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Histories of the Ancestors of the Tate and Smith Families
Harry Hartshorne Tate was born 6 June 1883 in Canso, Nova Scotia. His parents were John Angus Tate (1857-1889) and Harriet Ann Hartshorn (1856-1941). He married Gertrude Rosina Smith (1879-1967), daughter of John S. Smith and Sarah Jane Anderton, 7 September 1918 in Winnipeg, Manitoba. They had one daughter, Agatha, who married Edward John Wilford and had four children. Ancestors, descendants and relatives lived mainly in Nova Scotia, Ontario, Manitoba, Alberta and British Columbia.
Thinking is Form
Udstillingskatalog over den østrigske kunstner Joseph Beuys (1921-1986)
Evidence-Based Policymaking
New thinking is needed on the age-old conundrum of how to connect research and policymaking. Why does a disconnect exist between the research community, which is producing thousands of studies relevant to public policy, and the policy community, which is making thousands of decisions that would benefit from research evidence? The second edition updates community dissonance theory and provides an even stronger, more substantiated story of why research is underutilized in policymaking, and what it will take to connect researchers and policymakers. This book offers a fresh look into what policymakers and the policy process are like, as told by policymakers themselves and the researchers who stu...
Creating Research-Practice Partnerships in Education
This is a guide for researchers and district leaders to help them form and sustain long-terms partnerships to study and solve practical problems in education together.--
Canadian Who's Who
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Organizing Schools for Improvement
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
