Descriptive and historical catalogue of the pictures, drawings, & casts, in the Gallery of Art of the Royal Institution, ... Liverpool.

Introd. signed: Theodore W. Rathbone.

Annual report of the inspector of asylums, prisons, and public charities.

Title varies slightly.

Biennial report of the Wisconsin School for the Deaf.

WI docs no.: De.1:1884-1940

Harper's story books. A series of narratives, dialogues, biographies, and tales, for the instruction and entertainment of the young. Embellished with numerous and beautiful engravings.

Each story has also special t.p.

Studies in the civil, social and ecclesiastical history of early Maryland lectures /

Spine title: Early Maryland : civil, social, ecclesiastical.

Annual report of the Board of Managers of the Maryland State Bible Society.

Mode of access: Internet.

Proceedings of the Maryland Historical Society, in connection with the celebration of the one hundred and fiftieth anniversary of the settlement of Baltimore, October 12th, 1880.

Mode of access: Internet.

Report on American manuscripts in the Royal Institution of Great Britain.

The larger part bear dates 1782-1783.

The constitution of the state of Maryland, formed and adopted by the Convention, which assembled at the city of Annapolis, May 8th, 1867, and adjourned August 17th, 1867. Submitted for adoption or rejection by the people, on Wednesday, September 18th, 1867. Printed by authority.

Cover title.

Biennial report of the Superintendent of Public Instruction.

Mode of access: Internet.

Report of the State Board of Education and State Superintendent of Public Instruction for the school year ending ...

Report year ends August 31.

Annual report of the State Superintendent of Public Instruction.

Title varies slightly.

Biennial report of the Superintendent of Public Instruction.

Title varies slightly.

The effects of writing process instruction on the writing and reading performance of students with learning disabilities

The purpose of this study was to determine the efficacy of a writing process approach for the instruction of language arts with learning disabled elementary students. A nonequivalent control group design was used. The sample included 24 students with learning disabilities who were in second and third grade. All students were instructed in resource room settings for ninety minutes per day in language arts. The students in the treatment group received instruction using the writing process steps to create complete meaningful compositions on self-chosen topics. A literature-based reading program accompanied instruction in writing to provide examples of good writing and to provide a basis for topic selection. The students in the control group received instruction through the use of the county-adopted textbooks and accompanying worksheets. The teacher followed basic textbook and curriculum guide suggestions which consisted mainly of fill in the blank and matching type exercises. The treatment group consisted of 12 students: five second-graders and seven third-graders. The control group consisted of 12 students: four second-graders and eight third-graders. All students were pretested and posttested using the Woodcock-Johnson Tests of Achievement-Revised (WJ-R ACH) for writing samples and the Woodcock Reading Mastery Test (WRMT) for reading achievement. T-tests were also done to investigate the gain from pre to post for each reading or writing variable for each group separately. The results showed a highly significant difference from pretest to posttest for all writing and reading variables for both groups. Analysis of Covariance showed that the population mean posttest achievement scores for all variables adjusted for the pretest were higher for the treatment group than those for the control group.

The art of careful listening : children as co-artists in the making of live performance

Since 2007 Kite Arts Education Program (KITE), based at Queensland Performing Arts Centre (QPAC), has been engaged in delivering a series of theatre-based experiences for children in low socio-economic primary schools in Queensland. The twelve-week workshop experience culminates in a performance developed by the children with the assistance of the teacher artists from KITE for their community and parents/carers in a peak community cultural institution. Using Wartella’s notion of the socially competent child this analysis interrogates the performance product Precious, child participation modes, the intersection between the professional artists, teacher artists and child artists and outcomes in terms of building capacities for the development of social competencies in children.