LETTERS

School Administrator, April, 1999

Kudos to Kimmelman

I just finished reading Paul Kimmel-man's article, "Big Initiatives in Small Places" (January 1999), and intend to share it with our school improvement team and our data committee.

His comments regarding the importance of using data to make decisions and the need for staff development were music to my ears as that has been the message we have tried to communicate to our staff and community. Thanks for the reinforcement!

MARK SCHWEER

Superintendent,

Atlantic Community School District,

Atlantic, Iowa

I enjoyed reading Paul Kimmelman's article and am glad to know some superintendents are able to conduct research.

I also liked the description of his networking ability. Hopefully, those reading it will be encouraged to gather data to see if the latest reform they are implementing is resulting in any improvement.

Also, I hope they will be encouraged to network with their colleagues in higher education. There are many retired ex-superintendents like myself who are willing to consult with school districts.

CLETE BULACH

Director, Professional Development Center,

University of West Georgia,

Carrollton, Ga.

The Fracas in Math

While your January issue focused on the battles over religion and mathematics in the schools, the war over math may be the more virulent of the two, illustrating the adage, "Math is cool; math education is hot."

The fracas takes the shape of direct instruction versus group work, pencil versus calculator, basics versus understanding. All of this overlooks a fundamental question: Are teachers mathematically prepared to implement a balanced program?

I am not the first to ask the question. In the Mathematics Teacher of 1910, one finds: "Nothing should be taught which savors of the mechanical. The best materials in the hands of the unskilled are of little avail. The teacher must be a thinker in order to stimulate the pupils to think. All the modem physical equipment used in education cannot replace the able teacher nor can the most excellent textbook take the place of the living word."

This concern was expressed more recently in "Professional Standards for Teaching Mathematics," which appeared in 1991 and is one of the two books published by the National Council of Teachers of Mathematics that guide the reform movement. Opening the report is this statement: "Knowledge of both the content and discourse of mathematics is an essential component of teachers' preparation for the profession. Teachers' comfort with, and confidence in, their own knowledge of mathematics affects both what they teach and how they teach it."

Throughout this century educators have tried to improve matters by tinkering with curriculum and pedagogy, with no dramatic success, They have been seeking the quick fix to meet the "crisis." It's about time to try a more fundamental long-term approach to the problem.

SHERMAN STEIN

Professor Emeritus of Mathematics,

University of California at Davis,

Davis, Calif.

New Notions on Religion

Your January issue about religion in public schools debunks the old notion that we can't discuss religion and politics without falling into destructive conflict. In their separate articles, Charles Haynes, Oliver Thomas and Warren Nord give every reason for school districts officials to be hopeful that the so-called culture wars don't need to tear apart the fabric of their community.

The opportunity to invite people with deep philosophical differences to sit down to meaningful dialogue and cooperate together in creating fair policies for all never has been greater or more needed. Common ground thinking does work and implementing it successfully will be an important component for public education to prosper in the new millennium.

WAYNE JACOBSEN

President,

BridgeBuilders,

Visalia, Calif.

Time for Action

I read the magazine religiously and have often gained a lot from it. I was so excited to see Daniel Tomal's Focus article ("Solving Problems Through Action Research," January 1999) because I truly believe the best research comes from the classroom.

I teach action research to my pre-service teachers and administrators. I tell them they actually do it every day but just don't realize it is research.

Action research is not difficult to conduct, and it yields valuable information.

DIANA BERNSHAUSEN

Assistant Professor of Teacher Education and Administration,

University of North Texas,

Demon, Texas

Where Are the Boys and Dads?

Each article on assessment in your December 1998 issue was quite informative and will have an impact on decisions made in our district.

However, I need to note William Sanders' apparent gender bias in his otherwise well-written article ("Value Added Assessment"). Sanders writes: "A parent props Susie against a wall ..." and "the mother may not have held the ruler truly level."

I hope he does not bring this bias to his research.

BARBARA FURTH

Supervisor of Curriculum and Instruction,

Great Meadows Regional School District,

Great Meadows, N.J.

Overdue Attention

I appreciated Kari Arfstrom's Federal Dateline column ("Overlooked Too Long, Small Schools Deserve Our Attention") in the February issue.