Abridgment of Murray's English grammar, with an appendix, containing exercises in orthography, in parsing, in syntax, and in punctuation. Designed for the younger classes of learners. To which questions are added, punctuation and the notes under rules in syntax ... Revised, prepared, and adapted to the use of the "English exercises."

At head of title: Alger's Murray. English grammar. Improved stereotype edition.

An abridgment of L. Murray's English grammar : with alterations and improvements : designed for the use of the younger class of learners /

Shaw & Shoemaker,

English grammar, adapted to the different classes of learners. With an appendix, containing rules and observations for assisting the more advanced students to write with perspicuity and accuracy ...

Mode of access: Internet.

Abridgment of English grammar: comprehending the principles and rules of the language, illustrated by appropriate exercises. Designed for the younger classes of learners.

At head of title: Murray's abridgment. Revised edition.

Sequel to the English reader : or, Elegant selections in prose and poetry : designed to improve the highest class of learners in reading, to establish a taste for just and accurate composition, and to promote the interests of piety and virtue /

Mode of access: Internet.

The Commodification and Appropriation of African-American Vernacular Dances

Thesis (Master's)--University of Washington, 2016-06

Learning mathematics in a classroom community of inquiry

This article considers the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom. Sociocultural theories of learning provide the framework for examining teaching and learning practices in a single classroom over a two-year period. The notion of the zone of proximal development (ZPD) is invoked as a fundamental framework for explaining learning as increasing participation in a community of practice characterized by mathematical inquiry. The analysis draws on classroom observation and interviews with students and the teacher to show how the teacher established norms and practices that emphasized mathematical sense-making and justification of ideas and arguments and to illustrate the learning practices that students developed in response to these expectations.

An online community of practice for pre-service and beginning teachers of secondary mathematics

The aim of this study was to investigate how a community of practice focused on learning to teach secondary mathematics was created and sustained by pre-service and beginning teachers. Bulletin board discussions of one pre-service cohort are analysed in terms of Wenger’s (1998) three defining features of a community of practice: mutual engagement, joint enterprise, and a shared repertoire. The study shows that the emergent design of the community contributed to its sustainability in allowing the pre-service teachers to define their own professional goals and values. Sustainability was also related to how the participants expanded, transformed, and maintained the community during the pre-service program and after graduation.