HDTenEightyP/NetNews huggingface dataset:
Newsgroups: bit.listserv.edpolyan
Date:         Fri, 11 Dec 1992 11:48:23 MST
              <EDPOLYAN@ASUACAD.BITNET>
From:         gvg <ATGVG@ASUACAD.BITNET>
Subject:      Re: Hats and morality

On Fri, 11 Dec 1992 13:46:00 EST Jack Letarte said:
>        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?

      Jack: Yes, of course. Raise your curve.

_______________________________________________________________________

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 10:01:20 MST
              <EDPOLYAN@ASUACAD.BITNET>
From:         Gene Glass <ATGVG@ASUACAD.BITNET>
Subject:      Big Rules, Little Rules

      Ah ha!! Finally we get to something close to the truth.

      If there isn't a paradox buried somewhere near the surface of all
 this digging around for understanding about human behavior, then be
 assured that you are digging in the wrong place. For only paradoxes are
 capable of producing the complexity and general low level of befuddlement
 that we all recognize as life; or in other words, if one simple principle
 explained a significant chunk of human behavior, life would not be the
 problem we know it to be.
      So where is the paradox in the hat debate?
      Covaleskie says that "Students have as much respect for ALL rules as the
 least important rule deserves."
      But Tom Mauhs-Pugh says "If children have an innate need to rebel, then
 give them trivial rules to break so that they won't satisfy that need on the
 important rules." [paraphrased]
      So there we have it: one says give them a few trivial rules, the other
 says don't give them trivial rules. And both are right.

_______________________________________________________________________

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  (303-499-2816 from June '92 until Dec. '92)
  (While on sabbatical until Dec. '92, I can be reached at
    GLASS@SPOT.COLORADO.EDU )
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Date:         Wed, 16 Dec 1992 15:43:00 MDT
              <EDPOLYAN@ASUACAD.BITNET>
From:         ADAVIS@CUDENVER.BITNET
Subject:      Job Description

I just received notice that Northwest Regional Education Laboratory,
in Portland Oregon, is looking for a "qualitative research associate"
to design and conduct research on school restructuring and school
improvement.  Salary range $41,456 to $45,000.  Resumes must be
received by 3:00 p.m. on January 30, 1993.  Position would report
to Bob Blum and Tom Olson, people I hold in high regard.

For more information and a full job description, call NWREL at
(503) 275-9500.

Alan Davis
UCD
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Newsgroups: bit.listserv.edpolyan
Date:         Sat, 12 Dec 1992 21:07:07 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         JFCOVALE@SUVM.BITNET
Subject:      Re: Secretary of Education

Frank-

It will probably not surprise you if I tell you I think you are wrong.  In
fact, in reading your post, I am reminded of a stroy I once heard about
Lincoln.  It might be apocryphal, but it makes a point. He was arguing with his
cabinet about something, and he was alone in his point of view.  He said,
by way of making his point, "Suppose we decide to call a cow's tail a leg.
How many legs will the cow now have?"  To which, the reply came, "Five."
Lincoln's response was, "No gentlemen, a cow still only has four legs.  Calling
a tail a leg does not make it so."  Likewise, I remian unconvinced that
the decision to restrict public conversation such that God can not be pro-
claimed as the cause of things (1) when other observable causes are attribut-
able and (2) when many of our citizenry believe in other Gods or no God.

Further, it is somewhat disingenuous to argue that teaching evolution, one of
your frequent examples, is irreligious: many believers of all stripes
beleive quite easily and compatibly in both God and evolution.  There is a
sectarian view  held by some portion of the population that claims that
evolution could not have occurred because the Bible tells us God created the
world and all in it in six days.  That is precisely the sort of sectarian view
that the public schools cannot teach, and rightly.

And I am still puzzled by what religion has to do with morality: Torquemada
and Hitler were both Christians, so of course is Mother Theresa.  Ghandi was
not.  Underlying your insistence that the schools pass on your sectarian
beliefs to everyone's children seems to be the assumption, unexplored and
undefended, that the maintenance of civic virtues requires the teaching of
religious beliefs.  I am utterly confused as to the resoning behind this claim.

And I may be mistaken (it's been a long time since my last history course -
maybe someone can confirm or correect this) but in the case of Jefferson at
least, his religious views were rather unconventional.  He was much more of
a Deist than a Christian.  Hence, perhaps, his pride in the Virginia statute
on religious freedom.


****************************************************************
*                                                              *
*                    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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Date:         Wed, 16 Dec 1992 16:05:15 -0400
              <EDPOLYAN@ASUACAD.BITNET>
From:         JSYNTS@RITVAX.BITNET
Subject:      Total Quality Management in Higher Education

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
From: ATGVG@ASUACAD.BITNET
Newsgroups: bit.listserv.edpolyan
Subject: (no subject given)
Date: 16 Dec 92 17:43:06 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.

Educational Administration (Open Rank)  Committed to scholarly study
of urban school administration.  Interest in teaching, inquiry, and
service in one or more of the following areas: urban school
leadership/supervision, organization of schools and school systems,
professional staff development, sociology of education, education policy
analysis.  Experience in working in urban schools is 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:         Wed, 16 Dec 1992 15:50:38 LCL
              <EDPOLYAN@ASUACAD.BITNET>
From:         TFGREEN@SUVM.BITNET
Subject:      Re: Inequalities

Gene Glass and Tom Pugh have made entries which evoke from me a small
caution.
    It is to take care in not confusing equity with equality.  Inequity
is always unjust, that's just what the term *means* (not that someone
couldn't use it to mean something else, only that doing so will confuse
a lot of issues of justice that in the past have depended upon the
distinction.)
    I think that a careful reading of Gene's reply to Tom M-P will
show that he sometimes means one, sometimes the other by equity.

     ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
     +  THOMAS F. GREEN (TFGREEN@SUVM.BITNET)                   +
     +    263 Huntington Hall Syracuse University               +
     +                   SYRACUSE, NY  13244    (315) 443-9080  +
     +  PHILOSOPHER IN RESIDENCE ON POMPEY HILL                 +
     +    Box 100 Pompey, NY  13138             (315) 677-9935  +
     +                                                          +
     +             2 DAYS AND COUNTING up                      +
     ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: ATGVG@ASUACAD.BITNET
Newsgroups: bit.listserv.edpolyan
Subject: (no subject given)
Date: 16 Dec 92 17:41:25 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.

Science Education (Assistant)  Develop undergraduate and graduate
program in science education in urban teacher preparation, K-12; conduct
research in teaching and learning of science.  Teaching experience K-12
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:         Tue, 15 Dec 1992 21:49:20 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         TJPUGH@SUVM.BITNET
Subject:      inequities

Thank you for picking up the thread, Gene.
Two comments:

1. Hostage taking is another way of saying involving
the interests of one in the interests of the other via coercion.
Are there options other than busing?  And what are the
limits of white flight?

2. It is worthwhile to attend to the distinction
between inequality and inequity.  District A getting
$2,000 per pupil and district B getting $6,000 is
certainly unequal, but it may not be inequitable.  Or,
as Gene put it, it may be just.
* * * * * * * * * * * *
Tom Mauhs-Pugh
Cultural Foundations of Education

259 Huntington Hall         TJPUGH@SUVM.BITNET
Syracuse University       TJPUGH@SUVM.ACS.SYR.EDU
Syracuse, New York
             13244        (315) 443-3343
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Newsgroups: bit.listserv.edpolyan
Date:         Sun, 13 Dec 1992 14:40:15 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         JFCOVALE@SUVM.BITNET
Subject:      religion

Tom-

Thanks for putting all this into a historical context.  It is sometimes all
to eay to believe that suich issues began when we became aware of them.




****************************************************************
*                                                              *
*                    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 09:41:12 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         RSN@NIHCU.BITNET
Subject:      Secretary of Education

The Washington Post reports this morning that Richard Riley,
former governor of South Carolina and head of the Clinton-
Gore personnel transition team, has emerged as front-runner
for the Secretary of Education post.  He has been quite active
in education matters; I believe he succeeded Romer as chair of
the National Education Goals Panel.  Romer's own purported
candidacy was apparently torpedoed from two directions:  (1)
his education initiatives were voted down in Colorado, and (2)
Tim Wirth apparently is still in the running as Interior Secretary,
and that's it for the Colorado quota.
Earlier someone noted on the listserv that "those who know, don't
say, and those who say, don't know."  While that's probably true
more often than not, it's certainly a wet blanket on the whole
enterprise of sharing the most current rumors, a Washington
staple.  Also, unlike most other places, in Washington you're
remembered more for the times you got it right than you are for
the times you got it wrong.
Bob Stonehill
Director, ERIC Program
U.S. Department of Education
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Newsgroups: bit.listserv.edpolyan
Date:         Wed, 16 Dec 1992 21:42:00 CST
              <EDPOLYAN@ASUACAD.BITNET>
From:         JHDCI@FULTON.CRC.UNO.EDU
Subject:      Re: Inequities

In doing two program evaluations I recently came across a dilemma that relates
to school inequities.  In Louisiana we have a fund that public and private
schools can use for innovative programs.  Most schools have bought computer
equipment with the alloted grants.  A private school bought 30 Macs and four
laser printers which they had up and running within five days.  A public school
bought 18 similar computers and two dot matrix printers with the same funding.
The public school's equipment is still unpacked and to date, no one has used
the computers.  Each of the grants says that the school is serving an AT-RISK
population.  I went to visit the private school with a fellow evaluator and we
agreed that the computer lab is doing great work but if that population is
AT-RISK our living standard must be well below the poverty line for Somalia.
BUT, the real at-risk population is receiving no benefit at all.  I would love
to see more equity in schools but I hate to see equipment not being used.
If you can come up with a solution for this problem, please let me know.
Jack DeGolyer
University of New Orleans[JHDCI@UNO.EDU]
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Date:         Wed, 16 Dec 1992 20:33:00 EDT
              <EDPOLYAN@ASUACAD.BITNET>
From:         CAMILLI@ZODIAC.BITNET
Subject:      Job Announcement

Counseling Psychologist: The Graduate School of Education, Rutgers
University, seeks an Assistant/Associate Professor (tenure-track)
in counseling psychology, beginning September 1, 1993, contingent
on funding. Candidates must have a doctorate in counseling/clinical
psychology, an established program of research with a focus on
multicultural/family issues, and be licensed (or license eligible)
in New Jersey. Responsibilities include teaching, research, clinical
supervision, and dissertation advisement. Rank and salary commensurate
with the candidate's background/experience. Send letter of interest,
vita, and 3 letters of reference no later than March 15, 1993, to the
GSE Search Committee, Rutgers, The State University of New Jersey,
Graduate School of Education, 10 Seminary Place, New Brunswick, NJ
08903-5050. An Equal Opportunity/Affirmative Action Employer.
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Date:         Wed, 16 Dec 1992 14:45:26 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         Tom Rusk Vickery <VICKERY@SUED.SYR.EDU>
Subject:      More on school choice

Here is a summary from the Daily Report Card [RPTCRD@GWUVM.BITNET] on
events in Iowa's program of school choice that may be of interest to
some subscribers of EDPOLYAN.

- - - - - - - Forwarded Message Follows -
Date:       Mon, 14 Dec 1992 13:08:43 EDT
Reply-to:   Daily Report Card News Service <RPTCRD%GWUVM.BITNET@syr.edu>

                       =====  FOCUS  =====

*13  CHOICE CONTROVERSY:  GOV., DES MOINES BOARD AT ODDS
     The Des Moines, Iowa's School Board's decision that a
statewide open-enrollment program is not working has "pitted" the
Board against Gov. Terry Branstad (R) and state education
officials (Walsh, WASH. POST).  Board members cite financial
losses and "the encouragement of white flight" as some of the
three-year-old program's unanticipated results.
     Thomas Jeschek, dir. of student services for city schools:
"The concept that open enrollment will provide opportunities for
poor and minority students to seek greener pastures doesn't seem
to be holding true here, and I would suggest that is probably
true across the country."
     The Des Moines board recently rejected transfer requests
from 122 children's families.  The children were denied transfers
because they are white, writes the POST.
     The city school board voted last month to reject transfers
that would "upset" the racial balance at a particular school.
But the board rejected the 122 white students' transfer requests
even though they would not have affected racial composition at
the schools.
     A study done by Jeschke last year found that racial and
socio-economic composition was affected by inter-district
transfers permitted under the state's choice plan.  The study
also found that Des Moines lost 279 students under the program
and over $1.2M in the first two years because of losses in ed
funds that followed transfer students.
     But the POST reports that Iowa law bars districts from
denying transfers due to the of loss of revenue.   And William
Lepley, state ed director said that while "white flight" is a
valid concern, the evidence from the program's first two years
"does not appear to be a very compelling case for white flight."
(12/12)


                          Tom Rusk Vickery
265 Huntington Hall     School of Education     Syracuse University
                      Syracuse, NY 13244-2340
VICKERY@SUED.SYR.EDU  telephone:  315-443-3343   fax:  315-443-5732
From: JCLIND00@UKCC.UKY.EDU (Jane Clark Lindle)
Newsgroups: bit.listserv.edpolyan
Subject: RE: Hats
Date: 15 Dec 92 13:53:03 GMT
              <EDPOLYAN@ASUACAD.BITNET>
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              14 Dec 1992 17:36:25 EST from <k089784@HOBBES.KZOO.EDU>

The hat debate is interesting because it is a symbolic debate whether
the issue is life threatening in the case of gangs or a more
ego-threatening activity in the case of adult-youth conflicts --- in
either case the hat is not the issue, it's the implications of wearing
the hat.

All of this is preface to the following which appeared in the Lexington
Courier-Journal on Sunday.  It seems a youth in California was able to
have the hat wearing ban lifted at his school during the holiday season.
His method was ingenious. He wore a red hat trimmed in fur and had
students sign a petition to lift the ban because they weren't afraid of
Santa and his gang!.....The POWER of symbols in illuminating the issues
of POWER!!!!!

Jane Clark Lindle, University of Kentucky, JCLIND00@UKCC.UKY.EDU
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Date:         Sat, 12 Dec 1992 12:02:31 -0800
              <EDPOLYAN@ASUACAD.BITNET>
From:         Linda Slovick <slovick@APPLE.COM>
Subject: Re: Hats contextualized and deconstructed

Perhaps this is simplistic, but why not use the situations where
hats symbolize group/gang membership to shift the rivalry from a
physical one (harrassment/fights/shootings) to an academic one
(which group is "smarter"?).  Banning hats is unlikly to diminish
clan-like behavior, so why not use the clan-like behavior to help
shape a more positive definition of group/gang membership?

Linda Slovick
slovick@apple.com
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