As a teacher, and then district science coordinator in Champaign, we have
followed this model since the mid 80's. It allowed us to use the money
that is generally allocated for textbook adoptions to also purchase
non-consumable supplies and materials to support the district's K-8
curriculum. Without the extra financial support, we could not have brought
our science labs "up to speed" as the cost of equipment often prohibits any
upgrades. Edee
At 06:53 AM 6/18/2001 -0500, Michael Lach wrote:
>Here's a note from Larry Dukerich, one of the leaders of the Modeling group
>at ASU, about purchasing textbooks. I agree with him--using this strategy
>enabled us at Lake View High School to really bring our science lab and
>department up to speed.
>
>-ML
>
>
>------ Forwarded Message
>From: Larry Dukerich <[EMAIL PROTECTED]>
>Reply-To: Modeling - Modeling Workshop Teachers <[EMAIL PROTECTED]>
>Date: Sun, 17 Jun 2001 17:57:49 -0700
>To: [EMAIL PROTECTED]
>Subject: textbooks
>
>For whatever it's worth, my suggestion as far as textbooks go is to
>order no more than a class set. On the rare occasions in which you
>really could use them, they would be available, and at the end of the
>day, those students who genuinely want to take one home can do so.
>The savings would be tremendous. If you could get your school
>district to move some of that money from the textbook account over to
>capitol items, you could get a whole set of probes and interfaces for
>what they books would cost.
>
>------ End of Forwarded Message
>
>
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