Mary F. Ehrlander – författare

2018 Alaskana Award from the Alaska Library Association2018 Alaska Historical Society James H. Drucker Alaska Historian of the Year AwardWalter Harper, Alaska Native Son illuminates the life of the remarkable Irish-Athabascan man who was the first person to summit Mount Denali, North America’s tallest mountain. Born in 1893, Walter Harper was the youngest child of Jenny Albert and the legendary gold prospector Arthur Harper. His parents separated shortly after his birth, and his mother raised Walter in the Athabascan tradition, speaking her Koyukon-Athabascan language. When Walter was seventeen years old, Episcopal archdeacon Hudson Stuck hired the skilled and charismatic youth as his riverboat pilot and winter trail guide. During the following years, as the two traveled among Interior Alaska’s Episcopal missions, they developed a father-son-like bond and summited Denali together in 1913.Walter’s strong Athabascan identity allowed him to remain grounded in his birth culture as his Western education expanded, and he became a leader and a bridge between Alaska Native peoples and Westerners in the Alaska territory. He planned to become a medical missionary in Interior Alaska, but his life was cut short at the age of twenty-five, in the Princess Sophia disaster of 1918 near Skagway, Alaska.Harper exemplified resilience during an era when rapid socioeconomic and cultural change was wreaking havoc in Alaska Native villages. Today he stands equally as an exemplar of Athabascan manhood and healthy acculturation to Western lifeways whose life will resonate with today’s readers.

Hospital and Haven tells the story of an Episcopal missionary couple who lived their entire married life, from 1910 to 1938, among the Gwich’in peoples of northern Alaska, devoting themselves to the peoples’ physical, social, and spiritual well-being. The era was marked by great social disruption within Alaska Native communities and high disease and death rates, owing to the influx of non-Natives in the region, inadequate sanitation and hygiene, minimal law enforcement, and insufficient government funding for Alaska Native health care. Hospital and Haven reveals the sometimes contentious yet promising relationship between missionaries, Alaska Natives, other migrants, and Progressive Era medicine.St. Stephen’s Mission stood at the center of community life and formed a bulwark against the forces that threatened the Native peoples’ lifeways and lives. Dr. Grafton (Happy or Hap) Burke directed the Hudson Stuck Memorial Hospital, the only hospital to serve Alaska Natives within a several-hundred-mile radius. Clara Burke focused on orphaned, needy, and convalescing children, raising hundreds in St. Stephen’s Mission Home. The Gwich’in in turn embraced and engaged in the church and hospital work, making them community institutions. Bishop Peter Trimble Rowe came to recognize the hospital and orphanage work at Fort Yukon as the church’s most important work in Alaska.

2018 Alaskana Award from the Alaska Library Association2018 Alaska Historical Society James H. Drucker Alaska Historian of the Year AwardWalter Harper, Alaska Native Son illuminates the life of the remarkable Irish-Athabascan man who was the first person to summit Mount Denali, North America’s tallest mountain. Born in 1893, Walter Harper was the youngest child of Jenny Albert and the legendary gold prospector Arthur Harper. His parents separated shortly after his birth, and his mother raised Walter in the Athabascan tradition, speaking her Koyukon-Athabascan language. When Walter was seventeen years old, Episcopal archdeacon Hudson Stuck hired the skilled and charismatic youth as his riverboat pilot and winter trail guide. During the following years, as the two traveled among Interior Alaska’s Episcopal missions, they developed a father-son-like bond and summited Denali together in 1913.Walter’s strong Athabascan identity allowed him to remain grounded in his birth culture as his Western education expanded, and he became a leader and a bridge between Alaska Native peoples and Westerners in the Alaska territory. He planned to become a medical missionary in Interior Alaska, but his life was cut short at the age of twenty-five, in the Princess Sophia disaster of 1918 near Skagway, Alaska.Harper exemplified resilience during an era when rapid socioeconomic and cultural change was wreaking havoc in Alaska Native villages. Today he stands equally as an exemplar of Athabascan manhood and healthy acculturation to Western lifeways whose life will resonate with today’s readers.

Education Reform in the American States is a timely evaluation of the accountability movement in American public education, culminating in the No Child Left Behind Act, federal legislation of 2002. The authors treat the current accountability movement, placing it in historical context and addressing the evolution in public education policymaking from the overwhelming emphasis on state and local discretion to increasing federal oversight and mandates related to federal funding. They provide case studies of the educational accountability movements in nine states and analyze the factors and forces which explain progress in achievement levels as measured on standardized tests and the states' prospects for meeting their NCLB targets. The book and the individual case studies acknowledge the merits of NCLB while exposing several significant flaws and unintended harmful consequences of the act, particularly its incentives for states to lower their standards in order to meet annual yearly progress targets and its threat to withdraw federal funds from districts with the highest percentage of disadvantaged students.The audience for this study includes local, state and federal education policy makers; administrators and instructors in schools of education and other teaching programs, educators; and the general public.

Education Reform in the American States is a timely evaluation of the accountability movement in American public education, culminating in the No Child Left Behind Act, federal legislation of 2002. The authors treat the current accountability movement, placing it in historical context and addressing the evolution in public education policymaking from the overwhelming emphasis on state and local discretion to increasing federal oversight and mandates related to federal funding. They provide case studies of the educational accountability movements in nine states and analyze the factors and forces which explain progress in achievement levels as measured on standardized tests and the states' prospects for meeting their NCLB targets. The book and the individual case studies acknowledge the merits of NCLB while exposing several significant flaws and unintended harmful consequences of the act, particularly its incentives for states to lower their standards in order to meet annual yearly progress targets and its threat to withdraw federal funds from districts with the highest percentage of disadvantaged students.The audience for this study includes local, state and federal education policy makers; administrators and instructors in schools of education and other teaching programs, educators; and the general public.

Education Reform in the American States is a timely evaluation of the accountability movement in American public education, culminating in the No Child Left Behind Act, federal legislation of 2002. The authors treat the current accountability movement, placing it in historical context and addressing the evolution in public education policymaking from the overwhelming emphasis on state and local discretion to increasing federal oversight and mandates related to federal funding. They provide case studies of the educational accountability movements in nine states and analyze the factors and forces which explain progress in achievement levels as measured on standardized tests and the states' prospects for meeting their NCLB targets. The book and the individual case studies acknowledge the merits of NCLB while exposing several significant flaws and unintended harmful consequences of the act, particularly its incentives for states to lower their standards in order to meet annual yearly progress targets and its threat to withdraw federal funds from districts with the highest percentage of disadvantaged students.The audience for this study includes local, state and federal education policy makers; administrators and instructors in schools of education and other teaching programs, educators; and the general public.