🚀 go-pugleaf

In article <00717613712@elgamy.sccsi.com> elg@elgamy.sccsi.com (Eric Lee Green) writes:
[in response to Marco A. Duran's original query, omitted]

>A local school district went to year-round schooling one year, and promptly
>switched back the next year.

[Eric Lee Green's urban vs suburban notes, omitted]
>
>From a teacher's point of view there are problems with year-round
>schooling, too. The primary one is the loss of ability to study at a
>university full-time during a summer session. Most teachers with advanced
>degrees were teaching at the time that they got those degrees -- they went
>part-time to night courses during the school year and full-time during the
>summer. Personally, I don't feel that I'm knowledgable enough about certain
>topics in order to be a truly effective teacher -- I want that time to
>enhance my education.

This hadn't occured to me, and it is immediately obvious (now that its been
pointed out), that this will have an effect on the ages and professional
aspirations of the teachers at year-round. The language teachers won't be
summering in Mexico or France or ..., the arts teachers won't be summering
at workshops or institutes, and all of the teachers won't be either able
to augment their incomes with 2nd jobs or long sanity-saver holidays. My
guess is that year-round will, over time, have older, mature teachers, and
that summers-off will have child-bearing, still professionally developing
teachers. Anyone know of studies on age/development correlations with both?

In my earlier post, I commented on the affect on split custody with cross-
district custodial homes, second families, and parental bonding and long
vacations.

-- 
Eric Brunner Tule Network Services
uucp: uunet!practic!brunner
trying to understand multiprocessing is like having bees live inside your head.