Always in the thick of it. A Chronology of the service with the R.A.F.R. from 1948. to 1958 R.A.F.R. Squadron Leader J.F.Wallace. M.C. 1948/1958. Mi D ROYAL AIR FORCE REGIMENT 2nd June 1948. J.F.Wallace, Commissioned. Flight Lieutenant, Royal Air Force. (59948) June 1948 - November 1948 J.F.Wallace Flight Lieutenant, Passed Officers Conversion Course and Tactics Course at Royal Air Force Regiment Depot. Attachment to Airbourne Squadron, and LAA Gunnery School. Posted to B.A.F.C. Germany. November 1948- September 1949. Flight Commander J.F.Wallace, No.56 (Rifle) Squadron, Germany. Attached 10 months for Berlin Airlift Staff Duties at Adv. H.Q. No 46 Group RA.F. Germany. September 1949-May 1951. Flight Commander, No 1 Armoured Car Squadron, Germany, passed Signals Instructors Course. Short Periods as Adjutant, H.Q. No 4 Wing R.A.F.R. when Adjutant on leave or courses etc. May 1951- September 1952 Officer i/c. Junior Gunner Instructors Courses. Royal Air Force Regiment Depot. September 1952-September 1953 Officer i/c Pre-O.C.T.U Courses. Royal Air Force Regiment Depot. Passed Promotion examination "C"for Squadron Leader Rank. October 1953- September 1954 Squadron Commander. Arab Rifle Squadron. Royal Air Force Levies (Irac). J.F.Wallace Promoted Squadron Leader 10th. September 1954. September 1954-April. 1957 Squadron Commander. J.F.Wallace No. l Squadron, Aden Protectorate Levies. Activities included several actions against Yemen Regular Army and tribesmen along-the frontier and numerous smaller actions against dissident tribesmen in the West Aden Protectorate. Also quelling of a tribal revolt, the siting and construction of operation airstrips, the opening up of trade routes closed by hostile tribesmen, and Aid to the Civil Power in Aden Colony. Commended by His Excellency the Governor of Aden. April 1957 - December 1957 Squadron Commander. J.F.Wallace Staff Appointment. RA.F.R. HQ Fighter Command Royal Air Force Bentley Priory, Stanmore. December 31st. 1957 Retired retaining the rank of Squadron Leader. Government White Paper 1957 refers. RA.F. Squadron Leader J. F. Wallace. M.C.M.i.D 1948/1958 By David C. Wallace.

180 Days of Language is a fun and effective daily practice workbook designed to help students improve their grammar skills. This easy-to-use kindergarten workbook is great for at-home learning or in the classroom. The engaging standards-based activities cover grade-level skills with easy to follow instructions and an answer key to quickly assess student understanding. Students will practice punctuation, capitalization, and spelling with daily activity pages. Watch as students improve their grammar and writing skills with these quick learning activities.Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, or prevent learning loss over summer.Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect for daily morning review or homework. The activities can also be used for intervention skill building to address learning gaps.

A clear and comprehensive guide to evaluating and supporting instructional coaches and coaching programs, including how to recruit, hire, and retain effective coaches. With sound practices in place to evaluate coaching programs, instructional coaches will become better partners, teachers will become better mentors, and students will become better learners.Few evaluation systems are specifically geared toward coaching roles. Ensuring that school districts have accurate information about both coaches and coaching programs is crucial to guide improvement in supporting classrooms, as well as in ensuring accountability. With sound evaluation processes in place, districts can effectively evaluate instructional coaches and coaching programs and use data to set goals. A joint publication of ASCD and One Fine Bird Press.

Are you picking up all your students' work is trying to tell you? In this book, assessment expert Susan M. Brookhart and instructional coach Alice Oakley walk teachers through a better and more illuminating way to approach student work across grade levels and content areas. You'll learn to view students' assignments not as a verdict on right or wrong but as a window into what students "got" and how they are thinking about it. The insight you'll gain will help you * Infer what students are thinking, * Provide effective feedback, * Decide on next instructional moves, and * Grow as a professional. Brookhart and Oakley then guide teachers through the next steps: clarify learning goals, increase the quality of classroom assessments, deepen your content and pedagogical knowledge, study student work with colleagues, and involve students in the formative learning cycle. The book's many authentic examples of student work and teacher insights, coaching tips, and reflection questions will help readers move from looking at student work for correctness to looking at student work as evidence of student thinking.

What if you had a collaborative process of looking at student data that could pinpoint student gaps in learning and suggest effective strategies to close those gaps? What if you knew not only what you should start doing to enhance student learning, but also what you should stop doing because it hasn't given you the hoped-for results? Enter Achievement Teams. This is not another program that's here today and gone tomorrow; it's a timeless approach that any school or district can replicate that focuses on the most significant variable in student achievement: teaching. In Achievement Teams, Steve Ventura and Michelle Ventura offer a framework based on John Hattie's Visible Learning research that makes teacher collaboration more efficient, rigorous, satisfying, and effective. Think of it as a systematic treasure hunt for best practices using real data on your students. The authors walk you through the Achievement Teams four-step meeting protocol: In Step 1, teams focus on the evidence from a pre-assessment to provide specific feedback to students and teachers about concepts and skills that students did and did not learn. In Step 2, teams use that evidence to establish SMART goals for both teachers and students. In Step 3, teams summarize the collected data and make inferences around students' mastery levels. In Step 4, teachers select high-impact strategies directly targeted to student needs. A post-assessment reveals what did and didn't work. The authors provide a plethora of resources along the way, including reflection activities to extend your thinking and a variety of helpful downloadable templates designed to facilitate the work. If you're a teacher or leader who is interested in maximizing student achievement, this book is for you.

Consumption was the deadliest, most common disease that mankind has faced up till now. Three billion people in Europe and North America died between the fourteenth and the end of the eighteenth century. It was a death sentence with no known cause which led to the development of unusual empirical therapies. Lucky Consumptive patients reached a Sanatorium. Sanatoria were developed to house sick patients in an environment where they stood the best chance of recovery from their illness. There was no organised healthcare system and funding for a Sanatorium depended upon provision provided by wealthy individuals, or societies. Charles Dunnell Rudd was a Cape Merchant who had made a fortune in South Africa successfully prospecting for Gold and Diamonds. His mother had died from Consumption and he wished to invest some of his money in building a Sanatorium. It had been shown that Consumptive patients survived longer if they took vigorous exercise, slept out of doors, and were nursed on higher land near to forests. Rudd anonymously purchased raised land at Northwood for this purpose. Helena (later Princess Christian) was Queen Victoria's third daughter, and had a marked social awareness, arranging charitable meals for the less fortunate. She was very hard working and became the Principal Patron for Mount Vernon Hospital, donating money and attending annual fundraising Festival Dinners. Contemporary photographs from this period show female patients walking around the grounds and occupying designated rest shelters. The male patients had a more vigorous lifestyle, working in the gardens and sleeping in their beds out of doors. Those surviving often acquired new skills which might enhance their future employment prospects. These measures greatly improved the prognosis for consumptive patients. After Koch discovered the Tubercle Bacillus effective curative anti-tuberculous therapy evolved.

Based on years of experience teaching English to non-native speakers, this insightful How To guide describes not only the particular challenges that multilinguals face compared to native English speakers but also the unique benefits of working in multiple languages. Throughout this engaging and practical book, Shai Dothan explores the mastery of the English language, reflecting on the common problem of perfecting your English whilst also practicing and refining other languages. This book serves as a guide to improving writing styles and presentation skills, especially of non-native English speakers by providing techniques for improved public speaking, reading, and writing. With an accessible approach, chapters teach a wide range of useful skills including how to excel in exams, publish in multiple languages, and develop your 'inner ear'. Designed for multilinguals who wish to improve their English, this guide will be an invaluable and invigorating resource for students and researchers who are seeking to hone their English language skills. It can be used to accompany English language courses in an academic or professional setting and can also be read individually as a self-help book. Researchers, students, and professionals working in the field of law will find the book particularly relevant.

Arguing that traditional approaches to planning are insufficient to address the complexities of transforming cities and regions in contemporary society, this innovative book makes the case for training planners in new and creative ways as coordinators, enablers and facilitators. An international range of teaching case studies offer a wide and distinctive set of ideas for the future of planning education along with practical tips to assist in adapting pedagogical approaches to various institutional settings. Additionally, the book promotes a stimulating interdisciplinary dialogue with contributions by leading educational specialists that situate the new and emergent approaches in planning education within the context of urban and regional challenges and the broader framework of contemporary pedagogical debates. This original book will be a valuable resource for academic scholars in urban, regional and spatial planning, and all those concerned with the future of higher education in relevant subjects. Chapters provide food for thought on making responsible choices while training planning professionals to act in a socially responsible manner and to support communities to think, design and deliver change in qualified ways.

What year are you preparing your students for? 1973? 1995? Can you honestly say that your school's curriculum and the program you use are preparing your students for 2015 or 2020? Are you even preparing them for today?"" With those provocative questions, author and educator Heidi Hayes Jacobs launches a powerful case for overhauling, updating, and injecting life into the K-12 curriculum. Sharing her expertise as a world-renowned curriculum designer and calling upon the collective wisdom of 10 education thought leaders, Jacobs provides insight and inspiration in the following key areas: Content and assessment: How to identify what to keep, what to cut, and what to create, and where portfolios and other new kinds of assessment fit into the picture. Program structures: How to improve our use of time and space and groupings of students and staff. Technology: How it's transforming teaching, and how to take advantage of students' natural facility with technology. Media literacy: The essential issues to address, and the best resources for helping students become informed users of multiple forms of media. Globalization: What steps to take to help students gain a global perspective. Sustainability: How to instill enduring values and beliefs that will lead to healthier local, national, and global communities. Habits of mind: The thinking habits that students, teachers, and administrators need to develop and practice to succeed in school, work, and life. The answers to these questions and many more make Curriculum 21 the ideal guide for transforming our schools into what they must become: learning organizations that match the times in which we live.

Trait expert Ruth Culham has created a diverse set of papers grades K-2, assessed and annotated them, and designed an interactive whiteboard CD of exemplars so teachers and students can use them as the focus of trait-based writing instruction. The papers are highlighted by key quality for each trait, making it easy for writers to see what works and what doesn't by simply pressing the color-coded buttons at the bottom of each projected paper on the white board. Can be used with overhead projectors as well. For use with Grades 6-8.

In this comprehensive resource, two veteran primary teachers share a multi-faceted approach to teaching writing that seamlessly combines the use of powerful mentor texts, strategy lessons, and the traitsNideas, organization, word choice, voice, sentence fluency, and conventions. Their yearlong planNorganized month-by-monthNincludes ideas for interactive morning messages, read-aloud suggestions, and more than 75 mini-lessons for teaching genre, grammar, the traits, and much more. Also included are reproducible planning sheets for a variety of genres and editing checklists, plus more than 250 literature suggestions. You'll find everything you need to help your young writers soar! For use with Grades K2.

An effective first grade workbook that provides daily social and emotional learning (SEL) activities to help students explore emotions, actions, relationships, and decision making. The daily activities connect to the CASEL competencies, mindfulness, and key affective education initiatives. This SEL workbook makes at-home learning, whole class instruction, or small group support, quick and easy. Help students build self-awareness, analyze relationships, discover diverse perspectives, and apply what they have learned with engaging lessons. The use of fiction and nonfiction text allows for self-reflection and growth. Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, and build connections between home and school. Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect to introduce SEL topics for discussion.

Student learning communities (SLCs) are more than just a different way of doing group work. Like the professional learning communities they resemble, SLCs provide students with a structured way to solve problems, share insight, and help one another continually develop new skills and expertise. With the right planning and support, dynamic collaborative learning can thrive everywhere. In this book, educators Douglas Fisher, Nancy Frey, and John Almarode explain how to create and sustain student learning communities by: Designing group experiences and tasks that encourage dialogue. Fostering the relational conditions that advance academic, social, and emotional development. Providing explicit instruction on goal setting and opportunities to practice progress monitoring. Using thoughtful teaming practices to build cognitive, metacognitive, and emotional regulation skills. Teaching students to seek, give, and receive feedback that amplifies their own and others' learning. Developing the specific leadership skills and strategies that promote individual and group success. Examples from face-to-face and virtual K-12 classrooms help to illustrate what SLCs are, and teacher voices testify to what they can achieve. No more hoping the group work you're assigning will be good enough-or that collaboration will be its own reward. No more crossing your fingers for productive outcomes or struggling to keep order, assess individual student contributions, and ensure fairness. Student Learning Communities shows you how to equip your students with what they need to learn in a way that is truly collective, makes them smarter together than they would be alone, creates a more positive classroom culture, and enables continuous academic and social-emotional growth.

This stimulating and challenging book provides a guide to reflexivity and reflexive practice, explaining its relevance to research in management, organisation studies and the social sciences. Rooted in the latest research, case studies and the author's personal experience, the book builds a new perspective on reflexive practice involving bodily, emotional, rational and relational insights. Paul Hibbert draws on personal experience, using the examples of his doctoral research and an advanced collaborative research project as case studies, to demonstrate how reflexive practice plays out in a range of research contexts. Each chapter includes dialogue points to encourage the reader to form their own opinions in response to the author's point of view. Offering prospects for research that incorporates personal learning, growth and development, How to be a Reflexive Researcher also explores avenues of future research on reflexivity and reflexive practice. The book concludes that reflexive practice is not simply a research skill but is instead integral to the scholarly way of life. Providing a comprehensive treatment of reflexive practice, this book will be a useful guide for scholars and students of business and management and the social sciences more broadly, especially those with an interest in qualitative and interpretive research approaches.

We want students to master academic standards, and we want them to be confident, adaptive, and socially responsible. Above all, we want them to find meaning and satisfaction in their lives. Achieving these goals requires a concerted focus on the social-emotional skills that empower students in and beyond the classroom. In Teaching to Empower, Debbie Zacarian and Michael Silverstone explore what an empowered student looks like in our increasingly diverse contemporary schools and prompt educators to examine their own relationship to empowerment. The book's evidence-based strategies and authentic examples show you how to foster an inclusive culture of agency, self-confidence, and collaboration that will give each of your students-regardless of race, culture, language, socioeconomic status, abilities, sexuality, or gender-the opportunity, responsibility, and tools to become an active learner, thoughtful community member, and engaged global citizen. Whether you're a preservice teacher, a classroom novice, or a veteran, you'll find the practical guidance you'll need to: Create inclusive and empowering physical learning spaces. Set up self-directed learning and promote positive interdependence. Promote student self-reflection. Teach the skills of collaboration. Foster the self-advocacy that fuels deeper, more autonomous learning. Partner more effectively with families and the community to support student empowerment.

The book includes the traditional foci of philosophy, sociology, psychology, and teaching and learning, and emphasises how these foci influence the practice of teaching. Classic theories, that informed and continue to inform teacher education, have dominated the engagement within education but this book shifts focus to current research and innovative theories that have evolved to promote teaching and learning in a challenging and complex educational context. Hence, this book makes a deliberate attempt to map out influential classical theories that have informed the study of Education as a backdrop to explore how contemporary theories are currently influencing teaching and learning.