🚀 go-pugleaf

In article <00728017449@elgamy.jpunix.com> elg@elgamy.jpunix.com (Eric Lee Green) writes:
>From article <1993Jan23.174258.12271@athena.mit.edu>, by solman@athena.mit.edu (Jason W Solinsky):
>> In article <00727506934@elgamy.jpunix.com>, elg@elgamy.jpunix.com (Eric Lee Green) writes:
>> |> Actually, teachers tend to teach to the level of the MOST capable child in
>> |> the class. There's plenty of research confirming this, and looking at my

>> I would like a reference on this research. What you have posted above is
>> entirely false with only a relatively small number of exceptions. >90% of a
>> teacher's time is wasted for the smarter students.

			....................

>The point being that it is *NOT* necessary to short-change the swifter
>students in order to meet the needs of the slower students. It's just
>easier that way, because it makes the classroom look more like what laymen
>think of as a classroom. Some times, alas, my classroom looks more like a
>three-ring circus...

The bright students are being thoroughly short-changed.  If we had an
educational system which used a remotely intelligent organization of 
the material to prevent spinning wheels, we could teach all of the
present material now in K-12 to those able to get a sound high school
diplomat before the 8th grade, and proceed accordingly.  Those who have
the ability should be encouraged to do "advanced" work, and not to have
to repeat it when they catch up to that grade.

Even the "normals" are being short-changed.  Different children should
even progress at different speeds in different subjects, and if we 
abandoned the present spiral method of time-wasting and introducing
confusion, much could be accomplished. 
-- 
Herman Rubin, Dept. of Statistics, Purdue Univ., West Lafayette IN47907-1399
Phone: (317)494-6054
hrubin@snap.stat.purdue.edu (Internet, bitnet)  
{purdue,pur-ee}!snap.stat!hrubin(UUCP)