Confidence in public speaking seventh edition 40k,the secret life of the american teenager season 3 episode 15 promo,bbc the secrets of quantum physics youtube,book entitled the husbands secret - Step 3

15.07.2015
Recent research indicates that the single most important factor in student performance is teacher quality.
Though the literature on professional development programs is less advanced, researchers agree that most forms of professional development fail to foster teacher quality along these five key dimensions.
For 30 years, the Yale-New Haven Teachers Institute has been developing a unique model for improving teacher quality. Other research suggests that Institutes also serve to foster teacher leadership, to develop supportive teacher networks, to heighten university faculty commitments to improving public education, and to foster positive partnerships between school districts and institutions of higher education. In recent years, educational researchers have converged on the conclusion that the best way to help students learn is to improve teacher quality. Though researchers differ on some important issues, virtually all experts agree on the value of five features.
The chief caveats here are first, that due both to costs and program structures, relatively few professional development program evaluations have included randomized controlled trials or rigorous quasi-experimental designs with well-matched participant and non-participant groups.20 Few existing programs, then, can claim to have been validated through those forms of empirical research.
Since 1978, the Yale-New Haven Teachers Institute has been developing a unique approach to improving teacher quality, one now employed by affiliated Teachers Institutes in three other cities: Pittsburgh, Houston, and Philadelphia.
At the heart of the Teachers Institute approach is a special sort of partnership between institutions of higher education and public schools.
In these seminars teachers gain more sophisticated content knowledge, and they also enhance their writing and oral skills by preparing substantial curriculum units that they discuss with their fellow teachers in the seminars, then teach to their students.
The Institute approach thus involves a stress on improving teachers' content knowledge and on the development of pedagogical strategies tied to the content of their units. The Institutes are especially well-suited to insure that teachers do not learn advanced content in isolation from attention to how it can be conveyed effectively, and that they do not passively receive content from curriculum prepared by others.
Since the founding of the Yale-New Haven Teachers Institute in 1978, its leaders have consistently supported external and internal evaluations to discern and improve the efficacy of the Institute's work. But random assignment of teachers to treatment groups is not appropriate for evaluating the Teachers Institute approach.
The second-best research option for determining causality is generally considered to be quasi-experimental designs, in which subjects are not randomly assigned to treatment and control groups. The external evaluator of the National Demonstration Project, Policy Studies Associates, also found "clear evidence of important accomplishments" and concluded that the Project had "succeeded in reaching its goal" of showing that the Institute model could be replicated in different contexts, especially districts that respect "teachers as leaders" and value "teachers' professional learning."31 Using qualitative techniques including seminar and classroom observations, in-depth interviews, and focus groups, sociologists at the University of Houston and educators at Carnegie Mellon University and Chatham College, Pittsburgh conducted their own evaluations of their Teachers Institutes during the National Demonstration Project, with similarly positive results.
The Houston and Pittsburgh Teachers Institutes continued in conformity with the Institute model along with the original Yale-New Haven Institute, each engaging in annual surveys of teacher participants and in other forms of continuing evaluation. The administration by each Institute of similarly structured annual surveys of teacher seminar participants, which all must complete in order to receive their stipends, makes it possible to update the survey findings of the 2004 National Demonstration Project evaluation, determining whether teachers at the various Institutes continue to rate their seminar experiences favorably. First, the Fellows' surveys from over 1200 Fellows at all four existing sites from 2003-2008 show that teachers chose to participate in Institute seminars out of desires to improve themselves in precisely the areas that research indicates to be vital to teacher quality. Pittsburgh teachers placed slightly greater relative stress on improving their mastery of their subject matter than teachers at the other three sites, while Philadelphia teachers cited this motive somewhat less often than teachers in the other cities.
These responses from the local Institutes in New Haven and Philadelphia and from the National Initiative seminars may indicate the comparative appeal for teachers of working with faculty in Ivy League institutions.
There were also interesting variations in the responses among categories of teachers, though none were consistent across all four local sites and the National Initiative seminars, and they cannot be considered statistically significant.33 At three of the four sites middle-school teachers were somewhat more likely than high-school or elementary-school teachers to stress the goal of motivating their students (rather than high-school teachers, as in the National Demonstration Project). After completing their seminars, teachers at all four local sites overwhelmingly reported that they had benefited along dimensions that the professional literature indicates to be vital to teacher quality.
As in the National Demonstration Project, the surveys show other variations by categories of teachers, though again these patterns are not statistically significant. The National Demonstration Project included a one-time survey on unit use; and in New Haven, the annual survey of teachers provides an opportunity for open-ended comments on teachers' previous use of Institute curriculum. The results of the National Demonstration Project survey showed that, except for those who are unable to do so due to shifts in assignments or health reasons, virtually all Fellows at each site went on to teach the units they prepared, in whole or in part; and many also reported use of other Teachers Institute units. The Fellows in the National Demonstration Project expressed very strong satisfaction with the units. Overall, an impressive 65% of all Fellows rated the units written by themselves or other Institute Fellows as superior to all other types of curriculum they had used, with almost 34% rating them the same. It should be noted that during the National Demonstration Project, no Institute made a concerted effort to persuade teachers to use Institute-prepared units instead of other curriculum.
Because the DeWitt Wallace-Reader's Digest Fund, sponsor of the National Demonstration Project, wished evaluators to focus on the Project's impact on teachers, it did not authorize funds for the complex task of directly evaluating the impact on students of having had teachers who had been Fellows. In commenting on their experiences teaching units in the classroom during the five-year (2000-2005) period of the New Haven quantitative study discussed in the next section, teachers spoke often of how student attention, enjoyment, comprehension and retention improved whenever they used Institute units, both ones they had personally written or ones written by other Fellows.37 Many also reported that their units were written to be interdisciplinary and served as bases for successful team-teaching, sometimes in pairs, sometimes in larger groups. As in the earlier National Demonstration Project, the populations of Fellows participating at the four current sites from 2003-2008 display some demographic differences. Experiences at the four sites during the three years of the Demonstration Project, in New Haven for three decades, and in Pittsburgh, Houston, and Philadelphia since a Demonstration Project, all indicate that the Institute approach generates significant corollary benefits that are not easily grasped through survey responses and not always visible in a relatively short time period. The development of university-public school institutional partnerships in ways that promote respect and strengthen education in both settings. To augment those findings, the Yale National Initiative sponsored a retrospective quantitative study of the impact of the Teachers Institute on New Haven teachers and students from the 2000-2001 academic year to the 2004-2005 academic year.
Not all of the data sought proved available, particularly in regard to teacher and student outcomes.
In regard to the demographics of teachers who participate in Institute seminars, the chief hypothesis was that they would be broadly representative of all New Haven teachers, not drawn primarily from particular demographic subsets, with the partial exception of elementary-school teachers.45 In regard to teacher outcomes for which data were available, the chief hypothesis was that participation in Teachers Institute seminars would correlate with heightened teacher retention, as the seminars would increase teacher enthusiasm and satisfaction with their teaching.
In regard to student outcomes for which data were available, the central hypothesis was that student exposure to teachers who had been Institute Fellows would be positively but weakly associated with standardized test scores and grades. A multilevel model was used to account for variation explained at the school, teacher, and student levels.
During the study period, African American teachers were 83% more likely than white teachers to be Fellows when holding years of teaching experience, sex, subject, grade level, and degrees constant. In regard to students, no statistically significant relationships were found between having a teacher who had been a Fellow and student performances on standardized tests and in course grades. The continuing positive results of annual surveys of teachers at each Institute site and of National Seminar participants leave little doubt that teachers consistently rate their Institute experiences and the curriculum units that result favorably along the five dimensions agreed to be key ingredients of teacher quality: teacher knowledge, teacher skills, teacher enthusiasm, teacher expectations of their students and teacher capacity to motivate students. At the same time, these results underscore the importance of continuing and improved program evaluation. To summarize the main options: Insofar as possible, each site should seek to institutionalize annual data collection on the use of curriculum units and on their results for students. Institutes should also continue to collect and analyze descriptive data on teachers and on teacher outcomes.
If circumstances permit, Institutes might also seek to obtain and analyze more systematic data that can help answer the question of whether collective participation by teachers from the same school, grade, or department has benefits exceeding those obtained when individual teachers are mixed without any such clustering. Both individual Institutes and the National Initiative should also seek to identify and employ researchable forms of randomization that are consistent with the Institute approach.
There are, then, many routes for continuing and improved evaluation that merit consideration, and there are strong reasons for undertaking such steps.
Ferguson, "Teachers' Perceptions and Expectations and the Black-White Test Score Gap," 273-317; Ferguson, R.
Gates Foundation Staff, "High-Performing School Districts: Challenge, Support, Alignment, and Choice," 18. Pittsburgh public schools have experienced severe and continuing declines in student enrollments in the decade since the Pittsburgh Teachers Institute was established.
Suggesting the value of collective participation, one Philadelphia teacher stated that initially she was the only teacher from her school enrolled in the program and that "I'm so happy now there are four. To use a political science analogy, it would be similar to trying to evaluate the comparative success of "winner take all" and "proportional representation" presidential primary systems by randomly assigning winning candidates to the two different parties. Yoon et al., "Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement," 5. All percentages reported here are percentages of the Fellows who actually responded to particular questions. Because the numbers of teachers in particular categories were sometimes low, and because some teachers were Fellows multiple times, standard tests for statistical significance are not appropriate. In the National Demonstration Project, more experienced teachers, presumably more familiar with alternative forms of professional development, rated the overall program especially highly. Overall statistics are drawn from the National Demonstration Project Survey of Fellows' Unit Use, Table 111. The standardized tests employed in the study are the Connecticut Mastery Test (CMT), which was administered in the study period in grades 4, 6, and 8, and the Connecticut Academic Performance Test (CAPT), which was administered in grade 10. Elementary teachers, who were not initially eligible for New Haven seminars, came to be more proportionately represented over the years.
What we knew by 1990 about the 1940 dinner was published in Irregular Memories of the a€™Thirties. In this the first of the BSJa€™s revived Christmas Annuals (a pleasant custom begun by Edgar W. January 30, 1940, was a golden evening, an evening of a€?entertainment and fantasya€? as Edgar W.
Finally, after a Great Hiatus of nearly four years, plans were made a€” than to the imminent publication of 221B: Studies in Sherlock Holmes a€” for another BSI Annual Dinner, the first since 1936.
I had been planning to take a two weeks' holiday in the south toward the end of the month, but in view of this epic occasion, I have now changed my plans, and shall be leaving on January 12, and returning on the 29th.
Please inform the undersigned promptly of your intention to attend so that the Gasogene and the Tantalus may make accurate plans. And on January 30, 1940, the Baker Street Irregulars gathered for their annual dinner once more. The first order of business under the Constitution was the drinking of the canonical toasts.
There is also extant a letter from Steele to Vincent Starrett about this drawing, quoted in the previously cited unpublished memoir by Steelea€™s son Robert: a€?I had an absurdly hard struggle with my Sherlock. This was also the first time the Baker Street Irregulars met at the Murray Hill Hotel, where the BSI dinners would continue to be held a€” cocktails in Parlor F, dinner and program in Parlor G a€” until the New York landmark was finally torn down in the late a€™Forties, to be great regret of many sentimental people. The 1940 dinner might not have included every Irregular of that era with whom one would wish to dine, but it was a fine list nonetheless. Denis Conan Doyle was the eldest son of Sir Arthura€™s second marriage (his mother, Lady Conan Doyle, would pass away later in the year), and Trustee of a very active literary Estate indeed. He went on to describe how, in the lore of the Irregulars, Doyle is pictured as a struggling young physician, delighted at the chance to a€?peddlea€? the cases his friend Dr. Certainly one would love to have been a fly on the wall that night, or, even better, archy the cockroach darting among the drinks on the table, to hear Denisa€™s charming discourse, and all the other scholarship and tomfoolery that transpired that night, the first BSI dinner in four long years. Meanwhile, and with 221B still rolling off the presses, I am sending you a first very rough-and-ready copy of the Gazetteer which you have egged me on, from time to time, to write. I hope things are going well for you, and again let me say that your absence was a matter of very genuine regret indeed to all of us who look to you as mentor and guide -- to say nothing of your status as sponsor and editor of the Book of the Day. Re the Gazetteer: I'm inclined to agree with you that it might be extended to advantage by a listing of the more important clubs and restaurants, etc. I imagine we should not too often bring out a volume of ana; the public might easily tire of us.
In his essay in Irregular Memories of the 'Thirties discussing this first BSI anthol-ogy of Writings About the Writings, neither Robert G.
So it should be, from someone who (born 1915) had by 1990 long been one of the nationa€™s foremost authorities on Victorian literature and culture. I know of no other such study as the interesting one you suggest, although it is perhaps odd that the idea did not earlier explode in the skull of some devoted Sherlockian. It seems to me more than likely that Doyle wrote that scene in His Last Bow quite deliberately, knowing it for what it was - a friendly para-phrase of the parting between Johnson and Boswell; although it may of course have been subconscious. You have chosen a delightful subject for your thesis; and you will pardon me if I hope that you will treat it not too seriously, but with a touch of humor.
I am leaving Chicago inside of a week, I think, for a voyage around the world; so in closing I must wish you - in my absence - all good luck in your efforts. A few years later, an editor was interested in publishing the essay a€” the best of all possible editors for Sherlockian work, Vincent Starrett himself. The quotation is from Christopher Morleya€™s a€?Notes on Baker Streeta€? in the Saturday Review of Literature, January 28, 1939, not from any letter Starrett received from him. This independent Sherlock Holmes society had been founded in New York in 1935 by Richard W. Since Morleya€™s letter of December 23, 2939, below was unavailable for Irregular Memories of the a€™Thirties, this reference in Edgar W.
A copy of Morleya€™s letter to Smith below went to Vincent Starrett in Chicago, with the handwritten note: a€?Merry Christmas, Vincenzio. When I was in Chicago a week ago I learned from Vincent Starrett that his book 221-B is actually to be published on January 30. Since Christ Cella's place on 45 Street, where we used to hold meetings, has been modernized and the old upstairs room there no longer exists (he has only a not very attractive cellarage; which makes me think of The Fiend of the Cooperage; do you know it?) I am wondering if the Murray Hill Hotel would not be a singularly pleasant place for the meeting? You yourself would, I hope, perhaps feel inclined to present a proceeding of some sort; I mean a few remarks on the Obliquity of the Ecliptic, or whatever may be momently on your mind. Just for the fun of starting trouble, I am sending a copy of this both to Starrett and to Harold Latham of Macmillan; who will I'm sure see to it that each convive gets a presentation copy of the Book. I hope I may assume that like Peterson the commissionaire, or No, it was Henry Baker, you are carrying a white goose and walking with a slight stagger. Beginning in 1945, Titular Investitures were conferred at the annual dinners to denote membership in the BSI.
That it was the first one Smith prepared is indicated by a letter to Christopher Morley dated three days later (November as the month, in Irregular Memories of the a€™Thirties, p. There are forty-eight names on the somewhat woolly list, below, and they bear some analysis, following Miss Mouillerata€™s cover letter.
The other names on Smitha€™s list are familiar ones, though some of them are surprises to see here. Members by 1935, according to Morley's list that year: Ronald Mansbridge, Harrison Martland, John Sterling, Lawrence Williams. Ones who came into the BSI at the 1940 dinner: John Connolly, Peter Greig, Howard Haycraft, James Keddie (his son James Jr. A few more details about some of these Irregulars of the a€™30s and a€™40s can be provided now, for the record.
Of other names on this list, Harold Latham was, as we have seen, Trade Editor at the Macmillan Company responsible for publishing 221B: Studies in Sherlock Holmes. This was a 1940 collection of essays by Vincent Starrett, published by Random House, with an a€?Unconventional Indexa€? by Christopher Morley. More serious still, two more toasts stipulated by our Constitutional ar-rangements are absent altogether, and missing ever since. As to The Second Most Dangerous Man: The query about his identity was a€” as Bill Hall will tell you a€” the original, first, quickie, abbreviated examination for eligibility to membership in the pre-natal Baker Street club.
Resting imposingly on the long table at which the BSI dined on January 30, 1940, was an a€?orthodox coal-scuttle,a€? authentically Victorian, which James P. The coal box was an ornament, and in it were stored such details of fireside comfort as slippers, unread magazines and so forth.
Although Keddie was a contributor to 221B: Studies in Sherlock Holmes, he came close to missing the 1940 dinner until Morley unearthed his address barely ten days before. Because of money, and his second wifea€™s health, Vincent Starrett never made it back to New York for a BSI dinner after the one in 1934. Bill Halla€™s copy bears the affectionate raspberry Christopher Morley often sent his old frienda€™s way. It also bears the notation a€?$5.00 casha€? which was probably the true cost of the evening. The pattern followed by the BSI for quite a few years thereafter, of oysters (a€?shall the world be overrun bya€?), pea soup (as in London fog), curried chicken (minus one ingredient as served in a€?Silver Blazea€?), and a sweet, was set by Christopher Morley whose handwritten draft of the printed menu has survived. The quotation from this letter, taken from an article by the artista€™s son, was incomplete. Meanwhile, Starrett was already building a new Sherlock Holmes collection, with a big start in August 1940 from Logan Clendening. When this was written in 1990, the hope was that Sir Arthur Conan Doylea€™s sur-viving child, Dame Jean, might come to New York for a BSI dinner. All this within your ear; but the circumstances being what they are, you will understand why I can't be any place but Reno on January 30. I could and would, of course, if the dinner were postponed, keep you posted as to developments, and the probable time I should be free to make a New York visit. My brother Felix has a subtle scheme which he will bring direct from the State Department in Washington.
The errata slip in 221B, as by Jane Nightwork, reads: a€?In the unavoidable absence of the Editor, a volunteer hand must call attention to the curious incident of what the Proofreader did in the night-time. Everybody is too pooped this morning to be able to give you any intelligible report but I must let you know at once that the evening was a grand success in every way.
The only sadness is that I intended to have a copy signed for you by all those present, and in the general uproar this did not get done. Since you seem not to have heard the news, I am sending this by pony express so that you may know at once that the Irregulars met, feasted, d---k, and thought of you. Denis Conan Doyle made a neat little address in which he stuck to the tradition of the Irregulars and told us about his father's acquaintance with Holmes. Of course Christopher himself in person (but he WAS a moving picture!) was the glowing heart of the nebulae. And, by the way, I think having vindicated Watson in the matter of the coal scuttle, it now behooves me to vindicate him in the Persian Slipper.
BOOKS ALIVE: Man, oh man, WHAT a title, and doubly good for your book because none has a greater faculty for bringing books ALIVE than you. I was glad to get your note of February 27th, and to learn from it that you may be coming back East soon. Since the first draft of the Gazetteer, I have added about 150 more names - still without resorting to bars or theatres - but more important, I have fallen in with Dr. Who the members were of the Irene Adler Division with which Christopher Morley and other Irregulars convened immediately following the BSI dinner in New York is a mystery, however. For many years, it was believed that BSI dinner photographs commenced after World War II, with the one of the 1946 dinner.
So it was a surprise when James Keddiea€™s letter above referred to a dinner photo, and a thrill when a print turned up in the hands of Mary Hazard, daughter-in-law of the late Irregular whose it had been: Harry Hazard, a solver of the Sherlock Holmes Crossword in 1934.
But to confound us, in the photograph are at least two men whose names are not in Smitha€™s minutes: William C. None of the seven surviving copies of 221B I have seen bears all the signatures of everyone we can say was at the dinner. Comparing signatures in one copy of 221B after another makes for further confusion Some men seem to have stayed glued to their seats throughout the signing session, as the copies of Starretta€™s book made their way around the table, while others seem to have gotten up and roamed around the room, signing one copy here, another copy there. Three particular signatures appear as a trio in one copy after another a€” James Keddie, Edgar W.
Bill Vande Water has picked up where Harry Hazard left off, and carried on with his typical valiant job of assigning names to faces, but a few remain unidentified.
The photograph a€” Ia€™ve been having enormous fun, showing my friends what I looked like nearly sixty years ago. I was also given a bit of a nudge by Archie Macdonell, who founded the first Sherlock Holmes Society in England in June 1934.
I remember David Randall, and discussion of the cash value of certain Sherlock Holmes first editions. The man who got me started in all this Sherlock Holmes stuff was not present at the dinner. To qualify for the Middle Level Forensics Association (MLFA) State Tournament (this year held at Neenah High School on March 15), students’ three best meet scores had to average 37 points or higher (the highest possible score is 42).
Forensics is open to students in grades six through eight and helps them develop public speaking skills and self-confidence that other extra-curriculars cannot address. When it came to responding to a special call to service, this year’s Distinguished Graduate gave his fervent “Yes to God” by enrolling in the Milwaukee Archdiocese deaconate program.
Marisa Worley, director of development at A Gift For Teaching, accepts a donation from Rotary Club of Dr. Tiffany Johnson of Independence is named Miss Starpower and the overall 8-under champion at the regional Starpower Dance Competition in Lakeland. Congratulations to Tiffany Johnson of Independence for winning the solo Miss Starpower dance title and being named overall champion in the 8-under category at the Starpower Dance Competition. Allison Caruana of Lakes of Windermere accepts a proclamation on behalf of the town of Windermere that declares that May is Lyme Disease Awareness Month. Windermere Mayor Gary Bruhn declared May Lyme Disease Awareness Month in an official town proclamation.
As part of his leadership project, Ocoee Eagle Scout Chris Cotter brought three large Blue Ridge Shaker benches and historic caladium varieties to Nehrling Gardens. Danielle Schelmety, daughter of Roy Bye and Doris Lugo-Schelmety of Westminster Landing, is engaged to Mike Smith, son of Dr. Roy Bye and Doris Lugo-Schelmety of Westminster Landing announced the engagement of their daughter, Danielle Schelmety, to Mike Smith, son of Dr. Windermere resident Michelle Jones — of Violectric and Fretless Rock — lends her musical talents to several charitable, social and community events.
Central Florida-based strings superstars Violectric and Fretless Rock — led by musician Michelle Jones of Windermere — played a full lineup of performances across Orlando to benefit several charitable organizations. Upon their return from the Rotary Youth Leadership Awards, West Orange High School Interact Club members (l. Rotary Club of Windermere welcomed members of West Orange High School’s Interact Club to a recent meeting. Windermere resident Bob Brown, president and CEO of Heart of Florida United Way, celebrated the conclusion of HFUW’s 2013-14 campaign during the Live United Celebration, where it was revealed that the organization had raised a staggering $18,319,177 since this past September. Mothers of participants in the Autism & Related Disabilities Gym at Ocoee’s Jim Beech Recreation Center — (l. Salt Room Millenia workers celebrated the company’s second anniversary by giving away free salt room sessions all day long and a spa day for mothers of participants in the Autism & Related Disabilities Gym at Jim Beech Recreation Center in Ocoee.
Southwest resident and Orange County Mayor Teresa Jacobs provided the opening remarks at a media event hosted by Merlin Entertainments Group. O-Town Sound Chorus members performed well at the Sweet Adelines Atlantic-Gulf Region 9 Regional Convention and Competition.
Scott Haire, son of Southwest residents Jeff Haire and Jill Haire-Costantini, is engaged to Kimberly Coady, daughter of the late Patrick Coady and Geri Coady of Stoughton, Mass.
Southwest residents Jeff Haire and Jill Haire-Costantini announced the engagement of their son, Scott, to Kimberly Coady, daughter of the late Patrick Coady and Geri Coady of Stoughton, Mass. After speaking to the Rotary Club of Lake Buena Vista, Martha Mannarino, vice president of communications & development at Shepherd’s Hope, greets (l. Rotary Club of Lake Buena Vista welcomed guest speaker Martha Mannarino, vice president of communications and development for Shepherd’s Hope, to a recent meeting. Winter Garden Police Chief George Brennan, Winter Garden Commissioner and Sterling Pointe resident Robert “Bobby” Olszewski, and Winter Garden Fire Chief Matt McGrew attended the grand opening of the new Community Health Centers campus in Winter Garden. The First Baptist Church of Windermere hosted a panel for the community to discuss the place and purpose of faith in government. The Institute approach includes all of the seven elements of successful professional development programs, five very extensively; and it significantly strengthens teachers in all five of the major dimensions of teacher quality.
Over 96% of all participating teachers rated the Institute seminars overall "moderately" or "greatly" useful. Though causality cannot be imputed, Institute participants also had nearly twice the retention rate of non-participants in local teaching. To confirm, maintain, and improve these impacts, it is advisable for Institutes to continue surveys of teacher participants and to undertake a variety of additional continuing quantitative and qualitative studies of the effects of Institutes on student and teacher outcomes. Section I summarizes the conclusions of recent research on the ingredients of teacher quality and effective professional development programs. 2 Scholars also see an "emerging" consensus on the characteristics of professional development programs that can contribute to this goal.3 The mandate of Sec. Second, the research literature suggests that districts may face a choice "between serving larger numbers of teachers with less focused and sustained professional development or providing higher quality activities for fewer teachers," since "good professional development requires substantial resources" in terms of time, expertise, and dollars.21 As the Gates Foundation recently stated, an "effective professional learning community" requires "teachers who work together to improve each other's practice," including "weekly time to work together to meet shared challenges and improve their skills. Each Institute provides professional development designed to help teachers face the challenges of educating effectively in low-income communities with high proportions of racial and ethnic diversity.
The Institutes also provide opportunities for collective participation and all engage in continuing evaluation, though with some variations. These units of roughly fifteen pages or more are based on research into a topic inspired by the seminar and assisted by the faculty member, but adapted to the teachers' courses and students. Teachers are active learners in these seminars, receiving feedback from their peers and often trying out the units with their students as they prepare them. Instead, they research and write curriculum themselves, challenged and aided by their peers to insure that it is exciting for students and teachers alike. The distinctive approach of the Institute does pose challenges for rigorous empirical evaluation. That approach relies heavily on teacher leadership, including not only the decisions of teachers concerning their own participation, but also the decisions of Teacher Representatives on applicants' eligibility for the program and on the seminars to which teachers are assigned.
Instead, researchers construct or identify a control group that matches the treatment group as closely as possible on all measurable characteristics.
Beginning in 1981, distinguished experts have been invited periodically to conduct site visits to the Yale-New Haven Teachers Institute and to provide evaluations. In 1981 it began requiring all seminar participants to complete detailed questionnaires on their experience, and in 1981 and 1985 it undertook surveys both of teachers who had and teachers who had not been seminar participants to determine their experiences with using curriculum units.
The external evaluator's report included suggestions for improved continuing evaluation that have been incorporated into the ensuing Yale National Initiative. In brief, the results from each individual Institute, from the National Seminars, and in the aggregate national data all show that teachers throughout the country have consistently evaluated their Institute experiences much as the teachers did in the National Demonstration Project. When asked to choose among 12 reasons for participation in the seminars, the teachers at every site listed the "opportunity to develop materials to motivate my students" as their leading reason. Nonetheless, teachers at all the sites rated their overall experiences at their Institutes very similarly. Elementary-school teachers most stressed the goal of developing curriculum that fit their needs. In contrast to most professional development programs, the surveys revealed no widely shared criticisms of the seminars. These data strongly support the conclusion that virtually all teachers who complete Institute seminars feel substantially strengthened in their mastery of content knowledge and their professional skills more generally, while they also develop higher standards for what their students can achieve.
At most sites, elementary-school teachers were most likely to say that the seminars had increased their knowledge. Though such comments are not available from the other Institutes and so they do not constitute a systematic national data set, they indicate that in this regard, too, the patterns discerned in the National Demonstration Project appear to persist. About 87% taught their units in from 2 to 5 classes, usually over a full academic year, sometimes half a year. Roughly the same percentages rated the units as more enjoyable or equally enjoyable to teach than other curricula.
Teachers using units did, however, provide a great deal of data concerning student responses to those units.
These collaborative teaching efforts often involved teachers who had not been Fellows, expanding the influence of the Institute's work.38 And teachers frequently stated that Institute curriculum units enabled them to meet "state and district standards" with materials that were more exciting for their students and for themselves, in part because these were units "tailor made to suit" the "personalities and interests" of the students to whom they were taught. For many teachers, Institute experiences reinforce their desires to continue working in the nation's most challenging educational environments.


In comparison with the other local sites and the National Seminar participants, New Haven Fellows were roughly twice as likely to be under 30. The study design called for obtaining information on teacher retention, promotion to leadership positions, awards, and attendance, and data on student test scores, grades, awards and recognition, attendance, and promotion to higher grades.
The fact that teachers self-selected to apply for seminars means, however, that the analysis can only identify correlations, not support claims for causality. Because Fellows' curricular units are designed to fulfill general state and district content standards and goals, not to prepare the specific knowledge and skills examined in state standardized achievement tests, no strong impact on test scores was anticipated, even when the math test scores of students of math and science teachers and the reading test scores of students of English and history and social science teachers were examined. The results at the school level did not produce statistically significant results varying from those found at the teacher and student levels, leaving unsettled the question of whether collective teacher participation by school produces benefits beyond individual teacher participation.
This result is statistically significant at the 95% confidence level; but the Yale-New Haven Teachers Institute actively sought to encourage participation by African American teachers during these years.
Because these descriptive differences in teacher retention could be traceable to other teacher characteristics, the researchers ran an inferential statistical test to illuminate the Fellow correlation.
Though we have less data on teachers' experiences in using Institute curriculum units, those data are also positive. The annual surveys of Fellows at each site and in National Seminars, with high rates of participation guaranteed by the requirement to complete the surveys to obtain Institute stipends, provide invaluable data on teacher responses that need to be sustained. These data could include annual surveys of former Fellows on their use of the units they have written, on their use of units written by other Fellows, and surveys of non-Fellows on their unit use — though past experience suggests that achieving high response rates will be difficult even with modest financial incentives.
It is vital to monitor whether Institutes continue to attract teachers from a broad range of demographics. Because teachers' voluntary choices do sometimes produce collectivities of teachers from the same school or grade in particular seminars, and because the number of Fellows teaching in a school often grows over time, there are opportunities to study the patterns of student and teacher performance associated with these clusters; although the impossibility of constructing randomized controlled tests will still prevent claims for causality. One possibility in large school districts may be to assign schools randomly to be targeted for recruitment into Institute seminars, though the availability of units written by Fellows to all teachers in the district would arguably limit the "controlled" character of such a study.
The consistently positive results of the great variety of evaluations conducted at multiple sites over the past three decades suggest that, while further research can surely suggest improvements, the fundamentals of the Teachers Institute approach will continue to be shown to be a distinctive and valuable contribution to both teacher and student learning and achievement throughout the nation. Coleman and Christopher Jencks, that socioeconomic backgrounds strongly affect student achievement (Coleman, J. This section reports data from the Teacher Surveys on Seminar Experiences conducted in Houston, New Haven, and Pittsburgh from 2003-2008 and Philadelphia in 2006-2008.
Teachers with Master's as well as Bachelor's degrees were more likely than those only with Bachelor's degrees to say the seminars raised their expectations of their students, especially in the humanities.
Data on relative ratings by teachers in different subject areas are drawn from Tables 311 and 321. One teacher commented that whereas the previous year, only 4 out of 20 regularly completed all reading and writing assignments, with the Institute unit those numbers were reversed.
One teacher noted that "In my school, we had projects generated by the seminars of the Institute involving several teachers not all of them Fellows.
During the period of the study, the tests assessed student learning in Mathematics, Reading, and Writing (grades 4, 6, 8, and 10) and Science (grade 10). During the test period, a number of New Haven elementary schools were made part of K-8 schools. It revived the BSI after four years of dormancy, and ushered in a new era at the Murray Hill Hotel. Smith in the 1950s, but lost along the way), we begin by reprinting the account of the 1940 BSI dinner which appeared in Irregular Memories of the a€?Thirties. I didn't get a blue carbuncle, or, for that matter, did I even get a goose - but the day was a very pleasant one notwithstanding.
The date crept up very quickly, and when I finally reached Earle Walbridge yesterday, to look over the proofs of my section, I found a number of errors which it is now probably too late to correct, since Miss Prink at Macmillans tells me the binding has already started.
There being no Goldini's or Marcini's available, the Murray Hill Hotel seems to meet the necessities next best. Anything I can do toward contributing to the preparations for the event I shall therefore have to undertake during the next two weeks.
The errors will probably be discernible only to the inner circle of the cognoscenti, and to those select few they can easily be explained away. Shortly afterward, Edgar Smith a€” now the BSIa€™s Buttons, an extra-Constitutional office later to be superceded by the grander and rolling title of Buttons-cum-Commissionaire a€” sent out to those on the mailing list he had received from Christopher Morley some minutes of the annual dinner. Revision of this constitutional requirement was, however, adopted, viva voce, and amendment to the Constitution hereby imposed, in that it is required hereafter that the toast shall not be canonical but Conanical.
Christopher Morley announced that the meeting, which was held as usual on a date at variance with the constitutional specification, had been called to celebrate the publication by Macmillans of 221B - a compilation of the writings of various members of the Society. Vincent Starrett, whose unfortunate absence from the meeting can be compared only with the intolerable absence of Mrs.
We are able to reproduce opposite the appropriately fanciful menu of the evening a€” it initiated a custom of oysters, pea soup, curried chicken, and a sweet which was observed by the BSI for many years (until, Robert G. I tore up two or three attempts to do it from an old drawing, finally put on my old dressing gown and posed for it in the mirror.a€? And in a letter to Edgar Smith dated December 13, 1942, Christopher Morley wrote: a€?Would Freddy Steele like to design a menu card or would we use again the one he did years ago?
Located at 41st and Park Avenue in Manhattana€™s Murray Hill district, the venerable hotel had seen better days by the time the Baker Street Irregulars arrived in 1940, but it captured and preserved the atmosphere of Victorian London far better than any other possibility in New York at that time (let alone today). In the United States on Estate business, making Sherlock Holmes publishing and radio and motion picture deals, and doing some lecturing on his fathera€™s Spiritualist cause as well, he had been invited to the BSI dinner by Christopher Morley.
Smith, prominent Sherlockian and secretary, or a€?Buttons,a€? as he is called, of the Irregulars, informed this writer that the trouble began several years back, when Denis Conan Doyle attended a Baker Street dinner in New York. He added that it was probably the highest compliment ever paid in the history of literature.
Hudson to sit down at a meeting of the Baker Street Irregulars and to count you among the missing. It isn't as comprehensive a thing as I had thought it might be -- perhaps I should add hotels and clubs and restaurants to the list of countries, U.S.
Altick wrote his paper on Holmes and Johnson as an undergraduate at Franklin & Marshall College in Lancaster, Pa. Certainly I shall be happy to have a copy of your paper - entire - and I trust that you are right in believing it to be publishable. I am sorry you had to wait so long for an acknowledgment of your MS - which I received, read, and enjoyed. I had thought that he was sent to China by the Chicago Tribune as its Far Eastern correspondent. The photograph below is of the lobby, looking past the reception desk and grand staircase at the corridor which led to the private meeting rooms.
Smith, eager for the BSI to convene again for what would be his first annual dinner, had suggested the Murray Hill Hotel as an appropriate place.
We could have one of their private dining rooms, which are so entirely in the Baker Street manner and decor.
I might tell you that the addresses may not be 100% correct, but I think you will find them O. Smith is about the busiest person on earth at the moment, although he has taken time out to read your new book BOOKS ALIVE which he thinks is excellent.
Warren Force, Harry Hazard, Harvey Officer, Allan Price, Harrison Reinke, Stuart Robinson, and Earle Walbridge. Since Smith was working from a list supplied by Morley a€” Woollcotta€™s name was on the 1935 list, but crossed off on the only copy surviving to be printed in the September 1960 Baker Street Journal a€” we must wonder about the legend of Woollcott cast out into utter darkness after crashing the 1934 dinner, and publishing his mocking account of it in The New Yorker.
In a letter to Morley on May 10, 1939, discussing the progress of 221B, Vincent Starrett mentioned that a€?Incidentally, Ia€™ve included tentatively Woollcotta€™s bit on the Gillette dinner in 1934, from the New Yorker, as a sort of pendant to Fred Steelea€™s contribution from the same journal, which mentions the dinner. It was not until 1945 that any of the original Pips a€” Gordon Knox Bell, Richard Clarke, Owen Frisbie, Norman Ward, and Frank Waters a€” began to attend the BSIa€™s dinners. Starrett later used the title for his bookmana€™s column in the Chicago Tribune, which appeared Sundays for some twenty-five years. In the first place, they were declared no longer canonical but Conanical a€” Christopher Morleya€™s whimsical way of tipping his hat to Sir Arthur Conan Doyle in his son Denisa€™s presence.
When, in the course of luncheon at Christ Cellaa€™s or elsewhere, some acquaintance would hear about the Sherlock Holmes society and ask how to get in, he would be asked a€?Who was the Second Most Dangerous Man in London?a€? If he could answer that one, he might get asked others if anybody present wanted to ask them. That was getting late to make plans to attend, apologized Morley; but Keddie made it nonetheless. On the occasion of the 1940 dinner, however, the editor of 221B: Studies in Sherlock Holmes was not even in Chicago, a mere overnight run on the 20th Century Limited to New York.
Smitha€™s minutes say that a€?The meeting voted simultaneously to send greetings and a fully autographed copy of the book to Mr. This meeting was held to celebrate the 50th anniversary of Sherlock Holmesa€™s first appearance in American ink (Lippincotta€™s Magazine, February 1890).a€? Not a great way to sell copies of the real reason for the 1940 dinner, Vincent Starretta€™s 221B: Studies in Sherlock Holmes a€” especially since lack of funds had forced Starrett to sell that superb collection of his the year before! Dame Jean Conan Doyle did not share her brothersa€™ antipathy toward the Baker Street Irregulars, and in fact was pleased to accept membership in 1991. Keddie, a publisher of his as well, at the company where he was vice-president, took it upon himself each year to write Starrett a report of the dinner. On January 30, barring accidents, I shall be four weeks along in a Reno residence of six, in an effort to procure a divorce which will enable me to marry Ray. Indoctrinated students will deduce that (by an innocent misunderstanding) a portion of this work was set from unrevised copy, and this first edition will remain identifiable by a number of irregularities, notably in Mr Edgar Smitha€™s valuable concordance. However, it was signed by several at a most successful meeting of the Irene Adler division or Ladies' Auxiliary held immediately after the dinner. Copies of 221-B were distributed and autographed more or less by all present, and a jolly good time was H.
Now, as Holmes has pointed out, Curry is an excellent disguise for the taste of opium, and (you remember) would be the logical flavor to use in food into which opium was to be introduced. He said that his father had known Holmes very intimately, and he even went so far as to say that Holmes's mental processes had influenced his father's thinking. He also suggested that only Hitler could have written the impetuous and irresponsible letter which caused all the trouble. Julian Wolff, who made a couple of neat little maps of spots in the stories about a year ago (I asked him at the time to send copies to you), and he is doing a bang-up job with London, England, the Continent and the world - creations that will be well worth framing and hanging.
I had photostats made of it, and am sending you a copy herewith, in case you haven't seen it.
And none have been found from 1941 through 1945, though some pictures were taken by others at the BSIa€™s special Trilogy Dinner at the Murray Hill Hotel on March 30, 1944.
Christopher Morley (still beardless at this time) is at the head of the table, in black tie, leaning to catch something Frederic Dorr Steele is saying to him.
Absent from all seven are the signatures of Elmer Davis, Malcolm Johnson, and Warren Jones, all of whose names are in Smitha€™s minutes. Smith took on the work of Buttons in January 1940, sending out dinner invitations to the rather casual list of members Christopher Morley provided, and preparing minutes afterward, it was all new to him. His name appears in Smitha€™s minutes, but his signature does not in any of the seven surviving copies of 221B. Some names do not appear on either the 1935 or 1940 membership lists, and we will not see them again after this night.
Yet one man there a€” the man with the dapper mustache, raising a wine-glass in salute a€” is still in the ranks. Of course no one of my generation can forget the overwhelming, all-pervading atmosphere of the Depression, the atmosphere of fear, fear for onea€™s job, fear for all onea€™s friends, half of whom were out of work.
My friend Basil Davenport, the one man I knew who literally lived in a garret, in the depths of the Depression, supporting himself by writing for that same Saturday Review of Literature a€” precariously, because the Saturday Review didna€™t always have the money to pay contributors. They Holy Angels Forensics Team met for the first time just before Thanksgiving, selected and wrote pieces and began practicing.
Qualifying for the State Meet this year were sixth grader Ryan Mas, and seventh graders Amanda Scherbarth, Brianna Chipman, Brittany Hopp, and Inge Frey.
They learn important life and social skills as they interact with the best of the best from around our area and around the state. Phillips, Marisa Worley, director of development at A Gift For Teaching, spoke to members about her work with the nonprofit. Pictured with her are Central Florida Dance Center teachers Lindsey Albright Anderson (left) and Nicole Carpenito.
The regional dance competition, held annually at Lakeland Civic Center, features more than 1,000 routines throughout three days. Crucial to the signing of the proclamation was Allison Caruana of Lakes of Windermere, a longtime Lyme sufferer and activist for the Lyme community.
Members of The Henry Nehrling Society previously attended Lake Placid’s Caladium Festival in 2013 to pass out brochures and meet all the growers, who indicated they would be amenable to donating Dr. Both acts are known throughout the state for their custom arrangements of classic and modern rock tunes such as Billie Jean, Born to Run and Moves Like Jagger. The students had just attended the Rotary Youth Leadership Awards for high school students, which is held annually at the Elks Youth Camp in Umatilla. Bob also helped kick off National Volunteer Month by commending HFUW volunteers for their dedication and commitment to the local community. As part of the seventh Smooch — Special Moms of Outstanding Children with Handicaps — Project, Smooch mothers must volunteer and help out at the gym a significant amount. The event provided an early look at I-Drive 360, a $200 million project now under construction on International Drive. Singing There Goes My Heart and How Many Hearts Have You Broken, the women’s barbershop chorus landed third place in the midsize-chorus division and fourth place overall among 13 choruses throughout the state of Florida and one from South Carolina.
Scott is a 2005 graduate of Florida Atlantic University, and Kimberly is a 2010 graduate of the University of Massachusetts. Shepherd’s Hope operates five medical clinics throughout the Orlando area and relies on strong partnerships within the local community to ensure that its services reach those most in need. The mission of Community Health Centers is to provide quality and compassionate primary and preventive medical, dental and pharmaceutical services to Central Florida’s economically and culturally diverse communities.
The panel members — which included Orange County Mayor Teresa Jacobs, First Baptist Church of Windermere Pastor Troy Schmidt, Windermere Mayor Gary Bruhn, and Congressman Daniel Webster — represented three levels of government, starting at the local level with Windermere, the Orange County government, and the federal government.
Guests enjoyed an evening of spirits and savories while listening to performances by the University of Florida’s Gator Jazz Band and the Ocoee High School jazz band, all while raising much-needed funds for the HAPCO Music Foundation, which provides scholarships for deserving students to attend any music-related college program of their choice in the United States.
There were no statistically significant effects on the only measures of student achievement for which data were available, standardized test scores and grades.
1119 of the No Child Left Behind Act for school districts to employ "highly qualified" teachers who receive "high quality" professional development has prompted more thorough data collection by school officials and more rigorous evaluations of teacher quality and of professional development programs. In New Haven, where 45 schools serve over 20,000 students, 70% of the students come from families receiving school meal financial assistance, and 87% are African American or Hispanic.
Each year, the Institutes offer weekly seminars over several months, led by university or college faculty members, on topics that the teachers, through their Representatives, have selected to enhance their knowledge of what they teach. The units often represent the first substantial research and writing project that teachers have undertaken since college. Teachers play leadership roles in every stage of the program, including designation of seminar topics, approval of faculty proposals for seminars on those topics, approval of teacher participants, and assistance in coordinating seminar activities and program schedules throughout the year. The Institute approach does embrace the alternative of "higher quality activities for fewer teachers." Each Institute offers seminars for roughly 50 to 80 teachers per year.
Most scholars agree that causality can best be determined via randomized controlled trials, in which subjects are randomly assigned to two groups. To obtain a close match, researchers generally need a great deal of information on a large number of potential group members.
The results showed that the use of Institute-developed units was growing rapidly, with units taught in more than 1500 school classes by 1984. Every Institute administered similar annual questionnaires to all participants on their seminar experiences, and the Project also sponsored a one-time survey on unit use by participating and non-participating teachers at each site.
Through the National Initiative, the Teachers Institute of Philadelphia was established, joining the League of Teachers Institutes in 2007. Along the dimensions most associated with teacher quality, they rate the Institute approach very highly, markedly better than the low evaluations scholars report for most other existing forms of professional development.
A similar pattern is visible in the survey results of teachers who have been "National Fellows" in recent years. Instead, over 96% of participating teachers praised the overall program, rating it "moderately" or "greatly" useful, in a remarkably consistent range running from 96.5% in Houston to 100% in Philadelphia. And perhaps surprisingly, teachers with more than 10 years of teaching experience most often indicated that the seminars had raised their expectations for their students — a pattern also discerned in the National Demonstration Project. Most teachers chose to present their units via teacher-led discussion rather than extensive lecturing. Only Fellows teaching in the physical sciences were more likely to rate them "somewhat" instead of "very useful." All teachers particularly valued the sample lessons and activities the units provided, along with the resource lists for teachers and students. There were no statistically significant variations according to the grade levels or subject areas in which Fellows taught. Although all sites attracted similar ratios of more experienced and less experienced teachers, Philadelphia and, particularly, National Fellows were somewhat more likely to have less than 10 years teaching experience. In practice, researchers were only able to document teacher retention and attendance and student performances on standardized tests and course grades.44 These results were examined both at the level of individual teachers and students and at the school level. The study cannot rule out the possibility that teachers who choose to participate in the Institute are more likely to continue teaching in New Haven for reasons other than Institute participation. Because more effective teachers may also grade more strictly, it was also not clear that even enhanced student interest and performance in courses led by Institute Fellows would be associated with higher grades in relation to students of non-Fellows.
In regard to teachers, there was no statistically significant relationship between participation as a Fellow and teacher attendance. The data show that these efforts succeeded and that the Institute was at least as attractive to these racial minority teachers as to whites. It underlines the need for future evaluations to use data more closely tied to the goals of the curriculum units written in Institute seminars, and the need for the accumulation of much more extensive data on student outcomes. The New Haven quantitative study indicates that Institute seminars attract a broad range of teachers from every observable demographic category and that those who choose to be Fellows are much more likely to continue teaching in the district than those who do not. If resources permit, Institutes might also survey students on their experiences of units used in their classrooms; and they might seek to use pre-unit and post-unit student tests to determine the extent of student learning. It would also be useful to assess systematically at every site whether experiences as Fellows are associated with heightened teacher retention and with the promotion of teachers to positions of academic leadership within their districts and beyond. Even so, if students of teachers at schools randomly assigned for recruitment appeared over time to perform better on appropriate measures than those from the same pool of schools whose teachers were not eligible for Institute participation, the results would provide additional reasons for confidence in the value of the distinctive Teachers Institute form of professional development. Browne Distinguished Professor of Political Science at the University of Pennsylvania, with the assistance of Dr. L., "Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement," Issues and Answers Report, REL 2007-No. Because the overall completion rate for these surveys was over 98%, percentages of all Fellows surveyed, whether or not they responded to a particular question, are only slightly smaller. Though teachers in the physical sciences rated their seminar experiences highly, their ratings were slightly less positive than those provided by teachers in the humanities, social sciences, and other areas. Another reported that students showed detailed knowledge of a unit involving films a year and half after it was taught. Science is particularly prone for projects with broad participation of students and staff." Another reported that "we have formed a number of teams, often involving teachers who never were Fellows. Many teachers were reclassified as K-8 school teachers, leading to an apparent decline in elementary school teacher participation.
If you could go back in time to attend just one BSI dinner from years gone by, which one would it be? It was a publication party for the first BSI anthology of Writings About the Writings, Vincent Starretta€™s 221B: Studies in Sherlock Holmes, with most of its contributors present that night. Mistakes can be corrected, assumptions confirmed, missing passages filled in, and hitherto-unsuspected aspects revealed. Starrett could be excused for overlooking it, since he had been out of the country at the time, on an extended tour of duty. The changes I would have made are of a rather minor character, and probably if it were not my own child I would not be conscious of the few warts that disfigure it. Our dearly beloved public won't know Staphonse from Staphouse (if that's not in the eight pages) and even if they do find ground for pinning us down, the controversy might actually be profitable. I hope everything comes out satisfactorily, and that you will be East again before too long. It was the first of an unbroken series of annual minutes prepared by Smith through 1960, the year of his death.
A copy of the book, presented with the compliments of the publishers, was put at each place. Cecil For(r)rester, who expressed his sympathy and pledged his assistance in the Society's research in the matter of his ancestral relations with a certain governess. Harris says, the Irregulars meeting every January, at Cavanagha€™s by then, grew so many for the room, that diners no longer had the elbow-room to wield an oyster fork). His talk that evening, Morley reported in writings reprinted earlier in this volume, was a€?probably the most charming discourse to which we have listened.a€? Later, though, as Morley also observed, Denis Conan Doyle (not to mention his sometimes volcanic younger brother Adrian) came to regard the BSI as some sort of conspiracy dedicated to usurping their fathera€™s reputation and accomplishments.
Very different from Woollcott, he wrote in a vein of decorous modesty asking if he could be put on the waiting list and offered to undergo any sort of inquest of suitability. In every respect but this the dinner at the Murray Hill Hotel last week was a roaring success, and the book -- however it may ride the seas -- was properly launched. Altick is the author of many books, including the evocatively titled Victorian Studies in Scarlet in 1972.
How he came to write to Vincent Starrett in Chicago, he no longer remembers, but from his papers at Franklin & Marshall come these two letters from Starrett, who encouraged him, commented on his paper, and saved it until 221B came along as a convenient outlet a few years later. It seems to me that you have made out an excellent case and I hope you may find an editor who will publish the paper. It was, instead, a trip around the world of his own, paid for by the sale of his 1935 novel The Great Hotel Murder to the movies.
Unable to identify Latham, I offered a complimentary copy of the next volume of BSI History to anyone who could. I propose that you and I appoint ourselves a committee, perhaps together with Harold Latham of the Macmillan Company, to arrange this matter. It isna€™t so hot, in my opinion a€” only about 400-500 place names, and many of the richest ones not geographical at all. Just as soon as he gets a little breathing spell he is planning to write you a lengthy epistle. His paper a€?The Creator of Holmes in the Flesha€? reads as if it had originally been a talk a€” perhaps at the a€™36 dinner, about which we have few details. Warren Force (died 1959) was in the tar business a€” founder and chairman of the Hydrocarbon Products Company, Inc., and a director and the treasurer of the Tar Distilling Company and Old Colony Tar Company at the time of his death.
The Five Orange Pips had been founded in 1935 independently of the BSI, perhaps in blissful ignorance of its existence; and for ten years they regarded the BSI as the lesser body. Leavitt, BSI by way of the Grillparzer Club well before 1934, railed about it to Julian Wolff many years later, when Wolff had succeeded Smith as the BSIa€™s Commissionaire. An uncle of mine who must have been a contemporary of Watson in Edinburgh continued to put the sundries of his evening comfort in the coal box a€” which never had held coal a€” until his death a few years ago. He was across the prairies and over the Rockies in Reno, Nevada, in the process of getting a divorce from his first wife, Lillian Hartsig, in the days when six weeksa€™ residence in a€?The Biggest Little City in the Worlda€? was the quickest way. Starrett, an action which, in the preoccupations which ensued, was probably not accomplished.a€? But other Irregularsa€™ copies did make the rounds of the table.
Steelea€™s hand was steady, but some signatures show signs of having been inscribed a few rounds of drinks later. I tore up two or three attempts to do it from an old drawing, finally put on my old dressing gown and posed for it in the mirror.a€? The parenthetical passage which had been missing held the clue. Randall hoped to resell it intact to someone, perhaps a library where it would be available for scholarly use, but in 1943 finally offered it up piecemeal. Latham writes me from Macmillan that he will see that a complimentary copy goes to everyone. I carried a coal scuttle of the Baker Street variety to New York, and it was placed in triumph, and, I hope, in complete vindication of Watson's reporting, in the middle of the table - we kept the cigars in it. And, yes, I'll hang on to the remaining two chapters I have and use them (I am sure) before your book goes into print. We are thinking of putting out the Gazetteer together about June 1st, as a private effort, illustrated with reductions of these maps, which would really touch it off.
This was his first BSI dinner and he was meeting virtually all these men for the first time that night. Ronald Mansbridge was born in England in 1905, attended Cambridge University, and came to the United States in 1928 to teach at Barnard College. 6, sitting next to my old friend Basil Davenport, who has another old friend of mine, Peter Greig, on his right. When I arrived in New York in 1928, I had a letter of introduction to Chris from Sheldon Dick, whom I knew at Corpus, Cambridge.
I missed that one, but I happened to follow Archie on a trip across America, about a week behind him, staying at some of the same hotels. Basil was too proud to accept money from a rich aunt Juliet; but he did let her pay his membership dues at the Yale Club, which he called a€?the most inclusive club in New York,a€? and which he liked because he could take their thick correspondence cards and cut them to fit inside his shoes perfectly when the soles wore out.
Like so many others, he was hit by the Depression, but made ends meet by doing public relations work for various and sundry.
I remember an animated discussion with him once about a book on Horace we had published at Cambridge University Press. Although he didna€™t attend the dinner, he made arrange-ments for copies of 221B: Studies in Sherlock Holmes to be distributed at the dinner.
A Gift For Teaching was founded in 1998 as a way to recycle unwanted or surplus supplies from businesses and has since grown into a tri-countywide operation that daily distributes more than $40,000 worth of school supplies and incentives for free.
Tiffany will now advance to the 2014 Starpower World Championships competition, which will take place July 2 through July 6 at the Walt Disney World Dolphin hotel in Lake Buena Vista.
During a Windermere town meeting, Allison shared her story of living with Lyme disease for 37 years and explained the need for preventive measures.
Danielle and Mike, both Juris Doctor candidates, attend Mississippi College School of Law and will graduate this month. RYLA is a four-day experience in a modern camp-style setting that places emphasis on public speaking, building personal confidence and engaging in character-molding activities.
Held last month, NVM enables organizations across the country to show their support and appreciation for the volunteers in their communities.
Vice President of Merlin Entertainments Group Adrian Jones, Visit Florida Chief Marketing Officer Paul Phipps, Unicorp President Chuck Whittall, and Visit Orlando Chief Marketing Officer Danielle Courtenay in providing an early look at the $200 million I-Drive 360 project. I-Drive 360 will be home to three headlining attractions — the Orlando Eye observation wheel, Madame Tussauds Orlando and Sea Life Orlando Aquarium — when it opens in spring 2015. Teachers Institutes offer five to seven seminars each year meeting weekly over roughly three months, led by university or college faculty members, on topics that teachers have selected to increase their mastery of what they teach. This expected result underlines the need for evaluations focused on the specific outcomes Institutes seek to achieve, including heightened student interest and attendance and improved student content knowledge in curricular areas featured in local district standards and goals. Much remains unsettled, but some features contributing to effective teachers and successful professional development are clear.
The seminars sometimes include teams of participants from a single school, but most also combine teachers from different schools teaching different subjects at different grade levels, who all wish to learn more about topics in history, literature, politics, chemistry, biology, art, or other areas, in order to improve their teaching.
They contain a narrative describing the unit's goals and strategies and several sample lesson plans. The seminars are of substantial duration, involving a minimum of 26 hours in session, while Fellows also meet with seminar leaders, research seminar topics, and write their units over many more hours. But through dissemination of their units, Institutes can impact far more teachers than they enroll; and over time, significant percentages of teachers in particular schools and regions can be direct participants.


Over 97% of the teachers using the units praised them highly for their quality and the positive responses they invoked in students. These surveys were analyzed in a 2004 study sponsored by the Institute, "To Motivate My Students," the precursor to this report. The Santa Ana Teachers Institute relied solely on state funding instead of the recommended diversified funding base, while the Albuquerque Teachers Institute reported to a dean, not a President or Provost. Since 2005, the National Initiative has conducted National Seminars in New Haven for teachers from cities contemplating starting Institutes, as well as for Fellows from existing sites. Only 3% of the respondents said the program was useful only to a small extent, with the remainder non-responses. But whereas during that Project science teachers were slightly more likely than other teachers to list their seminar experiences as "moderately" rather than "greatly" useful, in these surveys teachers currently teaching or planning to teach in the humanities, social sciences, or the sciences showed no consistent variations across the sites in their program evaluations.34 All rated their seminar experiences very highly. They also stressed writing exercises and activities designed to strengthen speaking, listening, vocabulary and reasoning skills, much more than test taking. Roughly 75% of teachers also compared the units favorably to commercially available curriculum in terms of sample lessons and activities, teaching strategies, resources and other features. Both Philadelphia and National Fellows were also more likely to be high-school teachers, though in Philadelphia this pattern arose as a condition of one of the Institute's grants. Kisker of Twin Peaks Partners and executed with the aid of graduate student research assistants from the Yale-New Haven Teachers Institute and the University of Pennsylvania Graduate School of Education.42 It used data compiled by the Yale-New Haven Teachers Institute and by the Department of Research, Assessment, and Student Information in the New Haven Public Schools.
It was also hypothesized that Institute participation might be positively but weakly associated with teacher attendance (an outcome affected by many factors, including release time for professional development and service). Still, in the aggregate, improved student interest and learning should be associated with better test scores and better grades. But the hypothesis that Fellows are roughly demographically representative of New Haven teachers as a whole was supported by the data. Overall, over 50% of those teaching in New Haven in 2000-2001 had stopped being New Haven teachers by 2004-2005, a turnover rate consistent with national averages, especially for urban districts.46 That turnover percentage was substantially less for those who had been Fellows. If the impact on standardized test scores and grades is, as hypothesized, positive but highly indirect, those relationships will only be discernible when a great deal of reliable data can be analyzed.
Institutes should also seek to work with school districts to gather more data on student outcomes that are more closely tied than standardized tests to the content and goals of units written for Institute seminars and used in classrooms.
Researchers who stress the importance of pedagogy acknowledge the comparable importance of content knowledge. 245-247; Bill and Melinda Gates Foundation Staff, "Challenges to Teaching Capacity in New and Redesigned Schools," Gates Foundation, 2006, 4.
These teams have allowed Institute material to benefit many, many children other than those in classes taught by Institute teachers." A third stated, "My school has become a strong YNHTI center school with a Fellow involvement of at least 40% of the faculty. The very first, in 1934, when Alexander Woollcott rode across Manhattan in a hansom cab with Vincent Starrett to crash the party? And we can get a glimpse of the magical evening of January 30, 1940, in a BSI dinner photograph a€” apparently the first ever taken a€” which in 1990 we did not know had ever existed. Much new is there: the dinner photo and a key to it, letters from Vincent Starrett, Edgar W.
But he went on to implicate Christopher Morley in defense of such a deplorable situation: a€?To quote Mr. I doubt that time remains to enable the development of an essay on the Obliquity of the Ecliptic, but it is barely possible, if I apply myself assiduously, that I might have ready for confidential distribution for those present, a typewritten copy of the Gazetteer on which I have recently been making fairly decent progress.
I was altogether too finicky, anyway, in writing you as I did, and I hope you'll forgive me. The meeting voted spontaneously to send greetings and a fully autographed copy of the book to Mr.
There were some veterans of the Three Hours for Lunch Club and the Grillparzer Sittenpolizei Verein, like Frank Henry, Malcolm Johnson, Bill Hall, Mitchell Kennerley, and Robert K. In my capacity as Buttons, I shall be sending you as sober an account of the evening as I can see my way clear to put together. Anyway, let me know what you think of it, and how it might be improved, and perhaps for Christmas or some time before I can get my bargain-price printer to put it in type. There was a short session of the Irene Adler division here in Reno, at which I presided - Basil Rathbone being at the Wigwam Theatre in The Adventures of Sherlock Holmes.
He is still at work, and his most recent book, a study of the first ten years of Punch, was published in 1997. You will be more likely to find one favorable to the idea of publication, I think, if you will abbreviate the essay skillfully; its length just now is against it, I'm afraid.
Starretta€™s journey began in the Orient and ended in Europe, with his first visit to London in some years.
The suggestion of the Murray Hill, as well as the impetus for the 1940 BSI dinner, came from Christopher Morley. A cost estimate I recently saw for a businessman visiting New York in 1941 gave $3.35 a day for breakfast, lunch, and dinner. Smith as Buttons communicated with the membership through memoranda to the BSI, sometimes enclosing whatever membership list was current at the time. Bell, who was unaccountably omitted from the list of those invited to last Januarya€™s celebration; and that of Dr.
Stolper and Howard Swiggett, respectively a professor of English at Columbia University who scandalized his colleagues by contending that literature should be taught by writers, and a novelist well-known in his day, with links to the New York Police Commissioner, and later to certain cryptic wartime British missions in New York. Leavitt, and Gene Tunney, plus at least one other, non-fiction and mystery writer Hulbert Footner, whose only known connection with the BSI is his name on this 1940 list. Leavitt swore to this version of history in a€?The Origin of 221B Worship,a€? his 1961 memoir of the BSIa€™s early years. Smith eventually coaxed the Pips into the BSI, and then struggled to save them in 1947 when Christopher Morley felt the BSI had grown too large and unruly. Hence the membership of people like Don Marquis, Frank Henry, Bucky Fuller and other friends of Chris Morleya€™s who couldna€™t be annoyed with studying the Sacred Writings.
It was, I tell you, an ornamental piece of furniture, and when the fire needed replenishing, the bell-pull at the end of the mantel-piece brought the servant lassie from the kitchen with a cannily measured a€?scuttlea€? of coal, from which the fire was fed with great daintiness and dexterity. Smith sat next to Keddie at the dinner, and the two men hit it off a€” less than three months later, Smith was in Boston to join the Keddies Sr. To do so, he and Starrett produced a catalogue still highly desirable for its own sake, both for the many splendid items at what today seem sheer giveaway prices, and for the rich canonical fantasy which Starrett and Randall wrote into it. We will try to keep the actual dinner within the blood royal, but as soon as it has taken place Macmillan can make good boblicity out of it to help the book.
Watson, but probably not so well - at least he didn't seem to understand him as well as he did Holmes.
Denis Conan Doyle is off to himself a bit in the corner; not intentionally perhaps, but capturing a sense of the remove between the Conan Doyle Estate and the BSI. How well he managed to associate names with faces that evening, when high spirits and hard spirits were the order of the day, is unclear.
A few of them, Irregulars active today were able to know in person before they fell from the ranks. In 1930 he was appointed Cambridge University Pressa€™s representative here, a position he held for forty years.
It was clear that he had made quite an impression; at one hotel they asked me whether I wanted whisky for breakfast. Roberts, author of A Note on the Watson Problem, and then Doctor Watson, which Frank Morley at Faber & Faber published. She revealed that Lyme disease is present in Florida, not just in the Northeast, and the bacteria that causes the disease has several vectors, including fleas, lice and the black-legged tick, which is commonly found on dogs.
Set in the year 2025, Lyralites follows a group of travelers from earth who are on a routine resupply mission when their spaceship crash-lands on Dasara after a collision with an asteroid. Chris contacted these caladium growers and received a generous windfall of 4,000 caladium corms in return. Danielle, who graduated with honors from UCF in 2010, is vice president of the Federal Bar Association’s student division and a historian in the Phi Delta Phi International Legal Fraternity.
Roughly 60% of all participants rated student motivation and attention as higher during these units, producing substantially greater content mastery. Programs that contribute to teacher quality, as well as promising strategies for ongoing program evaluations, can be identified with confidence. In Pittsburgh, 65 schools serve 28,000 students, 68% financially eligible for school lunch aid.
By presenting their units in progress to their fellow teachers, seminar participants receive useful pedagogical feedback as they also improve their oral communication skills. Commissioner of Education, who wrote in 1981 that the Institute was a "dramatic exception" to a pattern of unsuccessful school-college collaborations; Theodore R. The study found that teachers at all sites rated the Institute programs higher than other professional development programs in developing the knowledge, skills, enthusiasm, high expectations of students, and capacities to motivate students that most studies indicate to be central to successful teaching. After the completion of the National Demonstration Project, these departures from the Institute approach appear to have contributed to financial difficulties that forced the suspension of operations in Santa Ana, and to substantial changes in the forms of professional development offered by the Albuquerque Teachers Institute. These seminars provide teachers with experiences comparable to those in local Institutes in a more compressed time frame. About a fifth of the teachers used units to develop math skills, largely but not exclusively teachers in the physical sciences. In these comparisons, teachers in the physical sciences rated the units as high as or higher than their counterparts in other subject areas. Due to their very low numbers, the responses from Fellows using other Fellows' units, as well as from non-Fellows using units, must be interpreted with caution.
In comparison with other sorts of curriculum they had used, Fellows found the Institute-prepared units received strikingly superior student responses. At all Institutes, teachers in the humanities were the most frequent participants, though the varying, often interdisciplinary responsibilities of teachers make these categorizations difficult, and for Pittsburgh they are not fully available.
Women were found to be slightly more likely than men to become Fellows, but the difference was not statistically significant.
Ellen Kisker has designed a technical research guide that can assist Institutes and school districts in preparing programs for continuing evaluation.48 It describes alternative means that may be appropriate in different settings.
As one Houston teacher put it, "My experience with most professional development is that I dread it. Or the 1941 dinner, when Rex Stout came for the first time, and electrified Irregulars with a€?Watson Was a Womana€?? That a photo had been taken that night came to light later in a letter from James Keddie of Boston to Vincent Starrett. Smith, James Keddie, and Christopher Morley, Starretta€™s telegram to the BSI dinner, Morleya€™s handwritten menu, autographs of the Irregular diners that night, the picture of Sherlock Holmes that Frederic Dorr Steele drew that night, the first BSI membership list Edgar W.
Incidentally, I think you did us all a service by naming Mycroft Holmes as the detective who solved his problems without ever visiting the scene of the crime or seeing the evidence. Later that year, he wrote the few words about it that follow, in a letter to Allen Robertson of Baltimore (then unknown to the BSI, but later founder i??of The Six Napoleons of Baltimore, and a€?The Reigate Squires,a€? BSI).
After the Woollcott condescension most of us were content to go on without any Stated Meetings . It includes the membersa€™ chosen noms de canon, a practice of the Pips which may have inspired the Titular Investitures adopted by the BSI later under Smitha€™s leadership. But it bespoke his confidence in Smith, who had yet to attend a BSI dinner, when he turned first to him for help organizing the 1940 affair. Julian Wolff, whose notable Sherlockian maps qualify him, I think, beyond any suspicion of a doubt for membership.
This list has been compiled in a piecemeal fashion from many sources but as time goes on we hope to show improvement! Christopher Morley cited Swiggett in an Irregular way once, in his March 4, 1939, a€?Trade Windsa€? column. Stone of Waltham, Mass., had been in Sherlockian circles since the late a€™Thirties, was a contributor to 221B, and had at-tended the 1940 dinner a€” as he would the a€™41 dinner a month after this list.
As a matter of fact, by God, I doubt like hell if Bill Hall could ever have passed a really probing quiz in those early days.
Keddie, who had come from Scotland as a child, had a particular interest in this Baker Street relic in which Sherlock Holmes kept his cigars. I have in my possession a coal box which to my knowledge is nearly fifty years old, but which, until it fell into the hands of the philistines in this country had never held so much as a spoonful of coal. Across the table from him, a nonchalant David Randall tilts his chair back, his hand stuck in his pocket.
Of all his twenty years of writing up BSI dinner minutes, it seems safe to say that this is the one most likely to contain some errors in the list of attendees. On the basis of the signatures plus the dinner photograph, thirty-seven, if that is Elmer Davis at no.
He arrived in New York with a letter of introduction to Christopher Morley in his pocket; and, with no less a Holmesian than S. Cambridge University Press had published Shakespearea€™s Imagery and What It Tells Us by Caroline Spurgeon, and I wanted to get publicity for it.
He was the BSIa€™s food-and-drink expert, and worked with me on the annual Oxford and Cambridge dinners in New York too. Strange things begin to happen as the crew learns the secrets of Dasara and the real reason for their “accidental” landing on the planet.
In Institute seminars teachers gain more sophisticated content knowledge, and they also enhance their skills by preparing curriculum units adapting the themes of the seminars for their students. Section V describes a quantitative study of the impact of participating in Institute seminars on New Haven teachers and students from the 2000-2001 through the 2004-2005 academic years.
They need ongoing, job-embedded professional development."22 These needs cannot be met through forms of professional development that feature brief workshops for passive audiences of large numbers of teachers.
Roughly half of each seminar's time is devoted to improving teachers' content knowledge, half to developing effective teaching strategies for their students. The seminars involve a mix of collective and individual forms of teacher participation, though they are weighted toward individual participation.24 And each site engages in continuing evaluation, though for reasons discussed below, chiefly through means of teacher surveys and qualitative studies, not randomized controlled trials or quasi-experiments.
Researchers hope that, apart from this treatment, all other characteristics will be randomly distributed among the two groups, so that differences in their subsequent performance can confidently be attributed to the study's causal variable.
Sizer, Founding Director of the Annenberg Institute for School Reform, who termed the program "remarkable" for its "clear and useful focus" and "constructive collegiality"; and Norman C.
Wilder of the Education Policy Research Division of the Educational Testing Service assisted the Institute in refining the questionnaires for seminar participants, crafting the format that New Haven and the other Institutes continue to use, with only minor modifications. Still, these responses were essentially indistinguishable from those of Fellows teaching their own units. The different grade levels and subject matters in which Fellows taught produced only minor variations, although again science teachers rated units somewhat less highly. New Haven, Philadelphia, and National Fellows were more likely to have advanced degrees, Master's or PhD's, than those in Houston and Pittsburgh. The research also included demographic and performance data for those teachers, schools, and students. But in light of the high percentages of New Haven teachers who become Fellows, it is reasonable to view this correlation between participation as a Fellow and teacher retention in the district as substantively, as well as statistically, significant. Less direct but still pertinent evidence of the impact of having had Fellows as teachers might also come in students' relative success in winning academic awards and in graduating. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest, October 2007, 5; Blank, R. The 1946 dinner, when the premiere issue of The Baker Street Journal arrived arrived at the last moment to be handed out? It was the only one ever attended by a Conan Doyle, Sir Arthura€™s son Denis a€” and the decades-long feud between the BSI and the Conan Doyle Estate dates to that night.
Only a few dozen men had been present that night, and it seemed unlikely that a copy would ever surface now, after all these years.
According to Smith, Denis listened with bewilderment to the various toasts offered to Holmes and his entourage, and to the scholarly reports on various aspects of the investigatora€™s career. Keddie sent me a jolly letter about it, which, with yours, goes into the permanent records. The difficulty is that it is rather too scholarly for any of the really popular journals - and they are the only ones that pay worthwhile rewards.
I hope in my menial capacity as Boots [sic], I have not, in doing this, incurred the wrath of my Gasogene and Tantalus.a€? Presumably the Morley list from which Smith worked was the 1935 one printed in Irregular Memories of the a€?Thirties (pp.
But beyond that, their Irregular con-nections in 1940 are a mystery, and their names do not appear again in surviving Irregular records. His inscription in the copy of Appointment in Baker Street that he sent Woollcott in 1939 read a€?To Alexander Woollcott in appreciation for loyal work as a Baker Street Irregular,a€? and in 1944, the year following Woollcotta€™s death, he referred to him in Profile by Gaslight (to Leavitta€™s lasting annoyance) as a founder of the BSI. What do you think?a€? I have not seen Morleya€™s reply, but Woollcotta€™s New Yorker article about the 1934 dinner did not appear in 221B. Other veteran BSIs-to-be not on it, but at the a€™41 dinner and many more to come, were Philip Duschnes the bookseller, Charles Honce the A.P. Watson,a€™ a€?The Game Is Afoot!a€™ and a€?The Second Most Dangerous Man in London.a€™a€? These were suggestions, if you will, at the original meeting, but they were approved, and the Davis Document makes them Constitutional. His defense, when threatened with inquiry, was to roar (and I use the word deliberately a€” ROAR), a€?Dona€™t put me to the question!a€? As him and dare him, for me, to deny it.
In that instance, the coal box, which stood by the fireplace chair, had been used by my mother and by my grandmother before her for the odds and ends of sewing and knitting utensils that a Scotswoman picks up in the afternoon that even her time of rest may not be entirely wasted! Eliot), FVM had returned to New York in 1938 to be trade editor at the Harcourt, Brace company. Suit will be filed as soon as possible after my residence (six weeks) is established; and if there is no opposition there will be no delay. But, simply to put the reader on the alert, a few obvious corrections may be noteda€? a€” and Miss Nightwork, perennial Ph.D. Elmer Davis was perhaps the best known national celebrity in the BSI at the time, from his work as a CBS radio newsman. In those days the very best place to get a book mentioned was Morleya€™s a€?Trade Windsa€? column in the Saturday Review of Literature. We played a game to see who would be the first to telephone the other each year on December 16th, with the words a€?O Sapienta,a€? which we always found on that day in our Cambridge Pocket Diaries.
I dona€™t remember his attendance at any of the BSI dinners; but I recall vividly that when we would meet him at dinner at the St. Most teachers are enthusiastic about the seminars and the opportunity to teach the units they have written.
The Teachers Institute of Pittsburgh has drawn participants from most schools in the district.23 In Houston, the nation's seventh largest school district includes over 300 schools and serves 202,000 students, 58% Hispanic, 30% African American, many with limited English proficiency, with 78% of all students eligible for meal assistance.
Both faculty and teachers are paid stipends, in recognition that all are giving time and expertise to improve teaching and curriculum. Francis, President of Xavier University, who stressed the "absolute need for" and "inestimable value" of the Institute's example. She wrote at that time that the surveys showed New Haven Fellows to be representative of the larger population of New Haven teachers in terms of subjects and grades taught, and that all teachers rated their seminar experiences highly with remarkable consistency. Where possible, these indicators should be supplemented by observational research on the teaching of units or material derived from units, both by Fellows and non-Fellows, in actual classrooms.
Catherine McCaslin, Director of Research, Assessment, and Student Information of the New Haven Public Schools, and her staff for generous, skilled, and invaluable assistance.
The 1948 a€?committee in cameraa€? dinner, when the BSI's future hung by a thread upon Christopher Morleya€™s discontent? There were Crossword Puzzle winners like Basil Davenport, Harry Hazard, Harvey Officer, and Earle Walbridge.
Bell was there at the time, and when Bell died in 1947, Starrett recalled in his a€?Books Alivea€? column in the Tribune walking up and down Baker Street with Bell, arguing about which house had been Sherlock Holmesa€™s. Jackson of Barre, Vermont, a Crossword solver, and Morleya€™s friend and Grillparzer crony Buckminster Fuller.
Williams (died 1940), who brought his son Peter to the 1940 BSI dinner, was art director at the American Book Company, a well-known book and print collector, and an author of childrena€™s travel books.
Would Smith have added Alexander Woollcott to the BSIa€™s membership list without consulting Christopher Morley? If we are met with hostility, the case will have to be argued, and I've no way of knowing how long it might take. Smith is down the table on the opposite side, not yet at its head where he soon will be for the rest of his life. So are the signatures of two more men not named in Smitha€™s minutes, who may be among the unidentified faces in the picture: Ernest S. Following the dinner, Harry Hazard prepared a partial key to the photograph.Elmer Davis is not on it, and the face at no. Roberts as a mentor back home, found himself a Baker Street Irregular on Morleya€™s 1935 membership list.
I met him when I was an undergraduate at Cambridge, attending his lectures on Samuel Johnson, but it was in publishing that he made his reputation. Spurgeon showed the kind of man Shakespeare must have been by tabulating all the metaphors and similes he used, showing him to be familiar with the countryside, gardens, and domestic animals. We thought it began one of the Collects in the Prayer Book; but we were puzzled at its having a special day. Regis Hotel with that most generous host, Howard Goodhart, Rosenbach always had a full bottle of whisky at his place at the table, while the rest of us drank wine.
The Houston Teachers Institute has Representatives in roughly 30 schools and draws extensively from those schools, though all Houston public school teachers are eligible to participate. In 1991, Wilder helped develop a "Progress Report" that analyzed the accumulated data from the annual questionnaires and the surveys on unit use. Analyses of in-depth interviews with the Fellows and students in those classes would also be desirable.
Or perhaps the dinner a€” the date still uncertain a€” when Jim Montgomery sang a€?Aunt Claraa€? for the first time.
Recently (within a year) I had the same problem on my hands - and found no American editor whatever for a Sherlockian essay which has since found place in an English Symposium or anthology issued as a book. As a charter member, I call for a prompt and continued honoring of the wise provisions of The Founding Fathers. Weber declared himself a€?Judge Lynch,a€? his pen-name as chief mystery book reviewer in the Saturday Review of Literature.
James Keddie sits next to him, and on the table nearby is the orthodox coal-scuttle he has brought from Boston.
Colling, a former New York Evening Post colleague of Morleya€™s (its movie critic, who helped turn Morleya€™s 1922 novel Where the Blue Begins into a play in 1925), and H. He attended the annual dinner for the first time in 1936, and is the only living person to have attended BSI dinners at both the Murray Hill Hotel and, before that, Christ Cellaa€™s speakeasy. He was Secretary to the Syndics of Cambridge University Press from 1922 to 1948, and more than any other one man he had brought the University Press out of the academic backwaters into the mainstream of publishing.
My wife and I spent three long evenings reading four of Morleya€™s books and doing the same to him. In Philadelphia, where 281 schools serve over 167,000 students, with 80% eligible for meal assistance and the same percentage either African American or Hispanic, the Teachers Institute of Philadelphia targets 25 schools in the South and West Regions, representing over 18,000 students. On average, teachers who were Fellows during the study period had 1.87 fewer years of experience than non-Fellows, a difference that was not statistically significant.
Ideally, these should be accompanied by comparable observations and interviews with teachers and students not directly affected by Institute experiences. See also Odden and Kelly, "Strategic Management of Human Capital in Public Education," 5, 20. Edgar Smitha€™s affectionate zeal, not less than his Sherlockian scholarship, his gusto in pamphleteering, his delight in keeping orderly records, and his access to mimeographic and parchment-engrossing and secretarial resources, all these were irresistible. Henry Morton Robinson was a popular writer whose 1943 Saturday Review article about the BSI, a€?Baker Street Irregularities,a€? was reprinted in Irregular Memories of the a€™Thirties. Weber, had been at the 1936 dinner, and the 1940 too, despite the silence of Smitha€™s minutes on that score.
Bell at the Victoria Hotel, to found the BSIa€™s first scion society, The Speckled Band of Boston. Price, the American Bank Note Company executive who had solved the Sherlock Holmes Crossword in 1934.
Davis and Hazard had been at the 1936 dinner together a€” their signatures are both on a surviving copy of that nighta€™s menu. His a€?Profile of a New York Irregular,a€? about Basil Davenport, appeared in Irregular Proceedings of the Mid a€™Forties. Each Institute makes the curriculum units written by the teachers who participate in its seminars, designated "Fellows," available to all interested teachers in their districts and beyond, in electronic and print formats.
In short, the seminars attracted both new and experienced teachers, so that over time, experienced teachers were more likely to have been Fellows in one year or another. I dona€™t suppose that any society of Amateur Mendicants has ever had a more agreeable or competent fugleman. Simeon Strunsky at the New York Times, a€?dean of grammarians,a€? as Morley liked to call him, had been on the 1935 membership list as well, though he (like Rosenbach) never attended a BSI dinner. Standing against the wall are two of Morleya€™s closest friends, Bill Hall in deerstalker, and Robert K. He was the author of A Note on the Watson Problem, 100 copies, privately printed at the Cambridge U.P. As anticipated, holding all else equal, teachers in higher grades were also more likely to be Fellows than teachers in lower grades. John Winterich was a prominent critic who had also been a colleague of Morleya€™s at the Saturday Review of Literature.
Mans-bridge lives in Connecticut, and it is an honor to publish the following reminiscence here. Leavitt, Harvey Officer, James Keddie, Earle Walbridge, and other legendary figures from the BSIa€™s early days. He could be serious, but never solemn; the lighter side of letters and life appealed to him, and he became prominent in the affairs of both Sherlock Holmes Societies (pre-war and post-war) in England. Stone and Howard Haycraft, sitting against the wall further down, preserve a serious demeanor. He ended up with two-thirds of a column in Whoa€™s Who, and many honors: Master of Pembroke College, Cambridge, Vice-Chancellor of Cambridge University, and finally Sir Sydney. Across the table, Charlie Goodman and his brother Jack beam at the camera, while Mitchell Kennerley the bookman, who will take his own life ten years hence, studies the back of his hand somberly. Further down, Harvey Officer, soon to be the BSIa€™s first songster with his Irregular anthem a€?The Road to Baker Street,a€? smiles shyly at the camera. C.,a€? bluff, friendly but business-like, at ease in any company and in any country a€” even riding a camel in Egypt, winning a race against another one ridden by an Oxford man. The owlish bespectacled man at the bottom of the picture may or may not be Elmer Davis; across from him, Earle Walbridge makes another appearance in what will long stand as the record for unbroken attendance at the annual dinners. Basil Davenport turns toward Peter Greig, as Ronald Mansbridge raises a wine-glass in salute. Wenglinsky, "How Schools Matter: The Link Between Teacher Classroom Practices and Student Academic Performance," Educational Policy Analysis Archives 10, no.




The secret history new yorker
Meditation to help headaches
Power of the mind manifestation
The movie the secret free online 5015


Comments to «Confidence in public speaking seventh edition 40k»

  1. sex_baby writes:
    Providers and experiences (Part 1)MDP Wellness There's a lot hub-bub beth), non secular studying, reflection, and.
  2. KRUTOY_BMW writes:
    Resident Teacher on the Perception 5-day retreats are appropriate.
  3. Samira writes:
    Heart and the Dominican Program in Non secular Path, which.
  4. SEXPOTOLOG writes:
    Actions, and sometimes must be located at a web site that is established for.
  5. red_life_girl writes:
    Practising and learning yoga exercises.