In article <[EMAIL PROTECTED]>, Art Kendall <[EMAIL PROTECTED]> wrote: >part 1 >I would suggest once again that we inform our opinions with some direct >observation of typical school situations today. They are not the same >as they were when I went to grammar school. They are not the same as >they were were in the mid-70's when I studied person-environment >interaction in elementary schools. Even the age groupings are different.
>Even if you just review the teachers handbook and textbook series for >reading and math you should see that the programs are frequently broken >into a series of small booklets that children go through as individuals >or in small groups. The classrooms are nowhere near as lockstep as they >used to be. And what happens when a child "completes" a six-week section in one week or less? Or the entire year's badly taught stuff in a month or so? Extra problems and enrichment are worse than useless; a good student generally only needs to do 1/3 or less of the problems a poor student needs, and in mathematics, even this may be too much. What would the school do if the child knew all of elementary school mathematics in first grade? Or if the first grader could read adult material? -- This address is for information only. I do not claim that these views are those of the Statistics Department or of Purdue University. Herman Rubin, Department of Statistics, Purdue University [EMAIL PROTECTED] Phone: (765)494-6054 FAX: (765)494-0558 . . ================================================================= Instructions for joining and leaving this list, remarks about the problem of INAPPROPRIATE MESSAGES, and archives are available at: . http://jse.stat.ncsu.edu/ . =================================================================
