host: bernoulli.wpi.edu
Originator: fmaurais@bernoulli.WPI.EDU


I found the posts referring to combined elementary classes to be very
interesting, especially since I've learned a cousin of mine is teaching a
combined 1st/2nd grade class in Ohio.

What's interesting is that in the New England area, I've never heard of these
types of arrangements, except in "honor" types of classes. ( I took a honors
English class in grammer school myself. )  I noticed some of the posts came from
the Mid-West, and wondered if these combined classes are common there, or is the
Northeast unique in lacking them?

Just curious...
-- 
****************************************************************************
   _____    _    _                       fmaurais@WPI.WPI.EDU               
   |        |\  /|                                                          
   |--      | \/ |          "Well, there's the usual...flowers, chocolates, 
   | RAN    |    |AURAIS     promises you don't intend to keep..."          
                                          - Cogsworth, BEAUTY AND THE BEAST 
****************************************************************************
-- 
****************************************************************************
   _____    _    _                       fmaurais@WPI.WPI.EDU               
   |        |\  /|                                                          
   |--      | \/ |          "Well, there's the usual...flowers, chocolates,
From: dlhanson@nap.amoco.com (David L. Hanson)
Newsgroups: misc.education
Subject: Re: Demise of honor programs in public high schools
Date: 14 Sep 92 17:35:09 GMT
Organization: Amoco

In article <1992Sep12.212458.5571@jlc.mv.com> john@jlc.mv.com (John Leslie) writes:

>In article <1992Sep9.213509.7219@bostech.com> (Leon Story) writes:

>> If it's so impossible to provide superior education to a class which
>> contains very bright (and motivated) and very slow kids, then why not
>> give the supposedly bright ones the assignment of getting the slow
>> ones up to speed (in motivation, in skills, and in comprehension)?
>> Surely that's one of the greatest challenges they'll ever face.

>In article <BuDDI3.4r0@mentor.cc.purdue.edu> (Herman Rubin) writes:

>> Should a bright student learn a small fraction of what could otherwise 
>> be learned and spend the bulk of the times attempting to teach the slow 
>> ones?  

>   Herman Rubin makes a tacit assumption that the top students will
>learn most efficiently when they are separated.  My experience hints
>it ain't so...  Most people seem to learn best while explaining something
>to an avid student.

I would like some "proof" that holding the brightest children in a class
so they can teach the others helps the brightest ones achieve more.
My experience and common sense indicates otherwise.  It seems to me that
taking time away from the studies of the brightest will not help them.
Holding them back with easier material will not help them to learn more.
(And don't try the "cooperation" skills argument.) 

David L. Hanson          Home school - it works for us!
Teacher, Grace Christian Academy (home school) 

"The wicked shall be turned into hell, and all the nations that forget
God"
David L. Hanson       Internet --> dlhanson@nap.amoco.com
Any opinions expressed are my own!
Newsgroups: misc.education
From: seksie@cs.montana.edu (Robin Winslett)
Subject: Where can I get a particular videotape?
Keywords: Microsoft, Multimedia, Bill Gates
Organization: Dept. of Computer Science, MSU, Bozeman Mt 59717
Date: Sat, 12 Sep 1992 04:35:42 GMT

I am sorry if this is to the wrong group, but it seemed an appropriate place.

I am looking for a videotape that I saw a couple of years ago.  I want to
show this to a Computer Literacy class and I can't remember where I saw it.
The video deals with multimedia and features Bill Gates as the narrator 
(actually more of a lecturer).  I must have seen it about two years ago.

Does this ring any bells?  If so, does anyone know where I can get a copy of
the tape.  I need this in about 6 weeks.  

Please respond via e-mail.  I don't read this group very often.

Thanks,

Robin
-- 
   Robin Winslett aka seksie@cs.montana.edu voice: (406) 994-5959
  Imprisoned at: Dept of Computer Science, Montana State University
                  Cell Number: 516 Cobleigh Hall
       Sentence to run until: Fall 1992 (Maybe life though!)    
Newsgroups: misc.education
From: lee@bostech.com (Leon Story)
Subject: Re: Demise of honor programs in public high schools
Organization: Boston Technology, Wakefield, MA
Date: Wed, 9 Sep 92 21:35:09 GMT


Herman Rubin writes:

>Nobody is suggesting that the education of any significant part of the 
>population be chopped off.  
>
>One does not learn to work with people with vastly dissimilar abilities
>by being placed in a position where all are expected to do the same thing.
>THIS is essentially what the current school system is trying to force.
>
>Also, not much is gained by restricting the 10% to what the 90% find 
>relatively easy to do.  Maybe some of that 90% might be able to do much
>more if given the opportunity.  As the slogan states, "A mind is a
>terrible thing to waste."  Putting a mind in an environment where it
>cannot be used to the fullest is wasting it, and our excuse for an
>educational system is doing its best to accomplish this wasting.
 
Though I've half-heartedly agreed with Dr. Rubin on this point in the
past, I do adhere to the previous poster's position that learning to
work with people is critical.  It was all too rarely learned by the
Harvard and MIT students of my college days, many of whom were
products of elite prep schools or public honor schools (Boston Latin,
Bronx HSoS, etc.).

If it's so impossible to provide superior education to a class which
contains very bright (and motivated) and very slow kids, then why not
give the supposedly bright ones the assignment of getting the slow
ones up to speed (in motivation, in skills, and in comprehension)?
Surely that's one of the greatest challenges they'll ever face.  Once
the bright student has had the satisfaction of helping someone to an
appreciation of abstract mathematics, or of the 2d Fit of
_Sir_Gawain_, pursuing an advanced program may have a more human
meaning.  It may be that the most talented (or the ones with the most
well-targeted background) don't have time for advanced placement in
mathematics, or to develop a Middle English vocabulary---so what?
Those things can wait.  I don't think Herman would claim that we
should be developing technically- trained nerds to compete with the
{Japanese/Russians/Chinese/Martians/...}

--------------------------------------------------------------------

Lee Story            Boston Technology               lee@bostech.com

                    Merrimack Valley Paddlers

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