General view of the doctrines of Christianity : designed more especially for the edification and instruction of families.

Original sugar-paper covered boards with brown paper spine.

Sharpe's London magazine of entertainment and instruction for general reading

Mode of access: Internet.

Cognitive structures, strategies and instruction

This thesis is organised into three parts. In Part 1 relevant literature is reviewed and three critical components in the development of a cognitive approach to instruction are identified. These three components are considered to be the structure of the subject-matter, the learner's cognitive structures, and the learner's cognitive strategies which act as control and transfer devices between the instructional materials and the learner's cognitive structures. Six experiments are described in Part 2 which is divided into two methodologically distinct units. The three experiments of Unit 1 examined how learning from materials constructed from concept name by concept attribute matrices is influenced by learner or experimenter controlled sequence and organisation. The results suggested that the relationships between input organisation, output organisation and recall are complex and highlighted the importance of investigating organisational strategies at both acquisition and recall. The role of subjects previously acquired knowledge and skills in relation to the instructional material was considered to be an important factor. The three experiments of Unit 2 utilised a "diagramming relationships methodology" which was devised as one means of investigating the processes by which new information is assimilated into an individual's cognitive structure. The methodology was found to be useful in identifying cognitive strategies related to successful task performance. The results suggested that errors could be minimised and comprehension improved on the diagramming relationships task by instructing subjects in ways which induced successful processing operations. Part 3 of this thesis highlights salient issues raised by the experimental work within the framework outlined in Part 1 and discusses potential implications for future theoretical developments and research.

The impact of standards-based practices in mathematics on the achievement of low-performing students

This study examined standards-based mathematics reform initiatives to determine if they would improve student achievement on the part of low-performing students. New curricula, the Carnegie Learning Cognitive Tutor®, were provided for algebra and geometry students. The new instructional strategy relied on both the teacher-led instruction and the use of computers to differentiate instruction for individual students. Mathematics teachers received ongoing professional development to help them implement the new curricula. In addition, teachers were provided with ongoing support to assist them with the transformation of the learning environments for students using standards-based practices. This quasi-experimental (nonrandomized) study involved teachers in two matched urban high schools. Analyses (ANCOVAs) revealed that the experimental group with an appropriately implemented program had significantly higher learning gains than the comparison group as determined by the students' 2007 mathematics Developmental Scale Score (DSS). In addition, the experimental group's adjusted mean for the second interim mathematics assessment was significantly higher than the comparison group's mean. The findings support the idea that if the traditional curriculum is replaced with standards-based curriculum, and the curriculum is implemented as intended, low-performing students may make significant learning gains. With respect to the teaching practices as observed with the Classroom Observation Protocol (COP), t-tests were conducted on four constructs. The results for both the algebra and geometry teachers on the constructs were not significant. The COP indicated that teachers in both the experimental and comparison groups used traditional instruction strategies in their classrooms. The analyses of covariance (ANCOVA) on the use of technology revealed no significant main effects for computer use.

Heritage Language Maintenance and Biliteracy Development for Immigrants' Children: A Study of Chinese Immigrants' Family Language Policy and Biliteracy Practices

This study reports on research that examines the family language policy (FLP) and biliteracy practices of middle-class Chinese immigrant families in a metropolitan area in the southwest of the U.S. by exploring language practices pattern among family members, language and literacy environment at home, parents’ language management, parents’ language attitudes and ideologies, and biliteracy practices. In this study, I employed mixed methods, including survey and interviews, to investigate Chinese immigrant parents’ FLP, biliteracy practices, their life stories, and their experience of raising and nurturing children in an English-dominant society. Survey questionnaires were distributed to 55 Chinese immigrant parents and interviews were conducted with five families, including mothers and children. One finding from this study is that the language practices pattern at home shows the trend of language shift among the Chinese immigrants’ children. Children prefer speaking English with parents, siblings, and peers, and home literacy environment for children manifests an English-dominant trend. Chinese immigrant parents’ language attitudes and ideologies are largely influenced by English-only ideology. The priority for learning English surpasses the importance of Chinese learning, which is demonstrated by the English-dominant home literacy practices and an English-dominant language policy. Parents invest more in English literacy activities and materials for children, and very few parents implement Chinese-only policy for their children. A second finding from this study is that a multitude of factors from different sources shape and influence Chinese immigrants’ FLP and biliteracy practices. The factors consist of family-related factors, social factors, linguistic factors, and individual factors. A third finding from this study is that a wide variety of strategies are adopted by Chinese immigrant families, which have raised quite balanced bilingual children, to help children maintain Chinese heritage language (HL) and develop both English and Chinese literacy. The close examination and comparison of different families with English monolingual children, with children who have limited knowledge of HL, and with quite balanced bilingual children, this study discovers that immigrant parents, especially mothers, play a fundamental and irreplaceable role in their children’s HL maintenance and biliteracy development and it recommends to immigrant parents in how to implement the findings of this study to nurture their children to become bilingual and biliterate. Due to the limited number and restricted area and group of participant sampling, the results of this study may not be generalized to other groups in different contexts.

Investigation of Escape and Negative Student Behaviors Related to Florida State High Stakes Test Preparation in Miami-Dade County Public High Schools, having been approved in respect to style and intellectual content, is referred to you for judgment

The purpose of this study was to determine whether there was a relationship between pressure to perform on state mandated, high-stakes tests and the rate of student escape behavior defined as the number of school suspensions and absences. The state assigned grade of a school was used as a surrogate measure of pressure with the assumption that pressure increased as the school grade decreased. Student attendance and suspension data were gathered from all 33 of the regular public high schools in Miami-Dade County Public Schools. The research questions were: Is the number of suspensions highest in the third quarter, when most FCAT preparation takes place for each of the 3 school years 2007-08 through 2009-10? How accurately does the high school’s grade predict the number of suspensions and number of absences during each of the 4 school years 2005-06 through 2008-09? The research questions were answered using repeated measures analysis of variance for research question #1 and non-linear multiple regression for research question #2. No significant difference could be found between the numbers of suspensions in each of the grading periods nor was there a relationship between the number of suspensions and school grade. A statistically significant relationship was found between student attendance and school grade. When plotted, this relationship was found to be quadratic in nature and formed a loose inverted U for each of the four years during which data were collected. This indicated that students in very high and very low performing schools had low levels of absences while those in the midlevel of the distribution of school performance (C schools) had the greatest rates of absence. Identifying a relationship between the pressures associated with high stakes testing and student escape behavior suggests that it might be useful for building administrators to reevaluate test preparation activities and procedures being used in their building and to include anxiety reducing strategies. As a relationship was found, it sets the foundation for future studies to identify whether testing related activities are impacting some students emotionally and are causing unintended consequences of testing mandates.

The Proces of Curriculum and Module Design

The outcome of the inductive decision -making process of the leading project management group (PMG) was the proposal to develop three modules, Human Resource Management and Knowledge Management, Quality Management and Intercultural management, each for 10 ECTS credits. As a result of the theoretical and organisational framework and analytical phase of the project, four strategies informed the development and implemen- tation of the modules: 1. Collaboration as a principle stemming from EU collaborative policy and receiving it’s expression on all implementation levels (designing the modules, modes of learning, delivering the modules, evaluation process). 2. Building on the Bologna process masters level framework to assure ap- propriate academic level of outputs. 3. Development of value -based leadership of students through transforma- tional learning in a cross -cultural setting and continual reflection of theory in practice. 4. Continual evaluation and feedback among teachers and students as a strategy to achieve a high quality programme. In the first phase of designing the modules the collaborative strategy in particular was applied, as each module was led by one university, but members from all other universities participated in the discussions and development of the mod- ules. The Bologna process masters level framework and related standards and guidelines informed the form and method of designing the modules.

“Flipped Classroom” for Teaching Business Research in a Business Management Course

This presentation will report on a cross-department collaboration between the library and the business/economics department at Lehman College to conduct information literacy instruction as a “flipped classroom.”

Lehman Flips for Clickers

The clicker is a versatile, easy to use electronic multiple choice device that helps provide instant feedback on what students are learning. In both hybrid and on-site classes, clickers provide a way to rapidly collect an answer to a question from every student; an answer for which they are all individually accountable. In this session, Biological sciences lecturer Rena Quinlan will describe her use of clickers with large classes that help students achieve defined course outcomes.

EC23-122 Sweet Clover in Nebraska

Sweet clover is adapted to practically all parts of Nebraska. It will grow under a wide range of soil and climatic conditions and is found growing wild in almost all sections of the state. It grows luxuriantly in eastern Nebraska and also does well in the western part of the state. Sweet clover will grow in regions of less rainfall than will red clover and, under certain conditions, it will do well where alfalfa is not easily grown. This 1923 circular is largely based on questionnaire replies received from more than 200 farmers growing sweet clover in all parts of the state and on personal observations of and experiences with the crop in various counties.

RB30-246 Testing Ice Cream for Butterfat

Butterfat is usually the most expensive ingredient of ice cream; hence, great care is necessary in controllng its use. The manufacturer of ice cream, whether doing a large or a small volume of business, must manufacture a product that will comply with the established fat standard. Some means of determining the percentage of butterfat in the product must be available in order to establish this control. This 1930 research bulletin discusses the different testing equipment used to test butterfat in ice cream.

EC32-134 Sweet Clover Management

Sweet clover has made a phenomenal growth in popularity and acreage during recent years. In Nebraska, the production increased from 30,000 acres in 1920 to 1,126,000 acres in 1930, an expansion of over one million acres in a 10-year period. Just a few years ago, when sweet clover was classified as a weed, it was the subject of proposed state legislation to prevent its production and spread. Today sweet clover has a recognized place among standard crops and in rotation systems. The acreage of sweet clover in Nebraska is now practically equal to that of alfalfa and is more than ten times that of red clover. Some Nebraska counties grow more than 40,000 acres of sweet clover annually. This 1932 extension circular discusses the kinds of sweet clover; time and method of seeding; kinds of seed and rates of seeding; liming and inoculation; growth habits; utilization of sweet clover for pasture, soil building, hay and seed; and sweet clover in wild hay meadows.

RB32-266 Cooling Milk on Nebraska Farms

The desire of Nebraska people to continue the improvement of living conditions and to secure more healthful foods has been responsible for many changes in methods of caring for milk. One of the important factors in keeping milk sweet and of good quality is the process of cooling and keeping it cool until used. Three of these processes are as follows: placing containers of warm milk in any quantity of still water or still air at temperatures ranging from freezing to within a few degrees of the temperature of the milk, placing the containers in such positions that air or water are circulated around them, and causing the milk to flow in such manner that a thin film comes in contact with a surface which is cooled by air or liquids varying in temperature from 10 degrees Fahrenheit to a few degrees below that of the milk. After some of the heat has been removed the milk is stored under conditions very similar to those found in cooling processes. This 1932 research bulletin discusses why milk is cooled, why milk sours, how bacteria grows, and the many ways that milk can be cooled.

EC27-811 Harvesting Wheat in Nebraska with the Combined Harvester Thresher 1926

Frequent inquiry from wheat growers in Nebraska and others as to the relative merits of the combined harvester-thresher as an efficienct and economical harvesting machine led the Nebraska Agricultural College to make a study of this problem in the summer of 1926. The work was carried on by the Departments of Rural Economics and Agricultural Engineering, cooperating with the United States Department of Agriculture which was conducting a similar survey in different parts of the United States. Perkins county, Nebraska, was the area selected for study as it is more or less typical of those parts of the state where combines are used extensively. The purpose of this circular is merely to give such informaition as is available regarding harvesting costs by different methods in Nebraska and not to recommend one method over another since location, acreage, climatic conditions, and topopgraphy all have their influence in determining the most economic method for different communities.