The Free Learner: a Survey of Experiments in Education. PUB DATE Mar 70 NOTE 34P
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Trinity County 3-Year Integrated Plan 2017- 2020
Trinity County 3 -year Integrated Plan 2017- 2020 Noel O’Neill, LMFT Director of Trinity County Behavioral Health- Marlinda Butler, MSW MHSA Coordinator Trinity County Behavioral Health. Trinity County’s plan to implement and evaluate beneficial and effective Mental Health Services Act programming throughout the county. Trinity County 3-year Integrated Plan 2017-2020 Introduction Trinity County is a rural frontier county located in the far northwest corner of the State. It is known for its rugged beauty and mountainous terrain. The county is roughly the size of Rhode Island but is occupied by only approximately 13,000 individuals. According to U.S. Census Bureau Statistics the population of the county has decreased slightly as of July 1, 2016. There are now 12,782 residents of the county. Communities in the county are widely spaced and the two most populated townships are Weaverville with 3,500 residents and Hayfork with approximately 2,300 residents. Travel through the county is done on two 2- lane highways: Hwy. 299 that runs East and West; and, Hwy. 3 that runs North and South. Travel in the winter is sometimes hazardous due to snow storms; and, often during the summer and early fall, the county can be plagued with wildfires that inundate the air with smoke. Historically, Trinity County was a destination for prospectors and gold miners; and, later home to a booming logging industry. The economy of the county has never recovered after two mill closings and a significant reduction of timber jobs. Currently, tourism is a key source of revenue for the county and more recently the marijuana industry. -
!US PRICE Vf01/Pco3 Plus Postage
DOCUMENT RESUME ED 211 243 MC C13 C47 AUTHOR Rankin, Dorothy, Ed. TITLE Country School Legacy: Humanities on the Frontier. INSTITUTION Mountain Plains Library Association, Silt, Colo. Country School Legaty Project. SPONS AGENCY National Endowment for the Huaanities (NFAN), Washington, D.C. PUB DATE 81 NOTE 70p.: For related documents, see RC C1.3 048-058 and RC 013 070-084. Photographs will not reproduce clearly. !US PRICE vF01/pCO3 Plus Postage. DESCRIPTORS Acculturation: Community Centers; Community Schools; Cultural Backgrounds Cultural Education; Curriculum; *Educational History; Elementary Secondary IducOion; Ethnic Groups; *One Teacher Schools; Oral History: *Rural Education; *Rural Schools; School Buildings: *School Community Relationship; *Small schools; State History; Teacher Batkground; Teacher Education; Teacher Qualifications; Teacher Role; United States History IDENTIFIERS Colorado; *Country School Legacy Project; Historic Sites; Kansas; Nebraska; Nevada; North Dakota; South Dakota; Utah: Wyoming j ABSTRICT As late as 1938 there were 200,000 cue -zoos schools scattered throughout the United States. By 1978 there were little more than 1,000 in operation. Primary-source research cz rural education has now been conducted by 23 researchers in Colorado, Kansas, Nebragka, Nevada, North Dakota, South Dakota, Utah, and Wyoming, sponsored by the Mountain Plains Library Association and funded by the National Endowment for the Husanities. Using information from oral histories, treasured msentoes, speeches, newspapers and other published -
July 2021 Communicator
Grenada School District Education, Training, Dreams Communicator Information for the Grenada School District Community July 19, 2021 Community 2020/2021 Teacher of the Year ed to the challenging start of skill!” Celebration the 2020-21 school year. With Conley has taught for six her classroom decorated and years with four of those at ready for students, Conley was GES 4-5. She attended the Superintendent's asked to make a last-minute University of Southern Mis- Message switch to virtual instruction. sissippi, where she earned a Tharpe was impressed by degree in tourism manage- Dr. David Daigneault her willingness to change ment, before completing her gears at the last minute. “Mrs. elementary education degree Conley put in countless hours at William Carey University. Back in January, in this space, of research, even taking an I wrote about how we planned to available online class to pre- Conley is married to Steven rebound from the pandemic by pare herself for this daunting Conley, with whom she has coming together with the com- task of virtual instruction,” three children. Triston and munity to work for and with each Tharpe said. “As she does Sims are in third and first other. I wrote about our support in all aspects of her job, she grade respectively at GES, and from Grenada businesses, which went above and beyond by Eliza is two years old. comes in many forms, and the networking with other virtual “I am really thankful for programs we’re building to train the teachers across the state to the opportunity to work in next generation of workers for local ensure she could provide our this district, especially at the industry. -
Early History of St Rita's
Early History of St Rita’s 1885 - 1960 Version 1 - 2013 PART III – founding charism and traditions: the Sisters of the Presentation of the Blessed Virgin Mary. NANO NAGLE Nano Nagle (christened Honora) was born in 1718 of a long- standing Catholic family at Ballygriffin near Mallow in North Cork. Her home lay in the beautiful valley of the Blackwater backed by the Nagle Mountains to the south. Her father was Garret Nagle, a wealthy landowner in the area; her mother, Ann Mathews, was from an equally prominent family in Co. Tipperary. Like others of the old Catholic gentry, the Nagles had managed to hold on to most of their land and wealth during the era of the Penal Laws in the eighteenth century. Edmund Burke, the famous parliamentaria n and orator, who was a relative of Nano Nagle on his mother's side, and had spent his early years in Ballygriffin, described those laws in one trenchant sentence: "Their declared object was to reduce the Catholics in Ireland to a miserable populace, without property, without estimation, without education" The Penal Laws made it unlawful to open a Catholic school at home, and at the same time, forbade them to travel overseas for their education. Nano had to go to a hedge school for her primary education. While the "hedge school" label suggests the classes always took place outdoors next to a hedgerow, classes were sometimes held in a house or barn. A hedgerow is a line of closely spaced shrubs and tree species, planted and trained to form a barrier or to separate a road from adjoining fields or one field from another. -
Ecclesiastical History of Newfoundland, by the Rt
EcclesiasticalhistoryofNewfoundland ECCLESIASTICAL HISTORY OF NEW-1 FOUNDLAND. By the Very Reverend M. F. Howlev, D.D.. Prefect Apostolic of | St. George's, West Newfoundland. 8vo, pp. 4»6. Boston : Doyle & Whittle. It must be confessed that Americans, those I of us at least who lire to the southward of (he | Canadian line, know but little of the great tri angular island that lies off the Gulf of St. Law- I rence. To its own inhabitants, indeed, it is in some decree an unknown land, for its interior | can hardly be said as yet to have been thorough ly explored, and there are solitudes among I the lakes and rivers of its remote wilderness that have probably never yet been seen by the eye of civilized man. Its nigged and pictur esque coast is touched only at widely separated points by passcngrr steamers, and but one short railway line has as yet penetrated the forests or disturbed the silence of the rocky fastnesses with its noisy evidence of civilization. Vet these in hospitable shores were early visited by mission aries from the Mother Church, and the opening | of the sixteenth century saw the symbol of the Christian religion reared at several points along the coast. Dr. Howley has been engaged in collecting material for the present history during the greater part of his life, having at an early age developed a taste for accumulating notes bearing upon the history of Newfoundland. The actual work of preparation, however, has occupied rather moie than a year. The learned author has had only one predecessor in the field, the kt Rev. -
FACILITIES MASTER PLAN Lead, Inspire, Achieve
EUREKA UNION SCHOOL DISTRICT 2019 FACILITIES MASTER PLAN Lead, Inspire, Achieve The school facility is much more than a passive container of the educational process; it is, rather, an integral component of the conditions of learning. Lawrence O. Picus, Richard T. and Mary Catherine Cooper Chair in Public School Administration at the USC Rossier School of Education “ + + EUREKA UNION SCHOOL DISTRICT 2019 FACILITIES MASTER PLAN i This page is intentionally left blank. Board of Trustees EUREKA UNION SCHOOL DISTRICT Andy Sheehy, President 5455 Eureka Road, Granite Bay, CA 95746 Renee Nash, Clerk Jeffrey Conklin, Trustee 916.791.4939 | eurekausd.org Ryan Jones, Trustee Melissa F. MacDonald, Ph.D., Trustee Superintendent Tom Janis This page is intentionally left blank. TABLE OF CONTENTS Superintendent’s Message ................................................................. 1 District-Wide Facilities Master Plan 1 | Introduction .................................................................................. 5 Why Does Eureka Union School District Need a Facilities Master Plan? A. Why Now? B. How? C. Taking Eureka Union SD to the Next Level 2 | History of Eureka Union School District ..................................... 13 A. How it All Began B. History of Partnerships 3 | Key Steps in the Creation of the Facilities Master Plan ............. 21 A. Comprehensive Demographic Studies & Enrollement Projections B. Facility Needs Assessment C. Number of Students Does Not Tell the Whole Story D. Current Makeup of the District E. Vision & Pathways 4 | Goals & Funding Priorities .......................................................... 29 A. Current Programs Supporting Vision & Pathways Plus Facility Needs To Maintain & Grow Critical Academic Programs B. Overview of District’s Needs & Options + EUREKA UNION SCHOOL DISTRICT 2019 FACILITIES MASTER PLAN 5 | Priority Areas for Repair, Upgrade, Modernization & Construction ..................................................................................... 35 A. -
Student Membership Awards for 1957 Selected by the A.O.U
286 A.O.U. Committees [Vol.[ Auk74 COMMITTEEON PROGRAil. Thomas R. Howell, Chairman. Harold Mayfield, James T. Tanner, Harrison B. Tordoff. ComvaTTEEON PUBLICATIONS.The Editor of 'The Auk' (Robert W. Storer), Chairman. The President, the Secretary, the Treasurer, the Editor of the Ten- Year Index to 'The Auk' (L. R. Wolfe). COmaITTEEON I•SE•CH. Donald S. Farner, Chairman. Andrew J. Berger, John T. Emlen, Jr., S. CharlesKendeigh, Ralph S. Palmer,Harrison B. Tordoff, Mil- ton B. Trautman, M.D. F. Udvardy. COMMITTEEON STUDENTAWARDS. William H. Behle, Chairman. Joseph C. Howell, Robert T. Orr, Raymond A. Paynter, Jr., Harrison B. Tordoff. LOCAL COl•t•IITTEE ON ARRANGEM•ENTSFOR THE SEVENTY-FIFTH STATED MEETING. M. Albert Linton and Philip A. Livingston, Co-chairmen. STUDENT MEMBERSHIP AWARDS FOR 1957 SELECTED BY THE A.O.U. COMMITTEE ON STUDENT MEMBERSHIP AWARDS Gene Doyle Amman, Colorado A. and M. College, Ft. Collins, Colorado Robert Jack Badaraeeo, San Francisco State College, San Francisco, California Gerald Joseph Bakus, Montana State University, Missoula Harold Arthur Bantly, Harvard University, Cambridge, Massachusetts Jackie David Batson, University of Tennessee,Knoxville JosephVern Beekerr, Kent State University, Kent, Ohio George Bennett, Stillwater Cove Ranch School,Jenner, California Delwyn Green Berrett, Brigham Young University, Provo, Utah Arthur Charles Borror, Ohio State University, Columbus Van A. Bradley, Niles Township High School,Lincolnwood, Illinois Dilford Campbell Carter, Texas A. and M. College, College Station Helen Virginia Carter, University of Wisconsin, Madison Roger Barnum Clapp, Cornell University, Ithaca, New York Dean G. Dillery, Ohio State University, Columbus Robert J. Drake, University of Arizona, Tucson Jay Newton Eisenhart, Cornell University, Ithaca, New York David Earle Foster, Bowdoin College,Brunswick, Maine Richard Cullen Funk, Colorado A. -
Historic School Buildings in the Evolution of the Fifth Supervision School District, Nevada
NPS Form 10-900-b OMB No. 1024-0018 (Jan. 1987) United States Department of the Interior ^^ National Park Service [ .;^ j National Register of Historic Places Multiple Property Documentation Form WAIlOwm, This form is for use in documenting multiple property groups relating to one or several historic contexts. See instruc^n"sWi©l®feftr?es for Completing National Register Forms (National Register Bulletin 16). Complete each item by marking "x" in the appropriate box or by entering the requested information. For additional space use continuation sheets (Form 10-900-a). Type all entries. A. Name of Multiple Property Listing Historic School Buildings in the Evolution of the Fifth Supervision School District, Nevada B. Associated Historic Contexts Education in Southern Nevada and the Evolution of the Fifth Supervision School District, 1861-1942 Schoolhouse Architecture in Southern Nevada's Fifth Supervision School District. 1870 to 1942 C. Geographical Data__________________________________________________ The boundaries of the multiple property listing are the jurisdictional boundaries of Nevada's Fifth Supervision School District which existed from 1907 to 1956. This area includes the counties of Clark, Lincoln, Nye, and Esmeralda in southern Nevada. LJ See continuation sheet D. Certification As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this documentation form meets the National Register documentation standards and sets forth requirements for the listing of related properties consistent with the National Register criteria. This submission meets the procedural and professional requirements set forth in 36 CFR Part 60 and the Secretary of the Interior's Standards for Planning and Evaluation. -
In Residency, We Trust
BAY AREA TEACHER TRAINING INSTITUTE | 2017–2018 | ANNUAL REPORT in residency, we trust n i OUR MISSION BATTI’s mission is to provide the comprehensive preparation of aspiring independent and public school teachers and leaders. BATTI graduates educators with the capacity and the determination to: • foster joyous, purposeful, and engaging learning for the full diversity of students • build ever more inclusive, innovative, and inspiring classrooms and schools • contribute to more just, equitable, and sustainable communities Key BATTI features include: • two-year combined MA and credential program designed for full-time working professionals • personalized experiential learning in outstanding public, charter, and independent schools • opportunities to pilot cutting-edge pedagogy and spark school change THE UNIVERSITY OF THE PACIFIC BENERD SCHOOL OF EDUCATION The mission of the Gladys L. Benerd School of Education is to prepare thoughtful, reflective, caring, and collaborative professionals for service to diverse populations. The School of Education directs its efforts toward researching the present and future needs of schools and the community, fostering intellectual and ethical growth, and developing compassion and collegiality through personalized learning experiences. Undergraduate, graduate, and professional preparation programs are developed in accordance with state and national accreditation standards and guidelines to ensure that students who complete these programs will represent the best professional practice in their positions of future leadership in schools and the community. Please visit our website, www.ba-tti.org, to see our introductory videos produced by Portal A Interactive and Youth Beat LITERACY INSTRUCTOR ANA ZAMOST LEADING HER FIRST-YEAR EAST BAY SECTION AT ST. PAUL’S EPISCOPAL SCHOOL real learning environments RESIDENCE, RESONANCE, AND RETENTION This has been another good year for BATTI. -
Education Ireland." for Volume See .D 235 105
DOCUMENT RESUME ED 248 188 SO 015 902 AUTHOR McKirnan, Jim, Ed. TITLE Irish Educational Studies, Vol. 3 No. 2. INSTITUTION Educational Studies Association of Ireland, Ddblin. PUB DATE 83 NOTE 3t3k Financial assistance provided by Industrial Credit. Corporation (Ireland), Allied Irish Banks, Bank ot Ireland, and "Education Ireland." For Volume see .D 235 105. For Volume 3 no. 1, see SO 015 901. PUB TYPE Collected Works - General (020) Viewpoints (120) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Bt3iness Education; Case Studies; Comparative Education; Computer Assisted Instructkon; Educational Finance; *Educational History; *Educational Practices; Educational Theories; Elementary Secondaiy Education; Foreign Countries; High School Graduate0; National Programs; Open Education; ParochialSchools; Peace; Private Schools; Reading Instruction; Science Education IDENTIFIERS *Ireland; *Northern Ireland ABSTRACT Research problems and issues of concern to educators in the Republic of Ireland and Northern Ireland are discussed in 21 papers. Papers fall into the general categorie3 of educational history and current practices. Papers in the first category cover the following topics: a history'oflthe Education Inquiry of 1824-1826, the "hedge" or private primary schools which existed in Ireland prior to institution of the national school system in 1831, the relationship between the Chriptian Brothers schools and the national school system, the relationship between the Irish treasury and the national school system, a history of the Royal.Commission -
A Constructivist Exploration of the Teacher's Role
A CONSTRUCTIVIST EXPLORATION OF THE TEACHER’S ROLE: UNDERSTANDING THE POLICY PRACTICE NAVIGATION BETWEEN: PEDAGOGY, PROFESSIONALISM & VOCATIONALISM MICHAEL F. RYAN (BA, H.Dip, MSc.) Education Doctorate NUI Maynooth Faculty of Social Sciences Education Department Head of Department: Dr Aidan Mulkeen Department of Adult and Community Education Head of Department: Professor Anne Ryan Supervisor: Dr. Ted Fleming May 2010 Acknowledgements I wish to sincerely acknowledge the teaching staff in the Departments of Adult and Community Education & Department of Education at NUI Maynooth, for creating a thoroughly insightful and enjoyable community of learning throughout the three years of the Ed.D. Programme. A particular thanks to Dr. Rose Malone and Dr. Anne B. Ryan who coordinated the programme so successfully and provided scholarly nurturing and encouragement to the group throughout. To my fellow doctoral colleagues: Aideen, Dan, Deborah, Deirdre, Eilis, Gary, Larry, Marie, Mary & Pat – thank you for the wisdom shared, the questions asked and the goodwill throughout. I wish to particularly acknowledge my thesis supervisor, Dr. Ted Fleming – for his: challenging questions, his sharp insights, his ongoing recommendations, sense of humour, but particularly for his belief in the study as it unfolded. Special thanks to Ciaran Lynch and the staff at Tipperary Institute for their valuable support, particularly my colleagues in the Centre For Developing Human Potential (CDHP). To my research participants who engaged so enthusiastically and generously with the study, thank you all for the courage to describe and reflect on your professional lives with honesty. You provided the insights that gave the study its depth and practitioner resonance. I hope, the findings have done justice to your individual and collective experiences. -
Gold and Sunshine, Reminiscences of Early California. by James J. Ayers
Gold and sunshine, reminiscences of early California. By James J. Ayers COL. JAMES J. AYERS GOLD AND SUNSHINE REMINISCENCES OF EARLY CALIFORNIA COLONEL JAMES J. AYERS ILLUSTRATIONS FROM THE COLLECTION OF CHARLES B. TURRILL BOSTON RICHARD G. BADGER THE GORHAM PRESS COPYRIGHT, 1922, BY RICHARD G. BADGER All Rights Reserved ©Cl.A659533 Made in the United States of America The Gorham Press, Boston, U. S. A. Oh, happy days, when youth's wild ways Knew every phase of harmless folly! Oh, blissful nights, whose fierce delights Defied gaunt-featured Melancholy! Gone are they all beyond recall, And I--a shade, a mere reflection-- Am forced to feed my spirit's greed Upon the husks of retrospection! --EUGENE FIELD. v Gold and sunshine, reminiscences of early California. By James J. Ayers http://www.loc.gov/resource/calbk.006 PREFACE For some time past I have had in contemplation to write a book, taking as the subject my experiences in California. A continuous residence of forty-seven years would furnish interesting material for such a book in almost any life. But as mine was cast in channels which threw me in contact with nearly all of the conspicuous figures who have given character and celebrity to our State, and placed me in the whirl of the many events which have given historical interest to California, much of which I saw and a part of which I was, I felt that to present those men and events to the present generation in the way that they appeared to me at the time and in the order of their occurrence, would be a work from which the general reader would derive instruction, the old Californian reminiscent pleasures, and the “tenderfoot” of to-day realize how difficult and beset with obstructions was the pathway of the “tenderfoot” of the argonautic period.