Ellen Evans Cathcart Papers - Accession 238 - M111 (143)

The Ellen Evans Cathcart Papers consist of biographical sketches of Mrs. Ellen Evans Cathcart (1869-1952), first woman member of the Democratic National Committee who was also instrumental in the founding of the Children’s Bureau. Also included in the collection are newspaper clippings, magazine articles, correspondence, reports, certificates, citations, and photographs relating to her work as supervisor of the Children’s Bureau of South Carolina and her involvement in the women’s suffrage movement. Of particular note is an annual report of the South Carolina Council of Defense which outlines the achievements of women of South Carolina in war work and a program book of the 47th annual convention of the National American Woman Suffrage Association.

Book Review of Birds of the Great Plains by Bob Jennings, Ted T. Cable, and Roger Burrows

Though intended as a field guide to the birds of the Great Plains, this book seems to serve best as a general introduction to Great Plains birds and will mostly benefit those casually interested in birds. The definition of Great Plains the book uses is rather broad, and some species are included that, in my opinion, aren't really birds of the Great Plains. For example, several warblers are included as breeding species although they nest within the book's definition of the region only in the conifer or mixed forest of north-central to northwestern Minnesota, which isn't really a part of the Great Plains proper.

Kundmachung: Das Comité zur Unterstützung mittelloser Gewerbsleute in Wien beabsichtiget mehrere Tausend Ellen ...

Welsch (Projektbearbeiter): Ausschreibung für Textillieferanten: zur geplanten Herstellung von Wintermänteln für die Nationalgarde werden mehrere Tausend Ellen Tuch benötigt

Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action

In the past ten years, reading comprehension instruction has received significant attention from educational researchers. Drawing on studies from cognitive psychology, reader response theory, and language arts research, current best practice in reading comprehension instruction is characterized by a strategies approach in which students are taught to think like proficient readers who visualize, infer, activate schema, question, and summarize as they read. Studies investigating the impact of comprehension strategy instruction on student achievement in reading suggest that when implemented consistently the intervention has a positive effect on achievement. Research also shows, however, that few teachers embrace this approach to reading instruction despite its effectiveness, even when the conditions for substantive professional development (i.e. prolonged engagement, support, resources, time) are present. The interpretive case study reported in this dissertation examined the year-long experience of one fourth grade teacher, Ellen, as she leanled about comprehension strategy instruction and attempted to integrate the approach in her reading program. The goal of the study was to extend current understanding of the factors that support or inhibit an individual teacher's instructional decision making. The research explored how Ellen's academic preparation, beliefs about reading comprehension instruction, and attitudes toward teacher-student interaction influenced her efforts to employ comprehension strategy instruction. Qualitative methods were the basis of this study's research design. The primary methods for collecting data included pre- and post-interviews, field notes from classroom observations and staff development sessions, infonnal interviews, e-mail correspondence, and artifacts such as reading assignments, professional writing, school newsletters, and photographs of the classroom. Transcripts from interviews, as well as field notes, e-mail, and artifacts, were analyzed according to grounded theory's constant-comparative method. The results of the study suggest that three factors were pivotal in Ellen's successful implementation of reading strategy instruction: Pedagogical beliefs, classroom relationships, and professional community. Research on instructional change generally focuses on issues of time, resources, feedback, and follow-through. The research reported here recognizes the importance of these components, but expands contemporary thinking by showing how, in Ellen's case, a teacher's existing theories, her relationship with her students, and her professional interaction with peers impact instructional decisions.

Ellen Beck, Kniestück

Signatur des Originals: S 36/F02866

Ellen Petz-Cleve als Potiphars Weib, Iril Gadescow als Joseph, Szenenfoto, Doppelbildnis, in: Richard Strauss: Josephslegende, Dresden

Signatur des Originals: S 36/F03823

Ellen Gulbranson als Brünnhilde, Rollenbild, Brustbild, in: Richard Wagner: Der Ring des Nibelungen

Signatur des Originals: S 36/F04291

Ellen Gulbranson als Brünnhilde, Rollenbild, Brustbild, in: Richard Wagner: Der Ring des Nibelungen

Signatur des Originals: S 36/F04292

Ellen Gulbranson als Brünnhilde, Rollenbild, in: Richard Wagner: Der Ring des Nibelungen

Signatur des Originals: S 36/F04294

Ellen Petz-Cleve als Potiphars Weib, Iril Gadescow als Joseph {[u.a.], Szenenfoto, Gruppenbildnis, in: Richard Strauss: Josephslegende, Dresden: Oper

Signatur des Originals: S 36/F05729