--------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCU00020 Date: 08/18/96 From: DAVE MAINWARING Time: 07:34am \/To: RON MCDERMOTT (Read 2 times) Subj: RE: ILLEGAL IMMIGRANTS RM> HUH?!?? This must set some kind of record for being RM> incomprehensible... Do YOU know what you're trying to say? I logged back on the echo and hoped that he had tired and gone away :-) RM> Do YOU know what you're trying to say RM> Atlanta in Paris with deported parents... What goes through RM> your mind when you're writing? Ron you had to ask? :-) --- Maximus/2 2.01wb * Origin: Bionic Dog Society, Newton, MA 617/964-8069 (1:101/138) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCU00021 Date: 08/24/96 From: BOB MOYLAN Time: 01:18pm \/To: ALL (Read 3 times) Subj: For your info... ======================================================================== Forwarded here by Bob Moylan (1:275/429.5) ======================================================================== Area: THEIST_WATCH Date: 21 Aug 96 15:50:17 Public From: Charles Sumner To: All Subject: [chstate] Victory In Wisconsin ======================================================================== * Copy of message posted via NETMAIL * Date: 20 Aug 96 22:49:00 * From: sumner@rochgte.fidonet.org * To: Christopher Baker @ 1:374/14 * Forwarded by: Christopher Baker @ 1:374/14 * Message text was not edited! @INTL 1:374/14 1:374/103 @MSGID: rochgte.fidonet.org 57ba09ef @RFC-Message-Id: <840638116.AA03043@rochgte.fidonet.org> @RFC-Sender: owner-chstate@rochgte.fidonet.org @RFC-Precedence: bulk @RFC-Disclaimer: Opinions are those of the author, not necessarily of Ecunet * Carbons Sent to: rochchstate@lists.csn.net at 1:2613/333.0 Received: from pcusa01.ecunet.org (pcusa01.ecunet.org [206.115.64.2]) by bbs. mpcs.com (8.7.5/8.7.3/MPCS) with SMTP id HAA25328 for ; Wed, 21 Aug 1996 07:56:31 -0400 Received: from valhalla.ee.rochester.edu by pcusa01.ecunet.org id aa25105; 21 Aug 96 7:35 EDT Received: from rochgte.UUCP by valhalla.ee.rochester.edu with UUCP (4.1/2.13ee) id AA00880; Wed, 21 Aug 96 07:36:59 EDT Received: by rochgte.fidonet.org (Fred/1.9q) id AA03043; Wed, 21 Aug 1996 07:35:14 From: Charles Sumner Reply-To: sumner@rochgte.fidonet.org FOR IMMEDIATE RELEASE Contact: Joseph Conn August 19, 1996 Rob Boston VOUCHER AID TO RELIGIOUS SCHOOLS VIOLATES CONSTITUTIONAL SEPARATION OF CHURCH AND STATE, WISCONSIN JUDGE RULES DECISION IS 'TREMENDOUS VICTORY', SAYS AMERICANS UNITED Voucher aid to private religious schools violates the constitutional separation of church and state, a Wisconsin state court has held. In an Aug. 15 ruling, Dane County Circuit Judge Paul Higginbotham rejected a request to begin a voucher program approved by the legislature that would pay for tuition at religious schools. "This is a tremendous victory for church-state separation and public schools," said Barry Lynn, executive director of Americans United for Separation of Church and State. "This means Wisconsin taxpayers will not be forced to pay for religious instruction." Higginbotham, citing provisions of the Wisconsin state constitution, held that state money cannot be used to pay for religious instruction, even if the money is funneled to the schools through the conduit of parents. "The state cannot do indirectly what it can't do directly," the judge said. Higginbotham's action leaves in place an injunction barring the use of vouchers at religious schools. However, he allowed an expansion of the voucher program at private nonsectarian schools. Americans United and the state branch of the ACLU are challenging the religious school voucher program in state court. The plan is also being challenged by the Milwaukee Teachers' Education Association and other groups. While Judge Higginbotham's Aug. 15 ruling technically applies only to the temporary injunction, the broad sweep of his remarks from the bench suggests that he will strike down the religious school aid program when he issues a final ruling on the issue. A final decision by Higginbotham is expected ater this year. Americans United for Separation of Church and State 1816 Jefferson Place NW, Washington, DC 20036 americansunited@au.org ****************************************************** ... Keep church & state separate and free! --------------------------------------------------------------- To unsubscribe from this list, send just the word unsubscribe in the body of a note to chstate-request@ecunet.org --------------------------------------------------------------- @Via ifmail 1:374/103@fidonet, Wed Aug 21 1996 at 07:56 (2.8b) @Via 1:374/98@fidonet @19960821.095352 FrontDoor 2.12.SW -+- GenMsg [0002] (cbaker84@digital.net) + Origin: Rights On! for Privacy! It's a Right not a privilege! (1:374/14) --- PPoint 2.00 * Origin: What's The Point? Virginia Beach, VA USA (1:275/429.5) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCU00022 Date: 08/24/96 From: BOB MOYLAN Time: 02:07pm \/To: ALL (Read 3 times) Subj: For your info... ======================================================================== Forwarded here by Bob Moylan (1:275/429.5) From AANEWS #134 8/20/96 ======================================================================== ****** SCIENCE VIDEO IS YANKED BY COLORADO SCHOOL SUP'R In Colorado, a Jefferson County School Superintendent has removed a highly-praised video from the curriculum, after a student complained. "The Miracle of Life" was pulled by Superintendent Wayne Carle, following the objection by a student who insisted that a section of the video presented evolution as a fact -- something which, he insists, contradicts his religious beliefs. The American Civil Liberties Union is on the case, and in a letter to the Jefferson County School Board said that the rationale for yanking "The Miracle of Life" was "deeply troubling." ACLU Legal Director Mark Silverstein asked: "Will the school board insist that all discussion of gravity include the point that it is a theory and not a fact? Will the school board ensure that teachers refrain from suggesting that the theory of electricity is a fact?" *********** --- PPoint 2.00 * Origin: What's The Point? Virginia Beach, VA USA (1:275/429.5) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCV00000 Date: 08/24/96 From: SHEILA KING Time: 06:23pm \/To: DALE HILL (Read 3 times) Subj: K12Net -> Are any of you out there K12Net Sysops? or do you have K12Net in your -> classrooms/schools via a local BBS setup (vice internet -> connectivity)? I'm looking into bringing the K12Net echos to North -> Dakota thru my BBS and would be interested in your experiences with -> this education focused network. -> Thanks, -> -> Dale Hi Dale, My husband and I have been K12Net Sysops since the network began in Sept. 1990. Leona Payne and her husband are also K12Net Sysops, and there may be others who participate here who also belong to K12Net. I would be happy to refer you to sources for a feed for K12Net. IMO it is a very worthwhile idea. Unfortunately, it is suffering from some distribution problems at this time which result in very low traffic volume. However, I know of a few of the K12Net council members who are working on resolving this issue, and expect to see some good results within the next few months. I am happy to correspond with you on this in more detail via netmail or e-mail. Sheila King Moderator, EDUCATOR 1:218/804 cking@cyberg8t.com --- PCBoard (R) v15.22/M 10 * Origin: Castle of the Four Winds...subjective reality? (1:218/804) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCV00001 Date: 08/24/96 From: PAUL SAYAN Time: 09:40am \/To: RON MCDERMOTT (Read 2 times) Subj: Exit Exams RM> ->In the wake of the low student pass rate, committee members RM> -> re-grouped and decided to phase in the test standards. For RM> -> example, the passing score will be lowered the first year by five RM> -> points on the math and reading sections. The passing scores will RM> -> raised one point each year, beginning in 1997-1998, until the RM> -> 2001-2002 school year, notes the paper. One has to remember that test are not the entire process. Yet, the public seems to think so. If they(public) are serious about raising standards - and I question that - then there needs to be a look at the entire process. Set the goal, research the problem, use a proven methololgy, fund the methology, decide how to evaluate the outcome. The process of simply raising standards is like saying that I am going to get my boat out of the water simply by raisig the stern three feet. And some wonder why they are not taken seriously. Keep your stick on the Ice, Paul --- TriDog 6.1 * Origin: Resurrection Bay BBS Seward, Alaska 907-224-8919 (1:3550/602) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCV00002 Date: 08/24/96 From: PAUL SAYAN Time: 09:47am \/To: RON MCDERMOTT (Read 2 times) Subj: Vouchers RM> -> George Mitchell, a Milwaukee education consultant, commented RM> -> that the study is "significant given that for the last five years RM> -> that we have heard is that the program has had no impact." RM> -> He added that "this is going to redefine the debate." RM> RM> But does this mean: RM> RM> A) The teaching is better RM> RM> B) Private schools are better RM> RM> C) The learning "atmosphere" is better in a private school RM> RM> RM> My guess is "C".... Now if we could just get the gutless RM> politicians and administrators to impose some discipline in RM> public schools, and perhaps write off problem students, RM> maybe we could improve things..... The results of my masters' project would give evidence to that theory. The needs to be a study of the public schools, or the schools had to take the behavior problem students and see how those grades did. If you average out the two scores and there is no significant difference then the schools should report that there is no difference. During my project, I raised scores by 2.2 points by simply removing students who saw the school pychologist, or who saw the intervention team. Keep your stick on the Ice, Paul --- TriDog 6.1 * Origin: Resurrection Bay BBS Seward, Alaska 907-224-8919 (1:3550/602) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCV00003 Date: 08/25/96 From: DAN TRIPLETT Time: 12:26am \/To: RUTH LEBLANC (Read 3 times) Subj: The Real Story 2 RUTH LEBLANC spoke of The Real Story 2 to DAN TRIPLETT on 08-22-96 RL>Hi Dan, RL>Well we seem to be on the same wave length here. BTW how did you get RL>into teaching kindergarten? You certainly seem to enjoy it. I don't RL>meet or speak to many male kindergarten teachers - I moved to Washington state from Minnesota when I got my teaching job. I was offered my choice of several grade levels from kindergarten to 5th -- I thought kindergarten might be an easier transition for me.....wrong! My first year was the hardest thing I had ever done....Im on my 8th year. I have my Master's degree in education and I sing nursery rhymes and teach finger painting for a living go figure. and one I did know RL> But in general (I mean if work sheets are a primary part of RL> >the classroom curriculum) they are not skill developing tools. RL> >Busy work yes, skill development -- no. At best they can RL> >facilitate the learning objectives of lesson. RL> RL>Agreed. RL> RL> But the draw a line from the letter to RL> the picture that matches is pointless. I'd be happy to elaborate RL> if someone wants to hear why I believe this. RL> RL>I basically agree with you but would love you to elaborate so I can RL>get a picture in my mind why I agree! ;) In order for children to match the picture with the first letter they would have to know the answer. In other words, the matching doesn't _teach_ the skill. If the children can do the matching, they have the skill. Some might argue that it is appropriate to do this type of activity because it reinforces the student's knowledge. Others argue that such matching is good "practice." For many children this type of activity is busy work and it's boring. They are many other ways to reinforce knowledge and practice skills that don't involve the ubiquitous work sheets. (besides, too many work sheets can lead to chronic worksheetitus! {g}) For example, if I want a "match the letter to the picture" I can find computer games that will do that. There are also games that come pre- made or ones teachers can make to match letters to pictures. Alphabet boards are one such idea. Children love to manipulate materials. Watch a child at play. They can sit for the longest periods fixing on the same activity. Sometimes they flit about the room until they find something to occupy their interest. But no matter, they are very interested in touching the "real" world and not the world of a one dimensional piece of paper. Learning must related to real-world experiences in order for children to have meaningful learning. RL>I like Mary Barrata-Lorton's workjob idea much better. Real objects RL>to sort into boxes or hoops with the required letter in mind. Then of RL>course you go over and discuss with the child why they put each RL>object there. Yes! Imagine conducting science experiments on work sheets! "Please draw a line from the magnets to the objects that are ......" Better to give the child a magnet, clips, nails, toothpicks, rock, paper, etc,,,,, and let them *Discover* the answer. **Save paper -- Save a tree** Dan CMPQwk 1.42 445p Absolutely nothing in the world is as friendly as a wet dog * ++++++ * _ /| ACK! \'o.O' / =(__)+ U --- GEcho 1.11+ * Origin: The South Bay Forum - Olympia, WA (360) 923-0866 (1:352/256) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCV00004 Date: 08/25/96 From: DAN TRIPLETT Time: 12:37am \/To: RUTH LEBLANC (Read 3 times) Subj: Math RUTH LEBLANC spoke of Math to DAN TRIPLETT on 08-22-96 RL>Hi Dan, RL>Regarding Mary Baratta-Lorton. RL>I'm starting a new thread here.... Math their way is to math as Whole Language is to Literacy IMHO :) RL> RL>I just recently took the Mathematics Their Way course after waiting RL>since 1988 to do it (My first year of Student Teaching where my Host RL>Teacher implemented parts of it - Thanks go to Donna Ransdale for RL>posting me the information about the location of the course, etc.) RL> RL>Have you ever taken this course, or are familiar with the book, etc? Yes...I took Math Their Way last summer. Am still making kits...I took the Box It And Bag It course. RL> RL>I thought the course was absolutely fantastic. Now my board has RL>taught with manipulatives for years so I didn't take it for the RL>reasons it was originally designed. I liked the philosophy behind it. RL>The idea of teaching and grounding in the concept of number and RL>operation before the children ever write down any symbols. I have RL>spent the rest of my summer making up activities for the program. (No RL>wonder I am so tired.) RL>More to come..... It's the only way to teach beginning math...even higher level math benefits from manipulatives. Unifix cubes are great for multiplication and division. Pattern blocks teach geometric concepts as well as part to hole and fractions. Now as for complex aquatic equations (that's math concepts having to do with water) manipulatives must float . Dan CMPQwk 1.42 445p ...................... Group Photo * ++++++ * _ /| ACK! \'o.O' / =(__)+ U --- GEcho 1.11+ * Origin: The South Bay Forum - Olympia, WA (360) 923-0866 (1:352/256)