Instruction des Central-Comité's der vereinigten Rechten: die Partei der vereinigten linken Fractionen der Nationalversammlung ...

Welsch (Projektbearbeiter): Abdruck einer 'Instruktion' des Zentralkomitees der vereinigten Rechten der Preußischen Nationalversammlung samt Kommentierung durch das 'Central-Comité für Volksthümliche Wahlen im Preußischen Staate': der vereinigten Rechten wird das Recht abgesprochen, sich 'Constitutionelle Partei' zu nennen. Vorwurf der Einflußnahme auf das zukünftige Wahlergebnis durch den entsprechenden Zuschnitt der Wahlkreise und Unterdrückung der freisinnigen Presse

Kundmachung: In der Instruction für die Vertrauensmänner der Gewerbs-Corporationen ...

Welsch (Projektbearbeiter): Das 'Comité zur Unterstützung mittelloser Gewerbsleute' akzeptiert als Kreditvoraussetzung neben den zunächst geforderten Sicherheiten (Wertpapiere, Sparbücher, Wechsel und Personalbürgschaften) nun auch Versatzzettel, Privatschuldscheine und ähnliches

Jüdische Weisheit im Aleph-Beth

Ernst Simon

Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action

In the past ten years, reading comprehension instruction has received significant attention from educational researchers. Drawing on studies from cognitive psychology, reader response theory, and language arts research, current best practice in reading comprehension instruction is characterized by a strategies approach in which students are taught to think like proficient readers who visualize, infer, activate schema, question, and summarize as they read. Studies investigating the impact of comprehension strategy instruction on student achievement in reading suggest that when implemented consistently the intervention has a positive effect on achievement. Research also shows, however, that few teachers embrace this approach to reading instruction despite its effectiveness, even when the conditions for substantive professional development (i.e. prolonged engagement, support, resources, time) are present. The interpretive case study reported in this dissertation examined the year-long experience of one fourth grade teacher, Ellen, as she leanled about comprehension strategy instruction and attempted to integrate the approach in her reading program. The goal of the study was to extend current understanding of the factors that support or inhibit an individual teacher's instructional decision making. The research explored how Ellen's academic preparation, beliefs about reading comprehension instruction, and attitudes toward teacher-student interaction influenced her efforts to employ comprehension strategy instruction. Qualitative methods were the basis of this study's research design. The primary methods for collecting data included pre- and post-interviews, field notes from classroom observations and staff development sessions, infonnal interviews, e-mail correspondence, and artifacts such as reading assignments, professional writing, school newsletters, and photographs of the classroom. Transcripts from interviews, as well as field notes, e-mail, and artifacts, were analyzed according to grounded theory's constant-comparative method. The results of the study suggest that three factors were pivotal in Ellen's successful implementation of reading strategy instruction: Pedagogical beliefs, classroom relationships, and professional community. Research on instructional change generally focuses on issues of time, resources, feedback, and follow-through. The research reported here recognizes the importance of these components, but expands contemporary thinking by showing how, in Ellen's case, a teacher's existing theories, her relationship with her students, and her professional interaction with peers impact instructional decisions.

Online Format vs. Live Mode of Instruction: Do Human Capital Differences or Differences in Returns to Human Capital Explain the Differences in Outcomes?

Our paper asks the question: Does mode of instruction format (live or online format) effect test scores in the principles of macroeconomics classes? Our data are from several sections of principles of macroeconomics, some in live format, some in online format, and all taught by the same instructor. We find that test scores for the online format, when corrected for sample selection bias, are four points higher than for the live format, and the difference is statistically significant. One possible explanation for this is that there was slightly higher human capital in the classes that had the online format. A Oaxaca decomposition of this difference in grades was conducted to see how much was due to human capital and how much was due to the differences in the rates of return to human capital. This analysis reveals that 25% of the difference was due to the higher human capital with the remaining 75% due to differences in the returns to human capital. It is possible that for the relatively older student with the appropriate online learning skill set, and with schedule constrains created by family and job, the online format provides them with a more productive learning environment than does the alternative traditional live class format. Also, because our data are limited to the student s academic transcript, we recommend future research include data on learning style characteristics, and the constraints formed by family and job choices.

Is the Cheating Risk Always Higher in Online Instruction Compared to Face-to-Face Instruction?

This article analyzes the exposure to cheating risk of online courses relative to face-to-face courses at a single institution. For our sample of 20 online courses we report that the cheating risk is higher than for equivalent face-to-face courses because of reliance on un-proctored multiple choice exams. We conclude that the combination of a proctored final exam, and strategic use cheating deterrents in the administration of un-proctored multiple choice exams, would significantly reduce the cheating risk differential without substantially altering the assessment design of online instruction.

The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students

This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn.

An Activity Theoretical Approach to Designing Curriculum and Instruction That Shift the Means and Ends of History Education

Reformers want history education to help students learn to engage in historical inquiry, read critically across conflicting sources, and engage in civil discussion of controversial issues. How can we help teachers and students shift the roles, norms, and activity in history classrooms to achieve these aims? An activity-theoretical framework suggests the value of explicitly attending to multiple aspects of human activity when designing and presenting reform-oriented pedagogies or curricula. Such attention increases the odds that teachers who implement new approaches or curriculum will achieve significant shifts in the means and ends of history education.

Felddienst-Instruction für Schützen und Reuter

Entworfen von dem General Grafen von Bismark

Le nouveau Robinson : pour servir à l'amusement et à l'instruction des enfans

par M. Campe. Traduction revue et corrigée d'après la dernière édition originale, enrichie de notes allemandes et d'un vocabulaire complet. Par J. B. Engelmann

The American : a practical book for self-instruction to speak, read and write the English language ; each English word is translated in Hebrew

by B. Goldgar and I. Mirovitch

Les incunables orientaux et les impressions orientales au commencement du XVIe siècle : rapport à M. le Ministre de l'instruction publique sur une mission en Bavière et en Wurtemberg

Moi͏̈se Schwab

Instruction für die herrschaftlichen Holzhauer des Forstdepartements Sonneberg

[v. Baumbach]