HDTenEightyP/NetNews huggingface dataset:
From: ATGVG@ASUACAD.BITNET
Newsgroups: bit.listserv.edpolyan
Subject: (no subject given)
Date: 16 Dec 92 17:41:51 GMT
              <EDPOLYAN@ASUACAD.BITNET>
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The College of Education at the University of Illinois at Chicago
invites applications for tenure-track positions  at the ranks as
indicated below starting in the 1993-94 academic year.  Well-qualified
applicants with an earned doctorate and research interests in the
education of urban populations and in urban school improvement/reform
are urged to apply.  All candidates must have completed the doctoral
degree or provide assurance of completion prior to the appointment date
of August 21, 1993.  Each position involves teaching at the graduate and
undergraduate levels, performing service, conducting research, and
advising graduate students.  Positions are contingent upon adequate
funding.

Bilingual/ESL (Assistant) Scholarship in some aspect of linguistic
minority children: ESL and content area instruction; staff development
in multilingual schools, sociolinguistic; sociocultural and cognitive
aspects of bilingualism; context and organization of  instruction; or
classroom-based research in multicultural settings.  Classroom teaching
experience preferred.


APPLICATION PROCESS:
Letters of nomination or application should identify the specific
position of interest.  Applications should include the names, addresses
and phone numbers of three references, and a current curriculum vitae
and a sample of preprints and reprints.  (Please be sure to have at
least three reference letters sent to accompany your application file.)
These materials should be sent to:

Larry A. Braskamp, Dean
College of Education
University of Illinois at Chicago
Box 4348, M/C 147
Chicago, Illinois  60680



APPLICATION DEADLINE:
Review of applications will begin January 22, 1993 and continue until
the positions are filled.

The University of Illinois at Chicago is an affirmative action, equal
opportunity employer.  Applications are especially welcomed from
minority persons, women, handicapped persons, and Vietnam era veterans.

_______________________________________________________________________

GENE V GLASS                                    ATGVG AT ASUACAD.BITNET
COLLEGE OF EDUCATION                            ATGVG AT ASUACVAX.BITNET
ARIZONA STATE UNIVERSITY                        INTERNET ADDRESS:
Tempe, AZ 85287-2411                            ATGVG@ASUVM.INRE.ASU.EDU
602-965-2692
From: ATGVG@ASUACAD.BITNET
Newsgroups: bit.listserv.edpolyan
Subject: (no subject given)
Date: 16 Dec 92 17:43:46 GMT
              <EDPOLYAN@ASUACAD.BITNET>
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU

The College of Education at the University of Illinois at Chicago
invites applications for tenure-track positions  at the ranks as
indicated below starting in the 1993-94 academic year.  Well-qualified
applicants with an earned doctorate and research interests in the
education of urban populations and in urban school improvement/reform
are urged to apply.  All candidates must have completed the doctoral
degree or provide assurance of completion prior to the appointment date
of August 21, 1993.  Each position involves teaching at the graduate and
undergraduate levels, performing service, conducting research, and
advising graduate students.  Positions are contingent upon adequate
funding.


Special Education - Behavior Disorders (Assistant)  Strong interest in
some aspect of research on children and/or adolescents with behavior
disorders.  Commitment to research in and the preparation of teachers in
urban schools.  Interest in a dynamic systems approach to intervention
with youth displaying learning and behavior problems. Classroom teaching
experience preferred.


APPLICATION PROCESS:
Letters of nomination or application should identify the specific
position of interest.  Applications should include the names, addresses
and phone numbers of three references, and a current curriculum vitae
and a sample of preprints and reprints.  (Please be sure to have at
least three reference letters sent to accompany your application file.)
These materials should be sent to:

Larry A. Braskamp, Dean
College of Education
University of Illinois at Chicago
Box 4348, M/C 147
Chicago, Illinois  60680



APPLICATION DEADLINE:
Review of applications will begin January 22, 1993 and continue until
the positions are filled.

The University of Illinois at Chicago is an affirmative action, equal
opportunity employer.  Applications are especially welcomed from
minority persons, women, handicapped persons, and Vietnam era veterans.

_______________________________________________________________________

GENE V GLASS                                    ATGVG AT ASUACAD.BITNET
COLLEGE OF EDUCATION                            ATGVG AT ASUACVAX.BITNET
ARIZONA STATE UNIVERSITY                        INTERNET ADDRESS:
Tempe, AZ 85287-2411                            ATGVG@ASUVM.INRE.ASU.EDU
602-965-2692
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Newsgroups: bit.listserv.edpolyan
Date:         Fri, 18 Dec 1992 15:28:00 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         DKELLEY@SUNRISE.BITNET
Subject:      Mandated Assessment

What is the opinion out there about mandated campus-wide assessment?
New York State has mandated all member institutions to conduct an assessment
of learning outcomes.  SUNY has left it up to each campus to decide what to
assess and how to go about the assessment.  The results must be reported to
Suny.  Many campuses have struggled with this task.  No one appears to have
a good plan of attack.  Has anyone had experience in this arena?
My campus is trying to figure out what data to collect and how to collect it.
How do you get the faculty to buy in?  At Onondaga Community College in Syracuse
   N.Y. a small committee  has been trying to formulate a plan.  Is there hope w
   henbudgets have been cut and lines are unfilled?  How can this be sold as par
   t of
the work load rather than an addition ?
Thanks, Dan Kelley
Onondaga Community College
315-469-2319
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Newsgroups: bit.listserv.edpolyan
Date:         Fri, 11 Dec 1992 16:32:02 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         U56E3@WVNVM.BITNET
Subject:      Re: Hats and morality

Hats, grades, negotiation, minorities (cf Jack Letarte's queries)--

Whether or not one acknowledges the point, teachers are always negotiating
such mannerisms as the use of grades and hats with students.  Perhaps
old Chester Barnard is useful:  "zone of indifference" (I'm not certain I've
got the terminology right).  If mutual trust (i.e., one point of authority
in relationships) cannot be established and nurtured, that zone will become
narrow indeed.  What's on the outside of the head will become a contested
terrain, with students making a last-ditch and not necessarily trivial stand.
THEY continue to negotiate, even if WE withdraw into an iron cage.

With more trust, a wider zone of indifference, one might assign grades other
than A's.  But remember, some of us--as advisors to students--have on
occasion taught rebellious students (good folk, they) how to present them-
selves as "good" (read:  cooperative, engaged) students to suspicious
colleagues.  Talk to the instructor.  Ask how you're doing.  Get "feedback"
for improvement.  Indicate that you're willing to redo an assignment.  In
short, take the responsibility for initiating the negotiations in accord
with the rules of good manners.  Yes, such behavior may constitute only
an imitation.  So what?  There's a lot more to manners than kow-towing,
genuflecting, doffing hats.  Good manners promote the conversation; bad
manners subvert it.  Perhaps the problem with manners is that there is so
little conversation and so narrow a ground over which to negotiate.  We trap
students in a regime of bad manners, then we say:  they won't even remove
their hats.

CRAIG HOWLEY, ERIC/CRESS, P.O. BOX 1348, CHARLESTON, WV  25325
1-800/624-9120
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Newsgroups: bit.listserv.edpolyan
Date:         Wed, 16 Dec 1992 09:59:51 CST
              <EDPOLYAN@ASUACAD.BITNET>
From:         BIOSLB@MIZZOU1.BITNET
Subject:      More information about the potential Sec'ty of Ed

I am interested in hearing more about one of the potential candidates
for Secretary of Education, the governor (former?) from South Carolina
Richard Riley (I think that is his name).  Is he still governor or
a former governor?  What was his role in the South Carolina Plan for
Equity and Equal Opportunity in Higher Education (expiring in 1986), the
subsequent Plan for Equity and Equal Opportunity in Public Institutions
of Higher Ed. 86-87 and Beyond, and finally the current Higher Education
Program for Access and Equity???

This is especially pertinent as I am finishing up a class paper on
financing diversity initiatives in higher education even as we speak
(or type as the case may be!)

Linda Blockus
University of Missouri
bitnet:  bioslb@MIZZOU1
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Date:         Wed, 16 Dec 1992 19:29:40 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         "William L Johnsen (Bill" <bjohnsen@NORFOLK.VAK12ED.EDU>
Subject:      Re: Total Quality Management in Higher Education
              "JSYNTS%ritvax.BITNET@mail.virginia.edu" at Dec 16, 92 4:05 pm

According to JSYNTS%ritvax.BITNET@mail.virginia.edu:
>
> I have been reading Total Quality Management in Higher Education by Sherr and
 Te
>    eter. Our administration seems struck by this and is looking in to this
> to the concept. Any response out there?
> Jonona Young
> RIT
>
Are you aware of the listserv TQM-L which deals with tqm in
higher education?

--
                  Bill Johnsen, Assistant Principal
             Landstown Middle School; Virginia Beach, VA
                        Home of the "Lancers"
                     bjohnsen@norfolk.vak12ed.edu
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Newsgroups: bit.listserv.edpolyan
Date:         Tue, 15 Dec 1992 13:46:37 MST
              <EDPOLYAN@ASUACAD.BITNET>
From:         Jim Powell <AGJHP@ASUACAD.BITNET>
Subject:      Re: Inequalities

I have successfully lurked on the edges of this list for over two years
without being drawn into many discussions, but I can't let Gene's last
posting go by without some form of response to his hostage suggestion.
While he began with the admission that it was not feasible, he then
presented a scenario which might have allowed hostage taking (cross
district busing).  I support and promote the concept of hostage taking,
but unlike Gene I can see no means to ever establish the practice.  If
the Court had upheld cross-district busing, can anyone suppose that
white flight could be contained to any reasonable distance.  Those with
the means to flee will do so and will make sure that they travel far
enough to make the effort worthwhile.  I have seen such an exodus take
place when Indianapolis public schools began busing.  First the families
moved to bedroom communities in neighboring counties.  Coincidentally, a
major highway system was put into place to make the daily commute from
such communities easier.  Then small businesses began to move to those
same areas.  These were followed by larger companies and now
corporations are relocating.  I do not see it as some vast plot, but
there is a connection.  Those with wealth (financial or educational)
will be able to avoid whatever traps are set to capture their children.

I have no alternative to present since
I truely do believe there is no feasible means to bring about equity.  I
will do only what I can, which is to take myself to those schools which
do not have the necessary support to meet their students' needs, and do
whatever I can.  Think Globally, act locally works for educatio
also.

  _____________________________________________________________________________
James H. Powell
AGJHP@ASUACAD
225D Payne Hall
Arizona State University
Tempe, AZ  85287-0911
_______________________________________________________________________________
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Newsgroups: bit.listserv.edpolyan
Date:         Mon, 14 Dec 1992 14:17:08 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         peter lau <72460.3000@COMPUSERVE.COM>
Subject: RE: Secreatry of Ed

Now that Donna Shalala has been appointed to another cabinet position, I am
reminded of the saying, "Those who know, don't talk.  Those who talk, don't
know."  Our speculation on the net was wide to the mark.  It is obvious that
Clinton's appointments are to people who he, Hilary, or Al Gore has worked
with very closely.  Now that the most important appointments have been made
("It's the economy, stupid!"), the next round will most likely be for
foreign affairs and national security.  Then come the lesser appointments,
The Secretary of Education amongst them.  There is still a chance for all
you fearless prognosticators to show how ignorant you all are!  Let's see
some more names, but back up your nominations with justification.  No more
40 years in education or 500 published articles, but does your nominee know
the right people?!

peter lau
uc riverside




Distribution:
  >internet:edpolyan@asuacad.bitnet
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Date:         Wed, 16 Dec 1992 01:53:46 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         gallagherj@SATURN.GLASSBORO.EDU
Subject:      NY City's "Children of Rainbow" Curriculum

With all of the conversation here on morals education and hats in
schools, I am surprised that no one has brought up the difficult
situation in New York City schools over the "Children of Rainbow"
curriculum.

Here is a synopsis of the situation as I know it. You New Yorkers
can fill in the details I missed. The City of New York Public
Schools adopted a curriculum which teaches children to be
sensitive and accepting of varying life styles and family groups.
I understand (I have not seen the curriculum nor the accompanying
textbooks and educational materials) that the curriculum
addresses gay and lesbian family groups in addition to the
"traditional" male and female family and the single parent
families. Well, if you thought the distribution of condoms caused
a ruckus, this new curriculum apparently tops that with the
outcry of parents, churches, and other interest groups.

Within the past two weeks, it has made the national media and CNN
when a local school board, #24, refused to implement the Children
of Rainbow curriculum. Besides a city-wide board, the city has
local boards in the neighborhoods. Board 24 is in the Borough of
Queens and consists of mostly caucasian Catholic families.
Responding to their constituents, Board 24 refused to implement
the Rainbow curriculum, especially since it introduces these
concepts of alternative family groups in the FIRST grade. Dr.
Joseph Fernandez, City-wide Superintendent of Schools (his name
has been mentioned as a candidate for the Secretary of Education
post in the Clinton administration) tried to get Board 24 to
change its decision without success. He then tried force by
removing the Board. Well, the city-wide Board of Education
overrode his removal decision and things are now at an impasse
with mediation the next step.

So, what do you ED Policy folks think about this situation? Do
you think that it is appropriate for public schools to teach a
required curriculum about alternative families? What do you think
about teaching alternative families curricula to FIRST graders?
Is it developmentally appropriate to introduce such subject
matter to children at that age? Would that confuse them in their
development of values and their sexuality? (I do not have a
background in developmental child psychology and would be
interested in hearing from a child psychologist concerning
developmental impacts of such subject matter at the first grade
level.) I wonder how well the teachers were prepared to teach
this curriculum. Did they all attend in-service programs to
address the sensitivity of the subject matter and proper
approaches to answering questions and responding to the concerns
of parents?

John V. Gallagher, Ph.D.
Associate Professor
School of Education and Related Professional Studies
Rowan College of New Jersey
Glassboro NJ 08028-1701

GALLAGHERJ@saturn.glassboro.edu
From: ATGVG@ASUACAD.BITNET
Newsgroups: bit.listserv.edpolyan
Subject: (no subject given)
Date: 16 Dec 92 17:42:13 GMT
              <EDPOLYAN@ASUACAD.BITNET>
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU

The College of Education at the University of Illinois at Chicago
invites applications for tenure-track positions  at the ranks as
indicated below starting in the 1993-94 academic year.  Well-qualified
applicants with an earned doctorate and research interests in the
education of urban populations and in urban school improvement/reform
are urged to apply.  All candidates must have completed the doctoral
degree or provide assurance of completion prior to the appointment date
of August 21, 1993.  Each position involves teaching at the graduate and
undergraduate levels, performing service, conducting research, and
advising graduate students.  Positions are contingent upon adequate
funding.

Special Education (Associate/Full) Senior scholar in any field of
special education. Record of scholarly activities and a history of
successful grant writing consistent with a senior appointment at a
research university are required.


APPLICATION PROCESS:
Letters of nomination or application should identify the specific
position of interest.  Applications should include the names, addresses
and phone numbers of three references, and a current curriculum vitae
and a sample of preprints and reprints.  (Please be sure to have at
least three reference letters sent to accompany your application file.)
These materials should be sent to:

Larry A. Braskamp, Dean
College of Education
University of Illinois at Chicago
Box 4348, M/C 147
Chicago, Illinois  60680



APPLICATION DEADLINE:
Review of applications will begin January 22, 1993 and continue until
the positions are filled.

The University of Illinois at Chicago is an affirmative action, equal
opportunity employer.  Applications are especially welcomed from
minority persons, women, handicapped persons, and Vietnam era veterans.

_______________________________________________________________________

GENE V GLASS                                    ATGVG AT ASUACAD.BITNET
COLLEGE OF EDUCATION                            ATGVG AT ASUACVAX.BITNET
ARIZONA STATE UNIVERSITY                        INTERNET ADDRESS:
Tempe, AZ 85287-2411                            ATGVG@ASUVM.INRE.ASU.EDU
602-965-2692
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Newsgroups: bit.listserv.edpolyan
Date:         Fri, 11 Dec 1992 13:46:00 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         Jack Letarte <JCLETARTE@TAYLORU.BITNET>
Subject:      Re: Hats and morality

        I am way behind in my reading material on the list, and have finally
got up to yesterday.  I agree with Benjamin that there probably is a connection
between hats and morality.  Two comments:
        I just finished reading course evaluations for a course which met for
the last time yesterday.  My students were convivced that the grades I
assigned were too low.  "In other sections, students get A's just for turning
in the paper." etc. etc.  Clearly if I had taken a vote I would have been in
the minority.  Should I have redone the grades and "curved" them higher?
        Secondly,  I remember vowing over twenty years ago that a certain
racial group on the college campus where I was employed would never meet
with me in my office, individually or as a group, without removing hats.
Then I got to know many of them personally.  Six months later, I realized that
they already *had* been meeting in my office -- with hats on!  I had not
noticed.  I thought I was very sensitive to cultural differences, but
apparently I still needed to learn a bit.

                Jack Letarte
                Taylor University
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Newsgroups: bit.listserv.edpolyan
Date:         Wed, 16 Dec 1992 07:49:10 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         JFCOVALE@SUVM.BITNET
Subject:      NY City's "Children of Rainbow" Curriculum

John raises some interesting questions re: The Rainbow Curriculum.  Two
additional facts should be noted: (!) the curriculum is a recommended one,
not required (so the "refusal" of the local board was not so much directed at
Fernandez, since there was no mandate to teach it, as it was directed at
teachers who might opt to do so), (2) there was no discussion about sexual
practices, but recognition and acceptance of the fact that some of the children
come from homes with two mommies or two daddies.  The board's oppostion was
defended publically by falsely claiming that the curriculum described explicit
sexual acts.  I may also remember reading that in an effort to avoid the sort
of split that finally occurred, Fernandez agreed to allow any boards that chose
to do so to delay the unit on gay and lesbian families until later grades,
but I am less clear on that.


****************************************************************
*                                                              *
*                    John F. Covaleskie                        *
*      Cultural Foundations of Education and Curriculum        *
*  259 Huntington Hall                                         *
*  Syracuse University                 Maloff Towers, #2       *
*  Syracuse, NY  13244                 Chittenango, NY  13037  *
*  315/443-3343                        315/687-5595            *
*                   JFCOVALE@SUVM.BITNET                       *
*                                                              *
****************************************************************
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Newsgroups: bit.listserv.edpolyan
Date:         Wed, 16 Dec 1992 13:20:54 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         Mark Siegal <ST802107@BROWNVM.BITNET>
Subject:      CALL FOR PRESENTATIONS

Please forward the following to English composition faculty and
peer tutoring program directors. Thank you.

-- Mark Siegal <ST802107@BROWNVM>
   Conference Co-Chair

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

                  CALL FOR PRESENTATIONS
             Interactive Panels and Workshops

         BROWN UNIVERSITY WRITING FELLOWS PROGRAM
               TENTH ANNIVERSARY CONFERENCE

          PEER TUTORING AND  THE WRITING PROCESS
                    THE NEXT TEN YEARS

            Keynote address by Kenneth Bruffee

                    April 16--17, 1993
                 Providence, Rhode Island

A retrospective and prospective conference to assess the impact
of writing-across-the-curriculum programs and to explore the
future of peer tutoring -- We invite proposals for 45-minute
presentations from writing specialists, peer tutors, and other
interested educators

Areas of interest include:

* Theory
        Current scholarship in writing theory
        Pedagogical developments in training peer tutors

* Administrative Concerns
        Establishing, financing and maintaining a program
        Cultivating program/school relations

* 21st Century Challenges to Theory and Practice
        Diversity and multiculturalism
        Alternative learning styles
        Linking oral and written presentation
        Prospects for secondary education

Proposals due January 11, 1993:

        Writing Fellows Program
        Box 1962
        Brown University
        Providence, RI 02912

For further information, contact Professor Rhoda Flaxman,
Director, (401)863-1404.

Proposals may also be submitted (and information requested)
by electronic mail sent to AP510000@BROWNVM (bitnet),
AP510000@BROWNVM.BROWN.EDU (internet).
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