HDTenEightyP/NetNews huggingface dataset:
From: phil@lotatg.lotus.com (Phil Ritari)
Subject: Re: Innovative school programs
Organization: Lotus Development Corp.
Date: Wed, 11 Nov 92 18:28:12 GMT

In article <1992Nov9.131305.1@cbrown.claremont.edu> dhosek@cbrown.claremont.edu  
writes:
> In article <1992Nov7.024635.1@hmcvax.claremont.edu>,  
dhosek@hmcvax.claremont.edu writes:
> > About a month or so ago I heard a report about a school district
> > somewhere in NYC (Brooklyn?) which had instituted a school choice
> > within their district. One of the innovative ideas was having
> > multiple "schools" in a building, each with its own specialty.
> > Does anyone know where I can get more information about this
> > program? While I'm at it, how about pointers to other innovative
> > programs for revitalizing education in a district.

The public schools of Cambridge, Mass, have a wide variety of programs in their  
elementary schools, ranging from open classrooms to traditional ones. Some of  
these are within the same school building. There is a complicated process for  
having your child attend the program of your choice. It is credited with making  
the Cambridge school system one of the better urban school systems in  
Massachusetts.
Newsgroups: misc.education
From: klier@iscsvax.uni.edu
Newsgroups: misc.education,sci.astro,sci.bio,sci.chem,sci.math,sci.physics
Subject: Re: What can we have for an educational system?
Date: 12 Nov 92 12:55:39 -0600
Organization: University of Northern Iowa

swann@divsun.unige.ch (SWANN Philip) writes:
...
> lack of respect must certainly derive in part from a subconscious guilt
> on the part of parents who are too weak-willed or lazy or busy to prepare
> their children properly for school: it's easier to bad-mouth the teacher
> than to turn the television off. It's compounded of course by the absurd
> mythology that Hollywood has created around other professions...
  
  When I taught high school mumble mumble years ago, the SINGLE biggest
  predictor of academic success that I could find was a parent or
  parents who valued learning, and insisted that the *real job* of a
  student was to learn.  Other activities, including paying jobs,
  were secondary to learning.    I remember babysitting in highschool
  and being appalled at the lack of books and magazines in most homes...
  If children don't see their parents read, they're not likely to 
  value reading, either.

  Now that I teach at college level, the single best predictor of
  academic success I can find is that the student is paying for part
  of his/her education, and was out of school long enough to appreciate
  a chance to be back in a formal learning situation.

> I read the other day that the president of Yale has quit his job to
> go into business with a guy who specializes in cable tv for kids (i.e
> makes millions splicing cartoons with ads for junk food). This pair
> of reformers plan to open a chain of private schools based on high tech
> mutimedia delivery of instructional modules (doubtless sponsored by
> junk food companies). I guess the teachers will change the tapes,
> sweep the floor and perform other menial tasks. 

  In contrast to that, a biochemist at the University of Iowa has just
  announced that he has given $2 million seed money to an educational
  project aimed at teaching parents and day care providers how to be
  their children's first teacher.  One of the aims of this will be
  to fund "Mary homes" (named for his daughter's daycare provider),
  where no more than 6 children will be cared for, the daycare person
  will have time to work with the kids, and will also have a guaranteed
  decent income.  No high tech, no instructional modules, just people
  who care about kids trying to give them a good start, and having the
  time to do it.  

  Personally, I think the Mary homes and parent-as-first-teacher have
  MUCH more potential than all the high-tech canned programs in the
  known universe.

  Kay Klier  Biology Dept  UNI 
Newsgroups: misc.education
From: jjk@cs.brown.edu (John J. Krupka)
Subject: Educational Software for PC's
Organization: Brown University Department of Computer Science
Distribution: ne
Date: Mon, 9 Nov 1992 18:41:25 GMT

I'm interested in educational software for a PC
for pre-school - grade 3. Any recomendations would
be apreciated. Are there any news groups which
cover this area? In particular early reading skills
possibly including voice/sound.

thanks
From: andy@ccwf.cc.utexas.edu (Andrew Hackard)
Newsgroups: misc.education
Subject: Channel One (was Re: Tell me about Chapter One funding)
Date: 13 Nov 92 04:38:58 GMT
Organization: The University of Texas at Austin, Austin TX

dhosek@cbrown.claremont.edu writes:
>One of the points in Clinton and Gore's _Putting People First_ is
>"Make educational opportunity a reality by increasing Chapter One
>funding for schools in disadvantaged neighborhoods..."
>
>Can anybody elaborate on what Chapter One funding covers?

I'm not responding to this article.  I'm going off on a tangent.  Fair
warning.

I've heard quite a bit of invective hurled at Channel One, and I can't
really understand why.  I'm observing a junior high school class this
fall, and every morning C1 (fer short) turns on and delivers ca. 15
minutes of news and commercials.  By and large, I've been fairly impressed
with the quality of the reporting -- which is to say, it's no worse than
network news: hardly high praise, but it's not access cable.  The ads
don't bother me, and as far as I can tell, the kids ignore them.

Furthermore, the teachers I've spoken to seem to like the system; they 
have video equipment available if they wish to use it, and it often 
gives them ideas for further lessons (or at least "hooks" into the
lessons).

So, those of you who don't like the system, what problems do you have
with it?  The obvious one I see is the loss of 15 minutes of instructional
time, but what others can y'all come up with?

Thanks for your input.

--
--Andrew Hackard                                 If I spoke for UT, this post
  andy@ccwf.cc.utexas.edu                        would make even less sense.
Newsgroups: misc.education
From: jwagner@magnus.acs.ohio-state.edu (Judith O Wagner)
Subject: Re: Tell me about Chapter One funding
Organization: The Ohio State University
Date: Tue, 10 Nov 1992 12:36:00 GMT

In article <1992Nov9.131850.1@cbrown.claremont.edu> dhosek@cbrown.claremont.edu
 writes:
>One of the points in Clinton and Gore's _Putting People First_ is
>"Make educational opportunity a reality by increasing Chapter One
>funding for schools in disadvantaged neighborhoods..."
>
>Can anybody elaborate on what Chapter One funding covers?
>
>-dh


Although I'm not sure what Chapter One is all about, I can tell
you where to find out!  There is an adjunct ERIC Clearinghouse on
Chapter 1 and the address is:
Chapter 1 Technical Assistance Center
PRC Inc.
2601 Fortune Circle East
One Park Fletcher Building
Suite 300-A
Indianapolis IN  46241
800/456-2380
317/244-8160

Judy Wagner
ERIC/Adult, Career, & Voc Ed
jwagner@magnus.acs.ohio-state.edu
Newsgroups: misc.education
From: clin@eng.umd.edu (Charles C. Lin)
Subject: test
Date: Fri, 13 Nov 92 20:57:32 GMT
Organization: College of Engineering, Maryversity von Uniland, College Park
Originator: clin@gain.eng.umd.edu


   My news server is buggy so I am just testing.
Newsgroups: misc.education
From: pgolden@nhgs.vak12ed.edu (Patrick S. Golden)
Subject: Free Middle/High School Broadcasts
Organization: Virginia's Public Education Network (Hampton)
Date: Fri, 13 Nov 92 15:55:04 GMT

REACHING FOR THE STARS

A free, nationwide distance-learning program designed to  
encourage young minority and female middle and high-school  
students to pursue careers in science and engineering

2:00 p.m. - 2:30 p.m. (ET)

December 16, 1992
February 10, 1993
March 17, 1993
April 7, 1993
May 12, 1993

Program Description:            	
Each of the 30-minute programs in the five-part interactive series  
will profile a different recipient of a Virginia Space Grant 
scholarship or  fellowship.  These  young minority and female 
researchers will describe what  motivated them to  pursue careers 
in the sciences and engineering, what their lives are  like at the  
college or university where they study, and what their career  
aspirations are.   Each researcher will also teach a basic science 
lesson and briefly  discuss the  relationship of that science lesson to 
their university research  project.  Viewers  will have the 
opportunity to ask questions of the young researchers  via 
telephone  during an interactive segment of the program.  Pre- and 
post- broadcast material  will be mailed to those registering for the 
series. 

Target Audience:  Middle school and high school students and  
other interested viewers

Program Objectives:

The series is designed to provide viewers with:

- An awareness of the career possibilities and rewards that exist for  
students --   particularly minorities and women -- in engineering 
and the  sciences.

- A knowledge of the scholastic paths students must travel to  
become engineers  and scientists.

- An understanding of the nature of five young minority and  
female researchers'  college experiences and what viewers will 
encounter if they attend  college and  major in the sciences.

- Knowledge of five basic science lessons and how those lessons are  
related to  more sophisticated research.

Reaching for the Stars is a cooperative educational project of the  
Virginia Space  Grant Consortium, Old Dominion University and 
the National  Aeronautics  and Space Administration.

For Registration Information:	
Old Dominion University's Academic Television Services at  (800)  
548-4807

VIRGINIA SPACE GRANT CONSORTIUM
2713-D Magruder Blvd.
Hampton, VA  23666
(804) 865-0726
E-mail: pgolden@nhgs.vak12ed.edu
-- 
|-------------------------------|
|++Patrick Golden++             | 
|Virginia Space Grant Consortium|
|pgolden@nhgs.vak12ed.edu       | 
Newsgroups: misc.education
From: jones@ils.nwu.edu
Subject: New Ph.D. Program
Organization: institute for the learning sciences
Date: Mon, 9 Nov 1992 20:17:53 GMT

T h e   L  E  A  R  N  I  N  G    S  C  I  E  N  C  E  S    P h. D.   P r o g r
a m


Preparing individuals for productive work and a   high quality of life in
today's society is a complex  challenge for schools and corporations. To meet
this challenge, Northwestern University has established a unique Ph.D. program
in the Learning Sciences. Its purpose is to advance the research and
development of innovative educational structures and technologies.

Research in the Learning Sciences is aimed at creating environments that offer
all students a rich variety of opportunities for learning to think effectively,
both within and outside of formal learning settings. Graduate student and
faculty research efforts are supported by a multimedia, networked computing 
infrastructure and an unusual commitment to developing technologies that
function effectively within their intended settings. 

The Learning Sciences is a synthesis of computational and social science
disciplines including artificial intelligence, cognitive and developmental
psychology, educational research, linguistics, computer science, anthropology
and fields that develop strategies for teaching complex subject matter. 

Through research, field work and apprenticeships, the Ph.D. program will
prepare its graduates to assume leadership roles in advancing the scientific
understanding and systematic practices of learning and teaching.

Students are eligible for competitively-awarded multi-year funding. To qualify
for financial aid, candidates should apply by January 15, 1993. Applications
received after that date may be  considered. Individuals with relevant teaching
experience or a strong academic  background in a field related to the Learning
Sciences are encouraged to apply. For  application materials or for further
information, contact:

Professor Roy Pea
Ph.D. Program Chair 
The Learning Sciences 
Northwestern University
1890 Maple Avenue
Evanston, IL  60201
phone: 708-491-8152
fax:    708-491-5258
email: jones@ils.nwu.edu
From: kmushal@eis.calstate.edu (KAYE MUSHALIK)
Newsgroups: misc.education
Subject: Re: Teaching for the Army?
Date: 11 Nov 92 04:05:17 GMT
Article-I.D.: eis.BxJA0u.Fpo
Organization: Calif State Univ/Electronic Information Services

uelaczin@uxa.ecn.bgu.edu (Eva Laczina) writes:
> 
> I was wondering whether or not someone knew of this one teaching program
> which is in conjunction with the services.  I know it's a government
> supported program that would allow certified teachers to teach the
> children whose parent(s) is/are in the service.  This I think would
> be an opportunity for those of us who are interested in travelling
> as well.  Does anyone know of this program, or is this just some
> tale......
> 
> Any information would be helpful.
> 
> Thanx!
> 
> Eva Laczina
> 
> e-mail:  uelaczin@uxa.ecn.bgu.edu
> 
Eva-
   I think the program you want may be the DOD (Department of Defense) 
Overseas Schools Program. I believe they are located in Alexandria, Virginia.
I'm sorry but I don't have an address. Perhaps someone out there has it - or,
you could check phone book at public/college library.
   I spent three years in the program in the late sixties and really enjoyed
it. I spent two years in Okinawa and one year in Germany. That really opened
my eyes to the world.
   
Kaye Mushalik, Hillsdale Year-Round Elem., San Jose, CA
Newsgroups: misc.education
From: swann@divsun.unige.ch (SWANN Philip)
Subject: Re: What can we have for an educational system?
Organization: University of Geneva, Switzerland
Date: Thu, 12 Nov 1992 16:21:37 GMT

I have lived and/or worked in various countries and the almost universal
lack of respect for the teaching profession continues to astonish
me - especially when it is contrasted with the fawning subservience
displayed to other "professionals" such as lawyers and doctors. This
lack of respect must certainly derive in part from a subconscious guilt
on the part of parents who are too weak-willed or lazy or busy to prepare
their children properly for school: it's easier to bad-mouth the teacher
than to turn the television off. It's compounded of course by the absurd
mythology that Hollywood has created around other professions...

I read the other day that the president of Yale has quit his job to
go into business with a guy who specializes in cable tv for kids (i.e
makes millions splicing cartoons with ads for junk food). This pair
of reformers plan to open a chain of private schools based on high tech
mutimedia delivery of instructional modules (doubtless sponsored by
junk food companies). I guess the teachers will change the tapes,
sweep the floor and perform other menial tasks. Just think, if they
get the formula right they'll make so much money from sponsors that
they'll be able to pay the parents to send their children...
Newsgroups: misc.education,dc.general,soc.college
From: sorsha@wam.umd.edu (Laurie Beth Brunner)
Subject: Re: LIFESPRING  (Was Re: Call For Information -- Active Cults)
Reply-To: sorsha@wam.umd.edu (Laurie Beth Brunner)
Organization: University of Maryland, College Park
Date: Sun, 8 Nov 1992 07:55:00 GMT


I also went through the Lifespring training, and I managed to get
suckered into the second program, basically because someone paid
for me.  A friend of my mom told me about it at my mom's suggestion,
though my mom didn't know much about it at the time.  I had very 
recently experienced an extremely traumatic breakup with a psycho-ex,
so I was pretty vulnerable.  

The first program was okay.  I think it helped me deal with some
issues that troubled me because I had so many unresolved feelings
after I left my ex.  I screamed and cried a lot, and that was good
for me then.  I also saw a lot of people who were total recluses going
in, and they seemed transformed by the end.  They had opened up to
other people, and I think that they experienced some good.

The kicker is that they "interview" you at the end, which really means
that they harass you into signing up for the second program.  That
was an, um, interesting experience.  It breaks you down and builds
you back up again, like boot camp.  It's cathartic in a way, if you
have emotions to let out.  At the end of the 2nd program, they do
their best to get you into the third program.  At this point I began
to feel alienated from the whole thing.  I remember that everyone
went around saying whether they were going to keep going, and that I
and the others who chose not to were met with significantly less
approval from the group.  I felt that a number of them had become
rather fanatical about it, and that still bothers me.

I don't feel much different now, 2 years later, than I did then.  The
one big difference it made in my life was to convince me that I needed
to tell a certain someone that I loved him as soon as possible.  We're
engaged now. :)  Other than that, I would not choose to associate
myself with Lifespring again, nor would I encourage anyone else to
do so.  It is considered a cult by the Cult Awareness Network, and
the big leaders are pretty scary.  Werner Ehrhardt, I believe, was
the guy who did the est programs, which I understand were scarier
than Lifespring.  If you read up on him, I can virtually guarantee
that you will not like what you read.

Be wary of Lifespring.  Don't believe their hype.


The Giver Goddess
-- 
~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*
Send burnt offerings to....."If love is a grenade,.........Ahead groove......
..sorsha@wam.umd.edu......I'll pull the pin." B-52's....factor five! -Holly..
~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*
Newsgroups: misc.education
From: dhosek@hmcvax.claremont.edu
Subject: Gifted students in public education: what can be done?
Organization: Quixote Digital Typography
Date: 7 Nov 92 12:33:25 PST

Well, one of the hot topics here seems to be education of
"gifted" students (not terribly fond of the term myself having
lived with the label for most of my educational career). Laura
Walsh's story about founding the private school inspires me to
ask, what can be done about how talented students are taught
within the public school system (I'm asking this question as a
prospective candidate for the local school board, so an answer of
"use private schools" is not acceptable. Not to mention that the
public-private choice programs proposed in California would not
come close to paying for a private education in the area.) Don't
worry about practicality, costs, etc. If it's a good idea and
worth doing a way to do it can be found with a great deal of hard
work.

-dh
Newsgroups: misc.education
From: solman@athena.mit.edu (Jason W Solinsky)
Subject: Re: Re: EDUCATION, MONEY, AND THE FACTS OF LIFE
Organization: Massachusetts Institute of Technology
Date: Fri, 13 Nov 1992 18:22:11 GMT

In article <17111@mindlink.bc.ca>, Crawford_Kilian@mindlink.bc.ca (Crawford Kilian) writes:

|> As for offering "the classic bureaucratic response" by pointing out the need
|> for specialized training and a support system to run it, the schools are in
|> fact simply dealing with market demand. Parents with political clout want 39
|> flavors? By God, they'll get 39 flavors! And let the Don Pettengills argue
|> that vanilla is good enough, when the voters say otherwise. The Pettengill
|> kids are OK--they don't need speech therapists, learning assistants, personal
|> attendants, or new books in the library.

This is completely wrong. By the time all the state mandates have been taken care
of and parental control of the education has been diluted by the school board
which nearly always pursues a single line of action, parents are not able to
excercise this control.

And the proof is that in the vast majority of public schools in the United
States, parents are NOT able to make the choices that they want in their
children's education. Your 39 flavors are non-existant.

Jason W. Solinsky
From: luden@lehigh.edu (Dean E. Nelson)
Newsgroups: misc.education
Subject: Re: I won
Summary: crazy idea
Date: 11 Nov 92 15:20:23 GMT
Distribution: na
Organization: Lehigh University Computing Center

In article <11NOV199203241953@cycvax.nscl.msu.edu> 
burtt@cycvax.nscl.msu.edu (BRIAN BURTT) writes:

>        If you have no qualifications in education, then what are your
>qualifications for being on a school board and making decisions about
>education?  (This isn't a flame, but rather a geuine question)

My first guess would be that since our children will spend 6 hours or so a 
day in school that we would like to have some control over what goes on 
there.  And far from wanting to tell teachers how to teach, we want to make 
sure that is all they do.

>        Why, except for basic job security of their less able members,
>are teachers' unions so opposed to teachers being judged on their
>performance?
>--Brian Burtt

I give up.  Again, my first guess is that they want to be thought of as 
professionals without the risk of having to demonstrate it.

Dean Nelson  den0@lehigh.edu
Newsgroups: misc.education,sci.astro,sci.bio,sci.chem,sci.math,sci.physics
From: degroff@saavik.IntelliCorp.COM (Les Degroff)
Subject: Re: What can we have for an educational system?
Date: 11 Nov 92 21:38:07 GMT
Organization: IntelliCorp Inc.

In article <ARA.92Nov11034458@camelot.ai.mit.edu>, ara@zurich.ai.mit.edu (Allan Adler) writes:
|> 
|> 
|> As I have pointed out on other occasions, if they would improve the
|> working conditions, they could have PhD's teaching in the public schools.
|> I don't mean improve them a little. I mean offer working conditions that
|> would make a PhD happy and the glut of unemployed and underemployed
|> PhD's will beat down the doors of the schools trying to get in.
|> 
|> The working conditions say most eloquently how little the public cares
|> about education.
|> 
|> Allan Adler
|> ara@altdorf.ai.mit.edu

I am not so sure Phd's is what we want teaching, esp in lower grades.. on the 
other hand, maybe we should consider a direct tie between senior elected and
appointed officials and teachers salaries... say (outragious) they can only be
150% of the average teachers pay. (rather than double and up)
Xref: sparky misc.education:4288 sci.astro:11972 sci.bio:4125 sci.chem:4567 sci.math:14925 sci.physics:18831