Mary Barr thinks a lot about the old photograph hanging on her refrigerator door. In it, she and a dozen or so of her friends from the Chicago suburb of Evanston sit on a porch. It's 1974, the summer after they graduated from Nichols Middle School, and what strikes her immediately—aside from the Soul Train–era clothes—is the diversity of the group: boys and girls, black and white, in the variety of poses you'd expect from a bunch of friends on the verge of high school. But the photo also speaks to the history of Evanston, to integration, and to the ways that those in the picture experienced and remembered growing up in a place that many at that time considered to be a racial utopia. In Friends Disappear Barr goes back to her old neighborhood and pieces together a history of Evanston with a particular emphasis on its neighborhoods, its schools, and its work life. She finds that there is a detrimental myth of integration surrounding Evanston despite bountiful evidence of actual segregation, both in the archives and from the life stories of her subjects. Curiously, the city’s own desegregation plan is partly to blame. The initiative called for the redistribution of students from an all-black elementary school to institutions situated in white neighborhoods. That, however, required busing, and between the tensions it generated and obvious markers of class difference, the racial divide, far from being closed, was widened. Friends Disappear highlights how racial divides limited the life chances of blacks while providing opportunities for whites, and offers an insider’s perspective on the social practices that doled out benefits and penalties based on race—despite attempts to integrate.

Friends Disappear: The Battle for Racial Equality in Evanston (Chicago Visions and Revisions)

Business & Money

Barr, Mary

Economics

University of Chicago Press

Mary Barr thinks a lot about the old photograph hanging on her refrigerator door. In it, she and a dozen or so of her friends from the Chicago suburb of Evanston sit on a porch. It's 1974, the summer after they graduated from Nichols Middle School, and what strikes her immediately—aside from the Soul Train–era clothes—is the diversity of the group: boys and girls, black and white, in the variety of poses you'd expect from a bunch of friends on the verge of high school. But the photo also speaks to the history of Evanston, to integration, and to the ways that those in the picture experienced and remembered growing up in a place that many at that time considered to be a racial utopia. In Friends Disappear Barr goes back to her old neighborhood and pieces together a history of Evanston with a particular emphasis on its neighborhoods, its schools, and its work life. She finds that there is a detrimental myth of integration surrounding Evanston despite bountiful evidence of actual segregation, both in the archives and from the life stories of her subjects. Curiously, the city’s own desegregation plan is partly to blame. The initiative called for the redistribution of students from an all-black elementary school to institutions situated in white neighborhoods. That, however, required busing, and between the tensions it generated and obvious markers of class difference, the racial divide, far from being closed, was widened. Friends Disappear highlights how racial divides limited the life chances of blacks while providing opportunities for whites, and offers an insider’s perspective on the social practices that doled out benefits and penalties based on race—despite attempts to integrate.

Pacific Parallels: Artists and the Landscape in New Zealand

Arts & Photography

Eldredge, Charles C.

Barr, Jim

Collections, Catalogs & Exhibitions

San Diego Museum of Art

Faced with the limitations of traditional testing, teachers across the country are searching for new ways to make students' achievement in the classroom count for more - a system of measurement that recognizes difference and reflects the full range of linguistic and cultural experiences. Assessing Literacy with the Learning Record is that tool, presenting a framework that translates teachers' observations into a disciplined, systematic, standards-based reporting process. 
 Taking the best of the British Primary Language Record (Heinemann, 1989), and revising it for American teachers, Mary Barr and her colleagues have created an assessment system that recognizes contributions form all stakeholders in the process. Teacher narratives, samples of student work, and interviews with parents combine to provide comprehensive evidence of students' progress toward agreed-upon goals and standards. Teachers summarize and record this information, using it both to inform their won teaching and to provide a more uniform and quantifiable record of literacy achievement.
Assessing Literacy with the Learning Record includes all of the materials needed to begin using the Learning Record. It offers clear explanations of each part of the Learning Record; guidelines for observing and recording student activity; and examples from actual learning records kept by classroom teachers. The book includes a complete set of reproducible forms for compiling and organizing evidence of progress in talking, listening, reading, and writing, as well as reading and writing developmental scales to guide teaching and learning during the year and provide a summary evaluation at year's end.

Assessing Literacy with the Learning Record: A Handbook for Teachers, Grades K-6

Education & Teaching

Craig, Dana

Syverson, Margaret

Fisette, Dolores

Schools & Teaching

Heinemann

Faced with the limitations of traditional testing, teachers across the country are searching for new ways to make students' achievement in the classroom count for more - a system of measurement that recognizes difference and reflects the full range of linguistic and cultural experiences. Assessing Literacy with the Learning Record is that tool, presenting a framework that translates teachers' observations into a disciplined, systematic, standards-based reporting process. 
 Mary Barr and Margaret Syverson have taken the best of the British Primary Language Record and adapted it for use in American middle and high schools. The Learning Record assessment system recognizes contributions from all stakeholders in the process. Teacher narratives, samples of student work, and interviews with parents combine to provide comprehensive evidence of students' progress toward agreed-upon goals and standards. Teachers summarize and record this information, using it both to inform their own teaching and to provide a more uniform and quantifiable record of literacy achievement. 
 Assessing Literacy with the Learning Record includes all of the materials needed to begin using the Learning Record. It offers clear explanations of each part of the Learning Record; guidelines for observing and recording student activity; and examples from actual learning records kept by classroom teachers. There is also a complete set of reproducible forms for compiling and organizing evidence of progress in talking, listening, reading, and writing, as well as reading and writing developmental scales to guide teaching and learning during the year and provide a summary evaluation at year's end.

Assessing Literacy with the Learning Record: A Handbook for Teachers, Grades 6-12

Barrs, Myra

Argues that the diversity of the American population offers a wider pool of talent from which to fill jobs

The Diversity Advantage: How American Business Can Out-Perform Japanese and European Companies in the Global Marketplace

Fernandez, John P.

Management & Leadership

Jossey-Bass

This is book II of an ongoing series of interviews held with beings from Zeta Reticuli. Hypnotherapist Mary Barr was asked by one of her clients if he could talk to aliens while under hypnosis. What ensued was years of communication with three beings from Zeta Reticuli who call themselves Han, Zestra, and Gen. Steve Reichmuth, her client, proved to be a dynamic and detailed telepathic link between the Zetan beings, Steve, and the hypnotherapist. The range of questions and answers cover science, biology, Earth and Zetan history, the universe, and alien spirituality and case studies. The validity of this contact comes from the callibre of the questions asked and answered. Most often, mankind had no answers for the questions asked, yet these beings answered them. Mary's hypnotherapy work often includes regressing individuals to recall events from missing time and/or alien contact. These beings have assisted in analyzing these contact cases by giving advanced information to the therapist prior to her seeing the clients. Confirmation has come in many forms, from accident intervention to future science. It is helpful if the reader is well versed in ufology alien contact and has a strong interest in hard sciences. The majority of the material is in new subject areas. It is a welcome change to the true investigator.

Aliens Answer II: Continuing Interviews With Non-Earth Beings

Religion & Spirituality

Reichmuth, John Steven

Occult & Paranormal

Mary A. Barr

See the best price to sell, buy, or rent books by Barr, Mary. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Barr, Mary