The Eskimo twins /

Mode of access: Internet.

Stepping stones to literature : a fourth reader /

Mode of access: Internet.

Independent fifth reader : containing a practical treatise on elocution : illustrated with diagrams, select and classified reading and recitations, with copious notes, and complete supplementary index /

Includes index.

A first book of electricity and magnetism for the use of elementary science ... and engineering students and general readers /

First published in 1891.

An elementary treatise on the structure and operations of the national and state governments of the United States : designed for the use of schools and academies and for general readers /

Includes index.

Elementary Petri net inside RFID distributed database (PNRD)

Usually, a Petri net is applied as an RFID model tool. This paper, otherwise, presents another approach to the Petri net concerning RFID systems. This approach, called elementary Petri net inside an RFID distributed database, or PNRD, is the first step to improve RFID and control systems integration, based on a formal data structure to identify and update the product state in real-time process execution, allowing automatic discovery of unexpected events during tag data capture. There are two main features in this approach: to use RFID tags as the object process expected database and last product state identification; and to apply Petri net analysis to automatically update the last product state registry during reader data capture. RFID reader data capture can be viewed, in Petri nets, as a direct analysis of locality for a specific transition that holds in a specific workflow. Following this direction, RFID readers storage Petri net control vector list related to each tag id is expected to be perceived. This paper presents PNRD cornerstones and a PNRD implementation example in software called DEMIS Distributed Environment in Manufacturing Information Systems.

The Black-White Achievement Gap Amongst Struggling Readers: A Case Study of Early Intervention Outcomes in Massachusetts

A number of analyses of large data sets have suggested that the reading achievement gap between African American and White U.S. is negligible or small at school entry, but widens substantially during the school years because African American students show slower rates of growth in elementary and secondary school. Identifying when and why gaps occur, therefore, is a an important research endeavor. In addition, being able to predict which African American children are most likely to fall behind can contribute to efforts to close the achievement gap. This paper analyzes first grade and third grade data on African American and White children in Massachusetts who all were identified in first grade as struggling readers and enrolled in Reading Recovery—an individualized intervention. All the children were low-income and attending urban schools. Using Observation Survey data from first grade, and MCAS Reading data from 3rd grade, we found that the African American and White students made equal average progress while in first grade, but by the end of third grade showed a large gap in MCAS proficiency rates. We discuss the results in terms of school quality, reading development, dialect issues, testing formats, and the need to provide long-term support to vulnerable learners.

The school reader. Fourth book. Containing instructions in the elementary principles of reading, and selected lessons from the most elegant writers. For the use of academies and the higher classes in common and select schools.

"Recommendations" on leaf preceding title page dated 1843-Dec. 1845. Book probably published in 1846.

Children who cannot read : the analysis of reading disabilities and the use of diagnosti tests in the instruction of retarded readers [by] Marion Monroe.

Bibliography: p. 178-181.

Measuring the quality of teaching in elementary school classrooms

This paper reviews the means by which teacher quality has been measured. It considers data sources such as students, peers, experts, and examines the psychometrics and scaleproperties of teacher quality assessment instruments with respect to reliability and validity. A list of items for possible inclusion in an elementary student focussed instrument is considered, together with the potential use of such an instrument in measuring teacher quality.

Elementary school students’ learner self-concept, academic self-concepts and approaches to learning

The present study investigated the relationships between academic selfconcepts, learner self-concept, and approaches to learning in elementary school students. A sample of 580 Australian Grade 6 and 7 school students with a mean age of 10.7 years participated in the study. Weak negative correlations between learner self-concepts and surface approaches to learning were identiŽ ed. In contrast, deep approaches for both boys and girls showed the highest positive correlations with school self-concept and learning self-concept. Only slight variations in these Ž gures were found between boys and girls.

Elementary students, creativity, and technology

This article reports on the impact on student personal creativity of a longitudinal study that had as its major goal the creation of a unique intervention program for elementary students. The intervention was based on the National Profile and Statement (Curriculum Corporation, 1994a, 1994b) for the curriculum area of technology. The intervention program comprised thematically based units of work that integrated all eight Australian Key Learning Areas (KLA). A pretest/posttest control group design investigation (Campbell & Stanley, 1963) was undertaken with 580 students from 7 schools and 24 class groups that were randomly divided into 3 treatment groups. One group (10 classes) formed the control group. Another 7 classes received the year-long intervention program, while the remaining 7 classes received the intervention, but with the added seamless integration of their available classroom computer technologies. The effect of the intervention on the personal creativity characteristics of the students involved in the study was assessed using the Creativity Checklist, an instrument that was developed during the study. The results suggest that the purposeful integration of computer technology with the intervention program positively affects the personal creativity characteristics of students.