A School for the People tells the story of OSU's nearly 150 years as a land grant institution through more than 500 photographs, maps, documents, and extensive captions. A capsule history includes many of the iconic photographs associated with the university. Other chapters focus on themes such as campus development, the growth of academics, the evolution of research as a major focus of the university, campus life and organizations, and, of course, athletics. As one of the first colleges and universities to offer photography as part of its curriculum in the early 1890s, OSU is well documented visually. Most of those photographic treasures have made their way into the holdings of the Special Collections & Archives Research Center at OSU's Valley Library. Gleaned from hundreds of thousands of images at the Center, many of the photos included here have never before been seen by the general public. Several were scanned from the original glass and film negatives and color transparencies to ensure the highest-quality reproductions. Written by a longtime archivist at OSU's Special Collections & Archives Research Center, A School for the People does not obscure the inevitable ups and downs of the institution with the manicured gloss of recruitment brochures, but aims to tell the full, dynamic story of this multi-faceted and living university. Overflowing with visual riches, it will appeal to OSU alumni, faculty and staff, and anyone with an interest in the history of higher education in Oregon or land grant institutions generally.

The People's School is a comprehensive history of Oregon State University, placing the institution's story in the context of state, regional, national, and international history. Rather than organizing the narrative around presidencies, historian William Robbins examines the broader context of events, such as wars and economic depressions, that affected life on the Corvallis campus. Agrarian revolts in the last quarter of the nineteenth century affected every Western state, including Oregon. The Spanish-American War, the First World War, the Great Depression of the 1930s, and the Second World War disrupted institutional life, influencing enrollment, curricular strategies, and the number of faculty and staff. Peacetime events, such as Oregon's tax policies, also circumscribed course offerings, hiring and firing, and the allocation of funds to departments, schools, and colleges. This contextual approach is not to suggest that university presidents are unimportant. Benjamin Arnold (1872-1892), appointed president of Corvallis College by the Methodist Episcopal Church, South, served well beyond the date (1885) when the State of Oregon assumed control of the agricultural college. Robbins uses central administration records and grassroots sources--local and state newspapers, student publications (The Barometer, The Beaver), and multiple and wide-ranging materials published in the university's digitized ScholarsArchive@OSU, a source for the scholarly work of faculty, students, and materials related to the institution's mission and research activities. Other voices--extracurricular developments, local and state politics, campus reactions to national crises--provide intriguing and striking addendums to the university's rich history.

A fun song and picture book help children recognize different people in their school and the role they play. Includes online music access.

Prospective college students and their parents have been relying on Loren Pope's expertise since 1995, when he published the first edition of this indispensable guide. This new edition profiles 41 colleges—all of which outdo the Ivies and research universities in producing performers, not only among A students but also among those who get Bs and Cs. Contents include: Evaluations of each school's program and "personality" Candid assessments by students, professors, and deans Information on the progress of graduates This new edition not only revisits schools listed in previous volumes to give readers a comprehensive assessment, it also addresses such issues as homeschooling, learning disabilities, and single-sex education.

Watch the school come to life before your very eyes in this fun and interactive board book! Clever paper technology will amaze young children as they watch the scenes change as if by magic. The perfect boredom-buster for when you can't get outdoors, and a wonderful way of teaching about all the amazing jobs our key workers do. At school, all the staff are busy doing their everyday tasks. Find out what some of our teachers get up to in their working day, and watch the scenes change thanks to Venetian window paper technology. With a winning combination of bold, expressive artwork and engaging rhyming text, this interactive, bright, bold board book is sure to become a household favourite! The People Who Help Us board book series introduces children to the important jobs that our carers and key workers do - something which is now more important and timely than ever. Say thank you to our key workers with this playful interactive board book series.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

African American schools in the segregated South faced enormous obstacles in educating their students. But some of these schools succeeded in providing nurturing educational environments in spite of the injustices of segregation. Vanessa Siddle Walker tells the story of one such school in rural North Carolina, the Caswell County Training School, which operated from 1934 to 1969. She focuses especially on the importance of dedicated teachers and the principal, who believed their jobs extended well beyond the classroom, and on the community's parents, who worked hard to support the school. According to Walker, the relationship between school and community was mutually dependent. Parents sacrificed financially to meet the school's needs, and teachers and administrators put in extra time for professional development, specialized student assistance, and home visits. The result was a school that placed the needs of African American students at the center of its mission, which was in turn shared by the community. Walker concludes that the experience of CCTS captures a segment of the history of African Americans in segregated schools that has been overlooked and that provides important context for the ongoing debate about how best to educate African American children. African American History/Education/North Carolina

High schools continue to be places that isolate, alienate, and disengage students. But what would happen if students were viewed as part of the solution in schools rather than part of the problem? This book examines the emergence of "student voice" at one high school in the San Francisco Bay area where educators went straight to the source and asked the students to help. Struggling, like many high schools, with how to improve student outcomes, educators at Whitman High School decided to invite students to participate in the reform process. Dana L. Mitra describes the evolution of student voice at Whitman, showing that the students enthusiastically created partnerships with teachers and administrators, engaged in meaningful discussion about why so many failed or dropped out, and partnered with teachers and principals to improve learning for themselves and their peers. In documenting the difference that student voice made, this book helps expand ideas of distributed leadership, professional learning communities, and collaboration. The book also contributes much needed research on what student voice initiatives look like in practice and provides powerful evidence of ways in which young people can increase their sense of agency and their sense of belonging in school.

"How you spend your resources really does speak to the ethics, morals, and values about what is important. I use these ideas each day to help schools leverage their resources in strategic and creative ways to meet students′ needs." —Mary Nash, Assistant Superintendent Boston Public Schools, MA "A powerful new lens for looking at school resources by fundamentally changing the question from ′How much money do schools need to succeed?′ to ′How well are resources being used to ensure student success?′" —Richard Murnane, Economist and Professor Harvard Graduate School of Education Strategically reorganize school resources to support instructional and performance priorities! How can schools best use the resources they already have? That question is at the heart of this inspiring book for school and district administrators challenged with increasing student performance without additional funding. Exploring the link between purposeful resource allocation and academic achievement, Karen Hawley Miles and Stephen Frank demonstrate how educational leaders can develop successful and strategic schools by assessing how well they use all available resources—people, time, and money—and by creating effective alternatives to meet goals. The authors use their extensive research with urban schools and districts to present case studies of schools that successfully reorganized resources to implement the "Big 3 Guiding Resource Strategies": improving teaching quality, creating individual attention, and maximizing academic time. The Strategic School offers planning guides, checklists, worksheets, and strategies aligned with ISLLC standards to help leaders: Assess current resource use in new ways that go beyond the typical budget review Organize resources more creatively and flexibly Craft a master schedule that works Connect resource allocation to student and school performance