This will be the site to submit assignments for the Writing and Research Cohort Project.

-- Anonymous, December 28, 1998

Answers

How Poems Happen by Barbara Kingsolver, August 1998, pg. 36

The author wrote this article in response to the removal of poetry as a requirement in Arizonas schools. The author argues that poetry is something that just happens to us and not something we plan to write. I agree that poetry is a natural event. It helps us to express emotion and reflect moods. It is a form of creative expression that should not be left out of our schools.

Throughout my elementary years and high school years, I enjoyed reading and writing poetry as a part of class and on my own as another form of expression. Sometimes, writing poetry for a class assignment caused me to struggle, but I loved playing around with the words in the English Language and trying to be creative. I suspect that this was and is not a natural experience for everyone, but that doesnt mean it should be excluded as a form of written expression.

Poetry has long been a useful tool in teaching the written word. It motivates students to learn language patterns. We have used it in simple forms like Mother Goose with our preschool children. Many songs began as poetry. I use it regularly in my third grade classroom. We listen to poetry for the joy of it. My students love to laugh at Shel Silversteins The Upside of Down. We spend time discussing feelings and ideas and drawing pictures that poetry brings to mind. Some of us will have poems happen to us and for others, poetry will remain a mystery. However, for the young people we teach, we need to let them know about t

-- Anonymous, February 14, 1999

FIRST DRAFT THIRD UTNE READER RESPONSE

"My Poems Are My Children" by Rachel Wetzsteon

In this article, the author writes about her decision to not have children and attempts to understand her reasons and at times it seems to justify her choice to remain single and childless.

I found the article refreshing in that here is a woman who for obviously selfish reasons, has decided against having children. If only more women and men could come to the same decisions, the world would be a healthier place for the children who are wanted and welcomed. In my work, I am confronted daily with the realities of irresponsible people making impulsive choices and then dealing irresponsibly with the consequences and outcomes of their choices. Too often the outcome is an unwanted, unwelcomed child. This child faces disadvantages and barriers most of us can not even envision.

Partnerships and parenting involve sacrifices and the author clearly is not willing to sacrifice any part of her life for another human being, be it a child or partner. She is keenly aware of her losses as a result of her choices and yet is content in the wisdom that at least for her, the choice is correct.

Some might see the author as selfish and self-centered. I however admire her ability to make a decision that is unpopular and against the grain of human nature. Imagine her life and the lives of those in her house if she were not true to herself in her life's path. I do find it sad however that at 29 she is so certain of her life's path. I on the other hand, find joy in the uncertainty of my life's journey and having at one time made the same choice as the author about children, I must admit, I am forever grateful that I kept my options open.

-- Anonymous, February 15, 1999

Rough draft of third Utne article - Debra Berntson

The third Utne article I read was 3Snacks for Brainiacs2 by Elizabeth Somer printed in the November-December 1998 issue, pages 98-99. This article contains information found in her book, Age Proof Your Body: Your Complete Guide to Lifelong Vitality.

I agree with the author and the importance she places on nutrition. Although the information conveyed through this article brings a note of familiarity, I have to admit my eating habits have not changed significantly since the last time I read an article similar to this. The author provides the reasons supporting the correlation between nutrition and the quality of our brain functions. She suggests eating certain foods containing the nutrients we need to function mentally at our highest level.

In discussing the issues contained in this article with others, we agree that we disregard this knowledge when our minds need it the most. As life becomes more rushed and stressed, we tend to eliminate what we feel is not necessary. Exercise is cut back and meals are whatever we can create or buy more efficiently. There are phases in my life in which the advised health habits are easier to follow. I cringe when I think my sixteen-year-old son would never touch most of the foods listed. He is not alone in the world of students and their questionable eating habits. We have the breakfast program in the schools as a result of this same issue. In order to function at our highest level, we need to supply our brain with the nutrition it needs.

The author9s suggestions are not difficult, the foods are not exotic, but the self-discipline required proves to be a challenge.

-- Anonymous, February 21, 1999

Dear Kate & Karin: I submitted our position paper on "Kate & Karin" site; however, I'm also submitting it here. Please know that we do actually use paragraphs! When we paste to the Web site, they disappear, much to my dismay!! Sue Hendrickson Barb Olson Christine Osthus Tim White

Position Paper

Our research project proposal deals with the mathematics that should be acquired by high school graduates who intend to go into the workforce or to technical school immediately after graduation. Because much of the information in the study, "What Employers and Educators Really Test," is related to our intended research, we chose it as the topic for our position paper. The study itself was commissioned by SciMath,Mn (Raising Science and Mathematics Education to the Power of Minnesota), an organization that, among other activities, has aided in collecting and disseminating information for the Third International Math and Science Study (TIMSS). In her study, "What Employers and Educators Test: The Mathematics that Really Counts," Lynn Steen outlines some seemingly opposing views across society regarding what mathematic skills or knowledge that our students need to acquire by high school graduation. The community of mathematics educators believes students should reach higher levels of understanding: "college faculty, especially, mathematicians, consistently emphasize that understanding as well as skill is essential in order to cope with the demands of higher education..."(3). On the other hand, the general public believes students need only to master skills at the eighth or ninth grade level. This opposition poses a controversy that needs to be addressed. A consensus should be reached as to what mathematical abilities and degree of competence our students must obtain by the time they leave high school. The conflict hinges on whose persepective we are looking at. The answer, it seems, lies in determining what are the necessary skills, what is the appropriate educational program, and how are we assessing/evaluating the success of the process. Steen claims that because mathematics is required for ten or eleven years in school while employers consider mathematical competence to mean skill in procedures learned at only the eighth or ninth grade level, inconsistent messages are conveyed to students and parents. She refers to various published standards and employment tests to demonstrate how employers stress the mastery of mathematical skills. For example, the report, "What Work Requires of Schools," by the Secretary's Commission on Achieving Necessary Skills (SCANS) includes only basic arithmetic tasks in its Foundation Skills (2). Moreover, the math test in the ACT's WorkKeys Program "only requires multiple calculations with a calculator and substitution in simple area and volume formulas" (2). Steen then points out math educators' contrasting goal for schools which is competence in conceptual understanding, problem-solving, and logical reasoning. For example, the National Council of Teachers of Mathematics (NCTM) Standards (1989) recommends 11 years of study to achieve "mathematical power," or the acquisition of "methods of investigation and reasoning, means of communication, notions of context, and development of personal self-confidence" (3). "Skill" to NCTM is an auxilliary learning outcome; it is the primary priority for employers. Steen points out several other characteristics of employment tests, exit tests (from high school such as the GED), and college entrance tests that serve to reinforce the disparate views on math education. For one thing, the math questions are usually found in a section separate from other parts of the test; Steen thinks this strengthens the perception of math as existing apart from -- and thus perhaps ancillary to -- common life. Also, outcome tests, such as the Minnesota Basic Skills Test, contain primarily middle school math. Furthermore, she says that the math questions on employment tests are usually pitched at a level low enough to survive any legal challenges as to their relevance to the job. Of course, this reinforces the notion that 8th or 9th grade math is sufficient. However, the study points out that the kind of math really used on a job -- statistical charts and control, spreadsheet analysis, amoritization charts, etc. -- is rarely ever tested. Thus the paradox: what is important and used on the job is not or can not "be measured well, while that which is measured precisely is not really worth measuring" (17). After considering Steen's article, it is our belief that the employers are really asking for employees who have the mathematical power to do their jobs. NCTM clearly states that their mission is to provide students with not only the basic skills but also the knowledge base to utilize those skills in a variety of situations and at various levels. Thus, the gulf between the two entities is not so wide after all. In many ways their goals are one and the same: mathematically competent individuals who can apply basic skills in a variety of settings. It is in fact the invalid instruments of assessment that have fueled this controversy, do not test what is actually needed, and need to be realigned.

Steen, Lynn A. (1997) What employers and educators test: The mathematics that really counts. Northfield, MN: St. Olaf College.

-- Anonymous, March 18, 1999

Position Paper M.Ed. Cohort III

March 1999

Rick Lyle & Glenn Tracey

The Proposed Thesis Topics handout identifies our desired evaluation of the summer Alternative Learning Center in the middle level schools program (EXCEL), examining the impact it has on retaining student populations in their home schools, in addition to preparing them to meet the academic challenges of the upcoming school year. The opportunity to discuss the development of a program that reaches to the population of students most at risk is likely to seem an easy method of establishing a defensible position, as we feel most educators support programs aimed at making students better able to learn. The controversy that arises is necessarily monetary, pitting the needs of the few against those of the many!

In the Duluth Public Schools Resolution of Purpose the ideal to prepare all students for successful lives in the twenty-first century workplace, home, and community is identified as the initial goal of our district, which is followed by beliefs and expectations that would hopefully guide us to a realization of these outcomes. The recurring use of the words standards, or standardized assessment, found in this document seem not surprising, as our state has emphasized that we need to raise standards for graduation which are designed to increase the basic skills of all students, with specific reference by Duluth to realize a significant increase in the percentage of eighth grade students who pass the Minnesota grad rule test on the first attempt. This is only one expectation which readily supports the need to promote achievement in students at risk through early intervention and a concerted effort to build assets in youth as per research.

In "Think Win-Win" from Stephen Coveys Principle Centered Leadership, we are offered one of seven habits toward Total Quality management which "requires an abundance mentality, an attitude that says There is enough for all." The principle of seeking mutual benefit is a respected quality that we hope is shared by educators, community members, and legislators. Sorry, we almost forgot the administrators, but surely, they too would like to be able to say that there is enough for all! Unfortunately there are many other "habits" and "points" which we need to understand in order to provide "Total Quality Leadership," just as there are numerous attitudes and practices we need to evaluate in promoting meaningful use of our limited resources.

Daily reminders of the need to be proactive in accessing resources which may be already targeted to quixotic educational legislation provide one, of many reasons we need to seek better methods of identifying practices which result in the most mutual benefits. The facts related to the funding of education require program accountability to students, parents, and community members, who pay the bill and rightfully expect that professional methods will be used to determine the allocation of funds. That is a role we as educators must be able to develop in regaining leadership as professionals in our chosen field, because all to often we react to the latest politically motivated actions dictated by legislators who dont have the time to research and fully understand the implications of their directives.

In coming years the need to be addressing at risk populations more effectively could very well mean providing a method of identifying potential problem students at the middle level (5-8) grades. By properly developing programs like EXCEL we attempt to meet needs early, in order to give a better chance of success, in contrast to the alternative school setting which often adds to feelings of inadequacy. The cost effectiveness of programs based at the home schools is probably the best reason to continue studying their success at maintaining student populations resulting in more funds being available for all.

-- Anonymous, March 24, 1999