DOCSLIB.ORG

In Residency, We Trust

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
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. We are immensely proud of the 41 new teachers and 11 new leaders who graduated in May 2018 and jumped into their work with gusto this fall. For this Annual Report we want to take a deeper look at residency, since this immersive training process is what makes BATTI so successful. What is residency, exactly? It must have something to do with living in, or residing. After medical school, doctors-in-training spend three to seven years IN a teaching hospital as “residents.” This exhausting but thorough, hands-on way of learning a craft is spreading to the teaching profession. University schools of education, school districts, and state departments of education are turning to this “learning by doing” from the executive director executive the from model for teacher preparation. Hello?? This is exactly what BATTI has been doing for 17 years. We have trained over 400 teachers, and 80 percent of them are still in the classroom. In our slow-roast model, with a balance of theory and practice, our teacher candidates RESIDE in a well-resourced independent or charter school for two years, receiving great mentoring, while also gaining experience in public school classrooms. We are happy to see the residency model catch on in districts as diverse as San Francisco and Bakersfield, and in many charter schools such as the successful Aspire Public Charter network, now the residency-based Alder Graduate School of Education. n 1 Our program has grown in good new ways this year, with 3 new schools join- ing our coalition. We welcome Charles Armstrong School, which specializes in helping students with learning differences; Marin Preparatory, a SF-based school that focuses on Spanish bilingual education; and the Shu Ren International School, a Berkeley Mandarin immersion program. We are very fortunate to welcome five new members to the BATTI board. (See article inside.) We thank Annie Fujimoto, Chanda Guerin, and Jonathan Mayer for their service on the board these last years. This year we accepted a class of 35 diverse teachers into Cohort 17. Our third group in the Educational Leadership Master’s program will be completing the pro- gram in May. We’ll be putting the program on hiatus for this coming year while we find a new university partner, but we are proud of the accomplishments of our three cohorts of leadership graduates. Today’s view from our tenth floor office building in downtown Oakland shows four new office and residential towers under construction. Similarly, it is exciting to see the change and growth in our program and to watch our students and graduates take on new challenges. Bob Houghteling Bob Houghteling BATTI Executive Director BATTI Executive Director THE RESIDENCY MODEL Emulating Excellence Resident Teacher Whole Group What’s in a name? We used to call our students BATTI interns, but our thirty member schools use the terms support teacher, apprentice, AT, TA, Associate (newly popular), Assistant, and co-teacher. The term we have settled on now is Resident Teacher, reflecting a national 2 movement that is gaining steam. A teaching residency, like a medical residency, implies in-house specialized train- Follow-up Individual Instruction ing. In medicine it lasts 3 to 7 years; a growing majority of the BATTI school coalition asks residents to commit to two years of training. To continue the analogy, our school mentor teachers are the hospital “attendings”, watch- ing over their residents as they learn their craft, giving them gentle suggestions when necessary, and sterner do’s and don’ts when that is called for. There may be a parallel in the teaching hospital, but teacher training has always included another layer of coach; our Small Group Work BATTI supervisors visit 8 times a year and give feedback on the resident’s growing practice. MODEL PROGRAM SPECIFICS OPTION SNAPSHOT PROOF TRADITIONAL CREDENTIAL 15-22 weeks of student Lots of theory, little practice 5 years after training, PROGRAM teaching; 2–5 days a week about half of these program graduates are still teaching FAST-TRACK URBAN 7 weeks of summer school, Lots of practice, little theory 5 years after this intense INTERNSHIPS then start the school year and support year, 20-25% of these gradu- e.g., Teach for America as the lead teacher in ates are still in the classroom charge of your classroom BATTI, ASPIRE, AND OTHER One or two years of full-time Lots of practice, lots of 5 years post-residency, 80% MENTORED RESIDENCY classroom teaching, but as an theory, and daily mentoring of BATTI graduates are still in PROGRAMS apprentice being mentored the classroom! by a veteran teacher applying theory to direct experience direct to BATTI MENTORS: Tori Ulrich (Cohort 16) is a BATTI Resident at Brandeis Marin School. BATTI Supervisor, Hillery Jaffe-Urell, • Set aside an hour each week for an in-depth offers feedback and suggestions for progress meeting with their resident improvement; Assistant Director , Raleigh Zwerin, provides additional • Use a weekly log to track the ongoing discus- support; On-site Mentor, Jeff Krieger, shares his wisdom. sion: included are “areas of growth”, areas for improvement, research and resources, and next steps • Attend two BATTI mentor trainings, to share Supervisor best practices with other school mentors • Write 4 evaluations and lesson observations a year BATTI SUPERVISORS: • Visit once a month, and observe the resident teaching a lesson One-on-One Coaching • Enrich the conversation with a pre- and post-observation conference • Follow up with a written summary, with next steps • Residents write a reflection back to the Director supervisor after the visit Supervisor Feedback Mentor Post-Observation Conference THE RESIDENCY MODEL (CONT’D) THE NATIONAL RESIDENCY MOVEMENT BATTI traces its independent school residency back to the Shady Hill School Intern program, (Cambridge, MA), begun in 1926, and Denver’s Stanley British Primary program, begun in the 1990s. Urban school districts have supported residency fellows since the ’90s, and now over 1,000 new teachers nationwide are trained annually. While programs vary, the core of a successful program includes: • Growth comes in spurts. Many quiet, less confident new teachers emerge two years • A powerful mentoring relationship later with the strong presence required to • An opportunity to step back and reflect on “hold” a classroom. practice, at least once a week in a seminar • Oftentimes, the summer public school teach- setting with other residents ing experience accelerates growth rapidly. • Extra support from a dedicated administra- Residents find their voice of firmness in the tor at the school new environment, often out of necessity. 4 • Meaningful teaching experience • A mentor must be willing to let go and allow • An opportunity to take on more and more her resident to make mistakes, to face plant responsibility as the program progresses but help her get back up and figure out how Over the years, we have observed some to do it better the next time. patterns and learned these lessons in BATTI’s • Contrary to the old adage about new extended residency training: teachers—“No smiles before Christmas”— residents need to open up and share their background and interests with their students to truly engage and flourish. • A prepared teacher is a more successful teacher. Just as the mantra for a day’s suc- cessful lesson plan is preparation, prepa- ration, preparation, the secret of BATTI learning by doing 5 residents’ future success is the practical BATTI graduates tell us frequently that experience they receive while residing, from as hard as their first few years of teaching content delivery to classroom management are, they can’t imagine facing that challenge to working with the parent community. without the deep preparation that our resi- dency training provided. We are proud to be part of a growing movement nationwide of teacher residencies. St. Elsewhere Cohort 1 ANNE DINKLAGE I am back to teaching full time and am can find me on Twitter and Facebook, and you can super excited to be reunited with one of my mentor support my work on Patreon. teachers from BATTI, Sarah Schroeder.
Load more

Recommended publications
  • California Association of Independent Schools Statement on Gun
    XXXXX SFChronicle.com | Sunday, March 11, 2018 | A9 CaliforniaAssociation of IndependentSchools Statement on Gun Violence and School Safety As the Board of Directors of the California Association of Independent Schools, we join our Executive Director and the undersigned colleagues from our member schools —aswell as other independent, religious, and proprietaryschools throughout California —inanguish over the February14school shooting in Parkland, Florida. We extend our deepest sympathy to the families of the victims of this and everyschool shooting, and we stand in unwavering support of the survivors. We also stand in full solidarity with concerned educators nationwide. Today,school shootings are appallinglyroutine. Innocent lives of flourishingyoung people have been cut short, and students of everyage in countless communities are afraidtogotoschool. These students are our futureleaders. They and others, with amyriad of different perspectives, are also eager to change this paradigm by navigating our democratic processes, by engaging in respectful civic discourse, and by acting as catalysts for needed change, which we heartily applaud. We need to listen to their voices and respond to their pleas to make schools safe. As educators and as citizens, we are proud Republicans, Democrats, and Independents who believethatour countryneed notchoose between the rightful protection of responsiblegun ownership and the necessaryprevention of gun violence. We believe thatthe epidemic of gun violence in schools is an issue of non-partisan urgency, one thatdemands ahigher duty of care. We recall with admiration the ability to rise above partisanship on this issue displayed by two former Presidents, DemocratJimmy Carter and Republican Ronald Reagan, both of whom owned guns. In 1994, they worked together to help reduce the number of dangerous weapons available to private citizens.
    [Show full text]
  • The Free Learner: a Survey of Experiments in Education. PUB DATE Mar 70 NOTE 34P
    DOCUMENT RESUME ED 044 048 EM 008 542 AUTHOR Woulf, Constance TITLE The Free Learner: A Survey of Experiments in Education. PUB DATE Mar 70 NOTE 34p. EDRS PRICE EDRS Price MF-$0.25 HC-$1.80 DESCRIPTORS Educational Innovation, Educational Philosophy, *Experimental Schools, Nonauthoritarian Classes, *Permissive Environment, Relevance (Education) ABSTRACT As an alternative to the traditional public school, some educators recommend an environment rich in .academic, artistic, and athletic stimuli, from which the child can take what he wants when he wants it. This survey represents the observations of visitors to classrooms in the San Francisco Bay Area which are run on the free learner principle. Twenty private schools, two experimental programs in public schools, and two public schools which are working within the framework et compulsory education are described. As a preface to the descriptions of the actual schools, a fictitious "Hill School" is described which embodies much of the philosophy and practice of the free school ideal.A table of data is also presented which gives information about the student and teacher population and financial status of each of the schools described. This document previously announced as ED 041 480. (JY) U.S. DEPARTMENT Of HEALTH. EDUCATION & WELFARE OFFICE Of EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY THE FREE LEARNER a survey of experiments in education conducted by CONSTANCE WOULF MARCH 4970 The inspiration for this survey was a book and its author: George Leonard's Education and Ecsta and Leonard's course given at the University of California in Summer 1969.
    [Show full text]
  • 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.
    [Show full text]
  • Socioeconomic Diversity, Equity and Inclusion… in the SF Bay Area?!
    5/23/2019 Socioeconomic diversity, equity and inclusion… in the SF Bay Area?! May 21, 2019 Schools Episcopal High School Maybeck High School Salesian College Preparatory Almaden Country School Escuela Bilingüe Internacional Menlo School Samuel Merritt University Athenian School FAIS, Portland Mirman School San Domenico School Aurora School FAIS, San Francisco Montessori Family School San Francisco Day School The Bay School of SF The Gillispie School Moses Brown School San Francisco Friends School Beaverton School District, OR Girls’ Middle School Mount Tamalpais School The San Francisco School Bentley School Gulliver Schools National Cathedral School SF University High School The Berkeley School The Hamlin School Oakwood School San Francisco Waldorf School Bishop O’Dowd High School The Harker School Oregon Episcopal School Sea Crest School Black Pine Circle Day School Head Royce School The Overlake School Seattle Academy Branson School Hillbrook School The Oxbow School Sonoma Academy Brentwood School Holy Names Academy Pacific Ridge School Sonoma Country Day School Buckley School International High School Park Day School Spruce Street School The Bush School Jewish Community HS of the Bay Peninsula School Stuart Hall for Boys The Carey School Kalmanovitz School of Ed, SMC The Potomac School The Thacher School Castilleja School Katherine Delmar Burke School Presidio Hill School Town School for Boys Cate School Kentfield School District, CA Principia Schools TvT Community Day School Catlin Gabel Keys School Prospect Sierra School University
    [Show full text]
  • Annual Conference & Meeting Program
    Cal-ISBOA SUPPORT, SOLUTIONS & PROFESSIONAL ADVANCEMENT 2018 ANNUAL CONFERENCE & MEETING PROGRAM Beyond Business As Usual: The Innovation Mindset in Independent Schools May 2018 OUR GENEROUS CAL-ISBOA 2018 CONFERENCE & ANNUAL MEETING SPONSORS Special Thanks to ALL of our 2018 Sponsors! OUR GENEROUS CAL-ISBOA 2018 CONFERENCE & ANNUAL MEETING UNDERWRITERS Platinum Level Sponsor & Dinner Platinum Level Sponsor & Speaker Underwriter Underwriter Welcome! Our Conference Planning Group Welcome Letter from the Association Director Welcome to the 2018 Cal-ISBOA Annual Conference • Julia Yzaguirre, CFO, The Center for Early and Meeting! Each year we come together as independent Education - Chair school peers and business partners to share professional • Beth Lee, Business Director, Peninsula School knowledge, to develop relationships, and to experience a • Sandi Pierce, Assistant Head for Finance & sense of our community. Operations, Cate School This year, schools throughout the country have been tested • Margaret Randazzo, CFO, Hillbrook School by tragedy – from mass shootings both on campus and at • Daniel Rothbauer, COFO, Curtis School community events – to individual heartbreak, including Board Members student suicides and the sudden loss of a faculty member. California school communities have been threatened by wildfires and mudslides. In response, schools have provided • Nick Hernandez, President support and comfort to their faculty and families, as well Marlborough School, Los Angeles as to their neighbors. And the greater independent school • Janet Koller, Vice-President community throughout California and the country has Chaminade College Preparatory, Chatsworth reached out to provide resources and show concern. In so doing, we have demonstrated that our value and our • Kathy Jones, Chair, Programs purpose is greater than providing outstanding academic Marin Country Day School, Corte Madera programs.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • AVAILABLE from DOCUMENT RESUME Japanese Language
    DOCUMENT RESUME ED 393 289 FL 022 541 TITLE Newsletter of the Japanese Language Teachers Network, 1994-1995. INSTITUTION Japanese Language Teachers Network, Urbana, IL. PUB DATE 95 NOTE 184p.; Four issues published per volume year. AVAILABLE FROM Japanese Language Teachers Network, University High School, 1212 W. Springfield Ave., Urbana, IL 61801 ($18 annual subscription). PUB TYPE Collected Works Serials (022) JOURNAL CIT Newsletter of the Japanese Language Teachers Network; v9-10 Dec 1993-Oct 1995 EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Articulation (Education); Book Reviews; Class Activities; Classroom Techniques; Computer Software Reviews; Conferences; Cultural Awareness; Higher Education; High Schools; *Japanese; Language Attitudes; *Language Teachers; *Newsletters; Professional Associations; *Second Language Instruction; *Teacher Attitudes; Teaching Methods; Teaching Styles ABSTRACT These newsletter issues explore topics of interest to Japanese language teachers in the United States. Issues contain feature articles, book and computer software reviews, activities and worksheets for classroom use, letters to the editor, news of regional conferences and activities, announcements, new resources, and employment opportunities. Feature articles focus on such topics as: (1) the articulation of high school and university Japanese language programs;(2) individual teaching styles;(3) the expansion of Japanese language instruction in the United States, and the concomitant growth of professional organizations and activities to support such instruction; and (4) teaching effectiveness. (MDM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Newsletter of the Japanese Language Teachers Network Vol. 9 No. 1 December 1993 Vol. 9 No. 2 February 1994 Vol. 9 No. 3 May 1994 Vol. 9 No. 4 October 1994 Vol.
    [Show full text]
  • In Old Toledo” Scrapbooks Scope and Contents
    Mss. Coll. 147 “In Old Toledo” Scrapbooks Scope and Contents “In Old Toledo” consists of two scrapbooks of photographs clipped from Toledo newspapers, which were an anonymous donation to the library in 2002. Most of the clippings lack identification of newspaper and/or date. However, the scrapbooks contain many photographs of groups of people who are identified in the captions. A Name/Subject index is included to facilitate use of the collection. The extremely poor condition of the clippings and the paper of the scrapbooks led to the decision to photocopy the scrapbooks and to discard the originals. Local History & Genealogy Department Toledo-Lucas County Public Library, Toledo, Ohio Mss. Coll. 147 “In Old Toledo” Scrapbooks Index Name/Subject Vol. Page accidents -- Erie & Western streetcar (1913) 2 7 Adams & Huron Sts. 2 47 Adams & Seventeenth Sts. 1 8 Adams & St. Clair Sts. 2 89, 117 Adams & Superior Sts. (1890) 2 46 Adams Express Co. (1912-13) 1 20 Adams, Arthur 1 36 Adams, Emma 1 32 Adams, Esther 1 36 Adams, Robert 1 10 airships 2 108 Albright, Amelia 1 30 Albright, Jerry 2 119 Albright, Minnie 1 30 Aldrich, Harvey 1 30 Alexander, Walter 2 120 American Bridge Co. 2 93 Ames-Bonner Brush Co. (1899) 2 60 Anderson, Ed 1 21 Ardner, Walter 1 30 Arena A.C. baseball team 1 15 Arend, Mabel 1 37 Armory 1 40 Armory Park 1 19 Arnold, Fannie Johnson 1 31 Ash-Consaul Bridge 2 4, 106 Auburn Ave. & Monroe St. 1 37 Auburndale School (1904) 1 30 Auburndale Shoeing Shop 1 42 Austin, Edna Smith 1 29 Austin, Leio 1 32 Auth, Frank 1 20 automobiles 2 45 automobiles -- "rain drop" (1935) 2 24 automobiles -- Aero Willys scout car (1952) 1 23 automobiles -- Cadillac (1904) 1 5 automobiles -- Cadillac (1910) 2 25 automobiles -- Overland automobile (1904) 1 21 automobiles -- Overland station wagon (1919) 1 20 automobiles -- Rambler (model 19) 2 52 automobiles -- Willys (1908) 1 22 automobiles (1910) 2 23, 25, 50 Local History & Genealogy Department Toledo-Lucas County Public Library, Toledo, Ohio Mss.
    [Show full text]
  • Voices, Values and Visions a Study of the Educate Together Epistemic
    Voices, Values and Visions A Study of the Educate Together Epistemic Community and its Voice in a Pluralist Ireland Volume 1 of 2 By Carmel Mulcahy B.A. H.Dip.Ed. M.Sc. Dublin City University School of Education Studies Supervisor: Dr. Peter McKenna This thesis is submitted to Dublin City University in fulfilment of the requirements for a Ph.D. Degree July 2006 Declaration I hereby certify that the material which I now submit for assessment on the programme of study leading to the award of Doctor of Philosophy is entirely my own work and has not been taken from the work of others; save to the extent that such work has been cited and acknowledged within the text of my work. Signed: — C a n d id a te Swords Educate Together National School Reflection As the sun shines kindly on the high and the low Let us love one another as we work, play and grow. May we be gentle and kind with helping hands For those from all countries and different lands. We respect what we have; we’re honest and true And we open our ears to all points of view. We nurture one another while learning and living, What we receive, we pass on in our giving. Like a seed that changes to a great oak tree We too can become strong, wise, full and free. Written by Alice and Paul Abstract The purpose of this doctoral dissertation is to explore the Educate Together sector, the multidenominational primary school movement in the Republic of Ireland.
    [Show full text]