[Taxation research notes, 1794]

One leaf containing a handwritten incomplete text arguing for the creation of tables containing financial data found in government records and account books, as a means of comparing the value of real estate, silver, and salaries, in part to "ascertain how much of the present expense of supporting a family is to be attributed to the present mode of living." The page has the remnants of a red wax seal.

Miscellaneous questions, [1794]

One leaf containing a handwritten draft of queries about the salaries of Professors later incorporated into a 1794 memorial signed by Professors Pearson, Webber, and Tappan and presented to a joint Board of Overseers and Corporation Committee appointed to inquire into the state of the College Treasury.

Tutors &c N. 2, [1796]

One folio-sized leaf containing a list of Harvard's tutors from 1695 to 1796 and related figures.

[Notes from the minutes of the Board of Overseers, ca. 1799]

Small notebook containing handwritten entries of actions for the years 1718-1799 recorded in Volumes I-IV of the Harvard Board of Overseers formal meeting minutes. The entries note the appointment of Committees of inquiry and votes related to salary increases and allowances.

[Committee report], 1780 May 16

One-page report signed by Hollis Professor Samuel Williams and Tutor William Bentley examining the complaint made by "Kendall" (probably Samuel Kendal, a member of the Class of 1782) of a "great abuse he received after Commons" on May 9, 1780 from Fortescue Vernon (Class of 1780) and Edward Sohier (Class of 1781). The report finds Vernon guilty and recommends a light punishment. Williams and Bentley then propose six regulations intended to keep order after breakfast and dinner service in the dining hall.

About Mr. Monis's being taxed, 1731 December 21

Small slip of paper containing a handwritten statement signed by President Benjamin Wadsworth, Tutor Henry Flynt, Professor Edward Wigglesworth, and Tutor Nathan Prince declaring that Judah Monis as the Hebrew instructor should receive the tax exemptions granted to College officers and providing suggestions to claim the exemption.

Deposition of Abraham Hill against Nathan Prince, Nov. 1, 1740

Abraham Hill (A.B. 1737) claimed that Prince had come to his College chamber "smoaking a pipe of Tobacco" the previous summer and asked numerous unusual questions. Hill also testified that Prince had accused fellow Tutor Daniel Rogers of being someone who "never did know what a scholar was" and Tutor Henry Flynt of having been "superannuated long ago." This deposition was attested by Justice of the Peace Trowbridge.

Letter from Artemas Ward to Benjamin Stone, 1787 July 18

Artemas Ward wrote this letter to Benjamin Stone on July 18, 1787, expressing his concern about the expense of his son, Henry Dana Ward's, imminent studies at Harvard. Ward complains to Stone about his own debts and the failure of the government to honor their financial obligations to him, and he also expresses hope that the President of Harvard will allow his son to spend part of his time "keeping a school" during his freshman and sophomore years, thus earning an income sufficient to pay for his studies. Ward also suggests that it might be preferable that his son board with a respectable family, rather than live at the College.

Valedictory address of Stephen Hooper, 1761

Unattributed and undated handwritten Latin valedictory oration likely composed by graduate Stephen Hooper for the 1761 Harvard College Commencement. In the oration, Hooper praises Massachusetts Governor Francis Bernard, Thomas Hutchinson, Professor Edward Wigglesworth, and Tutor Belcher Hancock. The oration mentions classmate John Chipman (1745-1761) who died of illness on April 15, 1761.

Student poem composed by Jacob Abbot Cummings, 1799 September 16

Handwritten poem composed by Jacob Abbot Cummings when he was an undergraduate at Harvard College. The rhyming poem celebrates morning (as a metaphor for life) and describes the farmer, industrious milk maid, and market man. It begins, “Loud speaks the clarion of approaching day..." The poem is labeled "16 September 1799 Cummings" and is headed with a quote from John Milton's Paradise Lost: "Sweet in the breath of morn, her rising sweet, with song of earliest bird."

Rabbinical manuscripts of Judah Monis, ca. 1700s

This leather-bound volume contains ten handwritten Hebrew texts presumably compiled by Judah Monis in the early 18th century. The pieces range from three to 150 pages on different sized leaves and appear to be in multiple hands. The last page of the volume has the struck-through inscription, "Judah Monis' Book" and accompanies a 44-page text. The texts are unattributed and undated, but have been identified as transcriptions of cabalistic writings and include a short biography of Isaac Luria (1533-1572) and extracts from the work of Luria, Hayyim ben Joseph Vital, Jacob ben Hayyim Zemah, Abraham ben Isaac of Granada, and Naphtali Bachrach. The transcriptions appear to be unattributed and undated.

Papel do educador na avaliação e intervenção de crianças com necessidades educativas especiais

Relátorio de estágio apresentado para obtenção do grau de Mestre na especialidade de Educação Pré-escolar

The influence of an in-service programme on primary teachers conceptions about practical work

The purpose of this study was to investigate how an in-service programme influenced primary teachers’ conceptions about practical work. Ten elementary teachers participated in a Portuguese city in an one-year professional development programme, which aimed to promote the use of practical activities in classroom. Semi-structured interviews and classroom observations were both used to examine changes in teachers’ conceptions about science teaching and in their classroom pratices. Data also included written artefacts, such as teachers’ written reflections, lesson plans, activity sheets, assessment items and student work samples. Based on the analysis of the data, the changes in teachers’ conceptions were organized into four categories: student and learning, teacher and teaching, science teaching, and teaching context. Throughout their participation in the programme, teachers pointed out several constraints related to planning and implementing practical activities. Results indicate that most teachers were able to overcome their initial difficulties and progressively gained more confidence in using student-centered pratices. However, one year after the end of the programme, teachers reported that their actual practices did not changed significantly, particularly with regard to inquiry-based practical and collaborative activities, which remained absent or rare. Implications for professional development and further research are discussed.

A família, a escola e os alunos : relação com o desempenho escolar em alunos do 6° ano numa escola em Taquarana, Alagoas, Brasil

Enquadramento: O sucesso/insucesso escolar é motivo de preocupação quer para a escola quer para as famílias. A entrada para a escola gera mudanças na criança pela adaptação a diferentes ambientes e contextos, pelos relacionamentos com os professores e colegas, pelos os hábitos e estilos de vida dos alunos. A família, quer em casa quer nas relações com a escola, exerce um papel fundamental no desempenho escolar dos filhos, pelo acompanhamento e envolvimento ativo que deve ter nos projetos educativos. Objetivos: Avaliar o desempenho (sucesso/insucesso) dos alunos do 6º ano; caracterizar o perfil sociodemográfico dos alunos e da família dos alunos; avaliar alguns hábitos de vida dos alunos; avaliar o envolvimento dos pais com os alunos e com a escola. Material e métodos: Estudo exploratório-descritivo, quantitativo e correlacional, com os pais e os alunos duma Escola pública, Maria Iraci Teófilo de Castro, Alagoas, no ano de 2015. A escola tem uma população de 1782 alunos de várias séries e a nossa amostra foram os alunos de 6º ano, num total de 325. Para a colheita de dados futilizamos um questionário de caraterização dos alunos, da familia e da escola e uma escala de envolvimento parental com a escola (QEPE-versão pais). Realizamos ainda 40 entrevistas com pais dos alunos do 6º ano. Resultados: A maioria são rapazes (56,6%) com uma média de idades de 11,96 anos (de 10-16 anos). Estão distribuídos por 8 turmas (de 30 a 47 alunos). Residem maioritariamente em zona rural (61,5%), vivem com os pais (59,1%) e cerca de 40% referem ter os pais solteiros ou separados. Os pais, 50,2% têm o ensino fundamental I e 37,2% não têm instrução. A deslocação para a escola é em média de 15 minutos. As crianças não têm habitos tabágicos ou alcoólicos e realizam atividades de ajuda ás famílias (74,5%). 41,2% de alunos referem ter sono nas aulas e 43,1% levantam-se antes das 6 horas. 33,5% dos alunos gostam pouco ou nada da escola. Quanto ao desempenho escolar 24,3% autoavaliam o seu desempenho como abaixo da média e 44,0% já reprovaram alguma vez. A falta de estudo (31,5%) e as faltas (35,7%) são os motivos mais apontados para as reprovações. Dos motivos para não estudar, 23,6% referem ser por causa de ajudar em atividades em casa. A quase totalidade refere ter bom ou muito bom relacionamento com os pais, mas cerca de 25 % referem que só às vezes os pais os ajudam nos problemas e no incentivo à leitura e a visita regular dos pais à escola é referida por 36,3%. Conclusões: Existem mais reprovações no sexo masculino, nos alunos em que os pais não ajudam na lição em casa e nem os incentivam à leitura e nos alunos que referem sono nas aulas. Os alunos que gostam da escola e se sentem motivados são os que menos reprovam. Verificamos fraco envolvimento dos pais na vida escolar dos filhos, não ajudam na realização das tarefas e incentivos ao estudo e não mantêm um contato regular com o professor e a escola. PALAVRAS-CHAVE – família, aluno, escola, sucesso, insucesso,

Pacific educational journal.

Vol. 7 repeated in numbering.