Memorial of James Madison Macdonald : a discourse delivered in the First Presbyterian Church of Princeton, N.J., on Sabbath evening, May 14, 1876 /

Cover title: Memorial of James M. Macdonald, D.D.

A discourse delivered at the annual election, January 4, 1832 : before His Excellency Levi Lincoln, governor, His Honor Thomas L. Winthrop, lieutenant governor, the honorable Council, and the legislature of Massachusetts /

Date of publication supported by date of the sermon as given on the title page and by note by L.S. Cushing, clerk of the House of Representatives, dated Jan. 5, 1832, "to request a copy for the press."--P. [3].

A discourse on popular education; delivered in the church at Princeton, the evening before the annual commencement of the College of New Jersey September 26, 1826. ...

Mode of access: Internet.

A discourse delivered in Hollis street church, Boston, September 2, 1827, occasioned by the death of Horace Holley, LL. D., late president of Transylvania university.

" Published by request."

A discourse delivered before the trustees, faculty, and students of Rutgers College, at New-Brunswick, New Jersey, on Tuesday, the 14th of July, 1829, the day preceding the annual commencement. ...

Addressed to "Gentlemen of the Philoclean and Peithessophian Societies."

A funeral discourse : delivered in the Presbyterian Church in New-Brunswick, New-Jersey, on Sabbath morning, September 18th, 1842, on occasion of the death of the Reverend Robert Birch, the pastor of that congregation /

"Published by request of the elders and trustees."

Natural theology considered : with reference to Lord Brougham's discourse on that subject /

Includes bibliographical footnotes.

A discourse delivered at the dedication of the Church of the Messiah, in Broadway, New-York /

Mode of access: Internet.

A historical discourse, delivered before the Connecticut Historical Society, and the citizens of Hartford : on the evening of the 26th day of December, 1843 /

Running title: Wadsworth Athenæum.

De republica Anglorum; a discourse on the Commonwealth of England,

With reproduction of the original t.-p., 1583.

A discourse delivered before the Literary and Philosophical Society of New-Jersey, at its first annual meeting, September 27, 1825.

Mode of access: Internet.

A new theory of the earth : from its original, to the consummation of all things. Wherein the creation of the world in six days, the universal Deluge, and the general conflagration, as laid down in the Holy Scriptures, are shewn to be perfectly agreeable to reason and philosophy. With a large introductory discourse concerning the genuine nature, stile, and extent of the Mosaick history of the creation /

Signatures: [A]² B-Mm⁸ Nn⁴ (-Nn4)

The improvement of the present state of things: A discourse to the students of Dartmouth College, November, 1852.

Mode of access: Internet.

Ten Australian elementary teachers' discourse and reported pedagogical practices during cooperative learning

This article describes the types of discourse 10 Australian grade 4-6 teachers used after they had been trained to embed cooperative learning in their curriculum and to use communication skills to promote students' thinking and to scaffold their learning. One audiotaped classroom social science lesson involving cooperative learning was analyzed for each teacher. We provide vignettes from 2 teachers as they worked with groups and from 2 student groups. The data from the audiotapes showed that the teachers used a range of mediated-learning behaviors in their interactions with the children that included challenging their perspectives, asking more cognitive and metacognitive questions, and scaffolding their learning. In turn, in their interactions with each other, the children modelled many of the types of discourse they heard their teachers use. Follow-up interviews with the teachers revealed that they believed it was important to set expectations for children's group behaviors, teach the social skills students needed to deal with disagreement in groups, and establish group structures so children understood what was required both from each other and the task. The teachers reported that mixed ability and gender groups worked best and that groups should be no larger than 5 students. All teachers' programs were based on a child-centered philosophy that recognized the importance of constructivist approaches to learning and the key role interaction plays in promoting social reasoning and learning.