HDTenEightyP/NetNews huggingface dataset:
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Newsgroups: bit.listserv.seds-l
Date:         Fri, 22 Jan 1993 11:10:07 -0800
From:         MRICHARDSON@JPLPDS.JPL.NASA.GOV
Subject:      Solvenia Dies

Hi all,
     I got this from Andreja today...

Mark.

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

From:   SMTP%"jus.kocijan@uni-lj.si" 22-JAN-1993 06:03:42.83
To:     <mrichardson@jplpds.jpl.nasa.gov>
CC:
Subj:   from Andreja Belavic

Hello Mark,

First of all, I would like to thank you for all your information
about SEDS chapters around the world. We received the letter about
SEDS International and I have to admit that idea is very good.
Keep going on!

And now I am affraid I have to tell you that our Slovene SEDS
chapter has frozen its activity. It is hard to say this fact,
but I'm affraid that this is the end of our short but interesting
life-period. I do hope that in the near future other students
here were be able to cope with problems we met and make Slovene
SEDS chapter alive. The idea still lives on.

I can only wish you many succesful years and I hope that
SEDS will have its chapters in every country someday.
Thank you again for the cooperation and good will you
and others showed to us.

Regards,

Andreja Belavic
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Date:         Mon, 25 Jan 1993 00:29:56 -0500
From:         The Wild Bunch <seds@CSPAR.DNET.NASA.GOV>
Subject:      current schedule for USA-93

SEDS National Schedule - 1993
"...from the ground up!"

Wednesday(optional)
Star Party/Camp Out

Thursday
4PM Registration
6PM Dinner at J. Greggery's Pizzeria (Buffet)
8PM Movie at Spacedome or German Rocket Scientist

Friday
8AM ISU/SEDS Alumni Speakers & National Board Meetings
11A Lunch
1PM Marshall Tour & National Board Meetings
5PM Dinner
7PM Speaker (TBD)
9PM Shindig (Site TBD)

Saturday
9AM Space and Rocket Center visit & National Board / Board of Advisors meeting
12P Lunch
1PM Building SEDS - Speaker Block
4PM UAH/Research Institute/SEDS Lab tour
7PM Banquet

Sunday
9AM Chapter activities discussion
12P Lunch
1PM Model Rocket Launch Contest
4PM BBQ
8PM Pool Party

Monday
10a Job Fair
12p Lunch
2p  Boeing Tour

Yes I know there are still some holes to be filled but this is not the final
schedule and is subject to change any time after right now.....
I will update it as changes are made or details are finalized...

         _________________  ___________
        / ____  ____  ___ \/ _________/
       / /___/ /___/ /  / / /____  Douglas Childs
      /___  / ____/ /  / /____  /  National Board
 ________/ / /___/ /__/ /____/ /    UAH Treasurer
/_________/\___________/______/     (205)722-9106
University of Alabama Huntsville
SEDS-USA 93 Conference Chair
"I really think you should take a look at the other battlestar!"
                                       - Cylon Warrior
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Date:         Thu, 21 Jan 1993 19:58:54 EST
From:         Bill Blum <blumb@SAGE.CC.PURDUE.EDU>
Subject:      Re: Constitutional Convention T-Con
              Foust" at Jan 21, 93 3:36 pm

I suggest waiting until at LEAST the 28th of February.
We need to give the MIT people who AREN'T back from break sufficient time
to catch up with mail, etc.

--
Bill Blum, blumb@sage.cc.purdue.edu  Student, School of Nuclear Engineering
Member, SEDS National Board.  Model Rocketeer, SF Reader, amateur fishkeeper
"Times are far between, and few I bet, when we can look upon our lives
without regret." --- 10,000 Maniacs, _Few and Far Between_...Ad Astra!!!!!
From: bjmccall@cco.caltech.edu (Benjamin John McCall)
Newsgroups: bit.listserv.seds-l
Subject: Re: June????
Date: 22 Jan 1993 02:05:31 GMT
Organization: California Institute of Technology, Pasadena
NNTP-Posting-Host: sandman.caltech.edu

Moreley Nelles <mnelles@LYNX.DAC.NORTHEASTERN.EDU> writes:

>I'm oppen for postponement until the 6th or 20th (y'all will be busy the
>13th I'm sure   : )  ).  But not much later...then we'll be running into
>some schools spring break, midterms....:)

>I suggest the 6th.  They know its coming...and are we REALLY going to go
>to the library and study constitutions for NFP's before hand?  ... :).

The 6th is midterms at Caltech - you won't get many people from here.

I stay we stick with the 30th - why waste another week, anyways?

Ben
-- 
Ben McCall, Caltech - bjmccall@cco.caltech.edu
SEDS President, Technical Projects Coordinator
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Date:         Thu, 21 Jan 1993 23:28:02 -0600
From:         6105KAISERJ@VMS.CSD.MU.EDU
Subject:      Re: leaders and workers
Comments: To: ERL-L@VM.TCS.Tulane.EDU

After 20 years of consulting in industrial management and educational
administration, I am convinced that no paradox exists. The most effective
leaders are those using extensive management skills in empowering
subordinates. We can not expect subordinates to exhibit leadership
skills after having spent years under the press of linear Weberian
hierarchies. American teachers and workers who have never had an
opportunity to develop their own management skills need some help.
It often comes in the form of in-house training (trans.:inservice).
The key, however, is the leader's ability to enable empowerment.
Therein lies the embryo of increased performance.

The only other choice would be to take up a Theory X attitude
about subordinate ability and provide the extremes of structure
sans freedom, sans human relations. There is just no long run
in such attitude. It just doesn't work.

-Jeffrey S. Kaiser-
Internet: 6105kaiserj@vms.csd.mu.edu
Voice:(414)241-8347; Fax:(414)241-8348
(Milwaukee, Wisconsin)
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Date:         Fri, 22 Jan 1993 22:19:29 CST
From:         Ken' <ERICKSON@UKANVM.BITNET>
Subject:      Suggest a Trainer?

Small, rural, rather "tightly knit" K-8 building in rural Eastern Kansas
needs a shot in the, er, arm from a skilled team-building trainer.  Is
there a good regional resource who can help teachers own (and own up to)
some of their problems/promise?  Call Jan Erickson, Principal, Admire
Grade School 316/528-3222.  Or BITNET Ken Erickson, ERICKSON@UKANVM.

K Erickson
Bilingual/ESL
Ks State Board of Education
Topeka

Thank you!
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Date:         Mon, 25 Jan 1993 13:04:12 -0500
From:         00r0clemente@BSUVAX1.BITNET
Subject:      Re: Educators as Inquirers

David,
    I would like to respond in part to you past post.  You asked if it
was common for teachers to engage in action research.  I don't believe
this is a very common occurance.  For one reason, most teachers do not
just happen to fall into the idea of action research.  It's diffusion
in part, comes through a university/college professor.  I selected
to use AR in my graduate level class.  When I presented the idea to
my students, it was a new concept to them.  As they progress through
their research, they will begin to see that some of the things they
have done in the past such as reflection is a part of the AR process also.
    My concern is that these teachers do not just go blithly along thinking
that conducting research has no implications beyond the walls of their
classrooms.  Through some discussions with a colleague prior to my
meeting my graduate students, I realized I needed to find out what
were the university human subjects regulations regarding my students
conducting their research.  From discussing this with the appropriate
person in the Research Office, it appears that my students will be able
to secure exempted status.  But exempted status will not "protect" them
from political ramifications which may emerge from their work setting.
     I would like those who have guided teachers through AR to
address the issue of our responsibility to students as we send them out
to conduct AR in particular.  AR has social change at its heart which
makes it very different than other big R and little r research.  How
should we prepare (if we can) for any potential fall out?  We are not
the ones who are sitting near the flash point?  This is an aspect I
have not read about.  Does anyone know of literature from the past
that would be good sources of information on the problems of
teacher and or community members conducting action research?
Rebecca Clemente
Ball State University
Teachers College - 216
Muncie, IN  47306
<00R0CLEMENTE@BSUVAX1>
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Date:         Thu, 28 Jan 1993 14:20:50 MST
From:         AE10000 <AE10@UTEP.BITNET>
Subject:      exit questionnaire
Comments: To: erl-l@tcsvm.bitnet

I am preparing a questionnaire to be administered to students as they
withdraw from this university.  Its purpose is to help us gain a
greater insight into why students drop\stopout, and thus improve
retention.  This project is somewhat problematic however as the typical
student is in no mood to cooperate at that point.  Can anyone suggest
a design or approach which might reduce the problems associated with
this sort of questionnaire.
                               thanks in advance
                               Ben Passmore
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Date:         Sun, 17 Jan 1993 16:08:24 EST
Reply-To:     "Qualitative Research for the Human Sciences"
              <QUALRS-L@uga.cc.uga.edu>
From:         "Daniel L.MacIsaac" <danmac@PHYSICS.PURDUE.EDU>
Subject:      Action research refs
Comments: To: Multiple recipients of list QUALRS-L <QUALRS-L@uga.cc.uga.edu>

...just a quick addition to the pile of refs.  My personal favourite has not
been mentioned:

Hopkins, D. (1985).  A Teacher's Guide to Classroom Research.  Philadelphia:
Open University Press.

...recounts AR designs and practise from the perspective of classroom teachers
who are trying to use reflective participatory practise.  This is not
intended for publishable research, but for improving the classroom experiences
of students and instructors.

I like it lots.

Dan

"Indeed, from childhood we have become familiar with the appearance of physical
equations in non-Cartesian systems, such as polar coordinates, and in non-
inertial systems, such as rotating coordinates..."
                        - Steven Weinberg, Gravitation & Cosmology, p 92
Dan MacIsaac, Grad student in Physics & Science Ed, danmac@physics.purdue.edu
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Date:         Wed, 27 Jan 1993 16:14:19 CST
From:         Stuart Luppescu <sl70@CICERO.SPC.UCHICAGO.EDU>
Subject:      Need Mantel-Haenszel Program

I want to use the Mantel-Haenszel procedure for detecting item bias.  Does
anyone know of freely available software, or a SAS routine for doing this?
Thanks in advance.
--
Stuart Luppescu                |``Anyone who believes that any sequence
abasl70@polis.spc.uchicago.edu |of numbers produced by a computer is
    l70@paideia.uchicago.edu   |truly random is living in a state of sin.''
stds                           |       --John von Neuman
                               |
                               |
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Date:         Fri, 22 Jan 1993 09:25:45 +1000
From:         olu jegede <jegede@ZEUS.USQ.EDU.AU>
Subject:      Re: SA Advisor's Handbook
Comments: To: ERL-L@vm.tcs.tulane.edu

Jay,
The Student Association, University of Southern Queensland, Toowoomba, Qld
4350, Australia produces a biannual magazine that could be of use to you
in the compilation of Advisor's Handbook. If you are interested contact,
Bill Couchman, the Off-Campus Student Officer.
I am also aware that a number of Universities in Australia produce what is
termed `Alternative handbook' in some universities. The University of
Central Queensland, Rockhampton, Australia may be a place to begin your
inquiry if you need something from `Down Under' that is.
Best wishes

Olu Jegede
Distance Education centre
University of Southern Queensland
Toowoomba, Australia

jegede@zeus.usq.edu.au
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Date:         Fri, 22 Jan 1993 15:35:00 PST
From:         "National Center for Research in Vocational Edu"
              <NCRVE@UCBCMSA.BITNET>
Subject:      NEW NCRVE DOCUMENT

Correcting Conventional Wisdom:  Community College Impact on Students'
Jobs and Salaries--W. N. Grubb
  A  close  examination of recent data shows substantial  benefits  to
  community  college  students completing certificates  and  associate
  degrees.   This article is reprinted from the June/July  1992  AACJC
  Journal.
  MDS-451                  REPRINT SERIES                     $  2.00

To order:

Send request and/or purchase order to:
   NCRVE Materials Distribution Service
   Western Illinois University
   Horrabin Hall 46
   Macomb, IL  61455

For telephone orders call:  800-637-7652
                            FAX 309-298-2222
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Date:         Wed, 27 Jan 1993 14:05:10 -0600
From:         WILSONB@ISCSVAX.UNI.EDU
Subject:      Position announcement in educational psychology

                      POSITION ANNOUNCEMENT


POSITION:           Faculty position in Educational Psychology


STARTING DATE:      August 23, 1993

SALARY:             Negotiable, commensurate with qualifications
                    and experience.  The university provides an
                    excellent fringe benefit package including
                    TIAA-CREF, Blue Cross-Blue Shield, and Delta
                    Dental.

QUALIFICATIONS:     Required:  Doctorate in educational
                    psychology or school psychology.  Desired:
                    Some education and experience in school
                    psychology.


RESPONSIBILITIES:   Responsibilities include: teaching
                    undergraduate courses in educational
                    psychology and teaching graduate courses in
                    support of specialist degree program in
                    school psychology.  All faculty are also
                    expected to develop or maintain a program of
                    scholarly work and provide professional
                    service.


APPLICATION:        Review of applications will begin on February
                    15th and applications will be received until
                    an appointment is made.  We expect on-campus
                    interviews to begin in April and also plan to
                    interview at the annual meeting of the
                    American Educational Research Association.
                    Applications should be sent to Barry Wilson,
                    Department of Educational Psychology &
                    Foundations, University of Northern Iowa,
                    Cedar Falls, IA 50613-0607.  Internet:
                    wilsonb@iscsvax.uni.edu


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Date:         Wed, 27 Jan 1993 10:50:37 -0700
From:         WILLD@BYUVAX.BITNET
Subject:      RE: Educators as Inquirers

Responding to Rebecca Clemente's post of 25 Jan-- You raise an interesting
point-- about potential fall out from doing AR.  It seems ironic that
teachers might be threatened politically or otherwise for being more
"thoughtful" about their work and their students.  Is it naive to hope that
the constituents of schools would not resent teachers who want to
understand the children better and who want to systematically search for
ways to improve what they are teaching?  If these practices were simply
enacted as part of the teaching process and not called research or action
inquiry or whatever, would there be any fall out or any applause or any
notice taken whatsoever?  I have been reading a good book lately that
invites teachers to be more thoughtful and inquisitive about their work
without mentioning the word research.  The principles the authors discuss
fit very well with what I have in mind when I think of educators as
inquirers-- people using whatever tools they can find or create to look
around their world, to listen to the other people they share that world
with, and to think carefully about what is going on as they make tentative
efforts to improve.  Perhaps we who are interested in inviting
practitioners to be even more involved than some are in dialogue about
learning and teaching should talk in this language instead of the AR
language if the latter is going to threaten or jeopardize the entire
effort?  By the way, the book I refer to and heartily recommend is MIND
MATTERS: TEACHING FOR THINKING by Dan Kirby and Carol Kuykendall. It was
published in 1991 by Boynton/Cook, associated with Heinemann.

Reading through Stephen Kemmis' reply to Clemente leads me to ask what AR
is beyond inviting practicing educators to add some tools to their
reflective practice?  Is it really a whole different way of thinking?  Is
it mostly for social activists who believe "data" of some sort will make
their political opponents take notice?  Is there any kind of consensus on
these issues?
David D. Williams    Instructional Science Department
201-C MCKB    Brigham Young University    Provo, UT 84602
Voice:  801-378-2765      Fax: 801-378-4017
Internet: willd@yvax.byu.edu. Bitnet: willd@byuvax.bitnet
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Date:         Thu, 28 Jan 1993 15:49:59 EST
From:         Caron <IVD@CORNELLA.BITNET>
Subject:      Re: Job Openings
              26 Jan 1993 14:40:23 -0700 from <GWILKES@CCIT.ARIZONA.EDU>

Any California universities offering Laker  tickets in their benefits
package?
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Date:         Tue, 26 Jan 1993 14:40:23 -0700
From:         GWILKES@CCIT.ARIZONA.EDU
Subject:      Re: Job Openings
Comments: To: ERL-L%TCSVM.bitnet@ARIZVM1.ccit.arizona.edu

no basketball tickets, no replies
we've got Lute in Arizona, that's good enough
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Date:         Fri, 22 Jan 1993 21:12:00 EDT
Reply-To:     gleim@bcvms.bc.edu
From:         GLEIM@BCVMS.BC.EDU
Subject:      Searching for Program Evaluation Report
Comments: To: erl-l@vm.tcs.tulane.edu

I am searching for a Program Evaluation Report that I can use for graduate
work here at Boston College.  I am required to critique an evaluation, and
talk with at least three people associated with the evaluation, preferable the
program director, the evaluator, the person who commissioned the evaluation,
and/or someone who works in the program.
I am posting my search to this list, as I desire a recently completed
evaluation.  I have a M.S. in educational technology, and I am interested in
obtaining a report which evaluates a program concerning the use of technology
in an educational setting, preferable higher education.
I would appreciate information concerning such an evaluation.  Please EMAIL, or
mail to me directly.  I will summarize and repost to this list the second or
third week in February.
********
Candice Gleim, INTERNET:gleim@bcvms.bc.edu   BITNET:gleim@bcvms
Boston College
Assoc. Director Audiovisual Services
Campion Hall
Chestnut Hill, MA 02167-3813
********
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Date:         Tue, 26 Jan 1993 17:39:19 -0700
From:         HOPPER@NAUVAX.BITNET
Subject:      Re: Job Openings

>
>no basketball tickets, no replies
>we've got Lute in Arizona, that's good enough

After last night's game, I'm not sure I'd mention basketball!
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Date:         Wed, 27 Jan 1993 22:17:42 -0500
From:         00rlblomeyer@BSUVAX1.BITNET
Subject:      Re: Educators as Inquirers

David: I think your analysis of the Kemmis response to Clemente is on the
mark! My intuitions tell me that it IS a whole different way of thinking
that is more related to the discourse typifying program evaluation than
a practitioner-centered effort to promote educational reform and improvement.

Rob and Steve both were students of Bob Stake at the University of Illinois.
 One of the more frequent criticisms of evaluation case studies is that they
were so revealing about the activities of the teachers and students observed
that the "subjects" observed and reported on during a naturalistic case study
 may be put "at risk". There was an ongoing debate among evaluation
theorists about measures that should be taken to protect the "subjects" from
 collateral damage. (see "CSSE Statement Number 4: Confidentiality" by Bob
Stake  and "Building a Social Contract: Negotiation and Participation in
Condensed Field Research" by Helen Simmons; both in SAFARI: Theory in
 Practice, Nigel Norris (ed.)(1977), from the Center for Applied Research
on Education, University of East Anglia, Norwich, UK.)

However, I DO think that the AR approach has power and potential as a tool
 for precipitating much needed change. Maybe what we should address in this
exchange is helping our practitioner/students, who wish to become agents
of change within the schools, become aware of the complexity and gravity of
the issues and potential consequences. I, for one, wish that some of these good
folks who have been training their students to become action researchers
would SHARE some case histories (properly disguised) of projects where
their students HAVE experienced negative fallout from AR projects.

Some MAY think this suggestion heretical. We seemingly don't talk much
 about our "mistakes". But, my best professors (Stake and others) always
TALKED about the problems associated with their research and evaluation
projects. They wanted US to know what can go wrong so we would avoid their
errors and become empowered to be more sensitive and perceptive
researchers and evaluators.

To my knowledge... none of this "craft knowledge" was ever recorded in
written forms. Why couldn't "teaching cases" (re: , C.R. Christensen
 (1987), TEACHING AND THE CASE METHOD, Harvard Business School,
 Publishing Division.) be created that would allow AR students to "what if"
and engage in problem solving based on the actual experiences and
struggles of AR practitioners?? Don't we owe this to our students?
Bob Blomeyer, Ball State University (00RLBLOMEYER@BSUVC.BSU.EDU)
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