Love went a-riding. Low voice in E.

Word by Mary E. Coleridge.

Mary Elizabeth Frayser Papers - Accession 17 - M4 (4-14)

The Mary Elizabeth Frayser Papers consist of correspondence, related records, and newspaper and magazine clippings. Most of the correspondence is between Estellene Walker and Mary Frayser concerning the work of the State Library Board and the movement for better libraries in South Carolina.

Mary Elizabeth Massey Papers - Accession 20

The Mary Elizabeth Massey Papers consist of Dr. Massey’s professional and organizational files and includes biographical data, correspondence, lecture and teaching materials, rough notes and unpublished drafts of Dr. Massey’s journal articles and books, speeches, research notes and photo and typescript copies of historical manuscripts from other repositories. Most of the material pertains to Dr. Massey’s publishing efforts, her work as a Winthrop faculty member and scholar and her involvement with professional organizations, especially the Southern Historical Association and the Civil War Centennial Commission. While there is material extending from Dr. Massey’s student days at Hendrix College (a 1937 graduate), most of the substantive material extends from 1953-1973.

Calendar of state papers, domestic series, of the reigns of Edward VI., Mary, Elizabeth [and James I] ... preserved in the State paper department of Her Majesty's Public record office.

Editors: v. 1-2, Robert Lemon.--v. 3-12, Mary Anne Everett Green.

Mexico: picturesque, political, progressive,

pt. 1. Picturesque Mexico, by M. E. Blake.- pt. 2. Political and progressive Mexico, by M. F. Sullivan.

The poetical works of the late Mrs. Mary Robinson : including the last pieces published : the three volumes complete in one.

Edited by Mary Elizabeth Robinson. Cf. Nat. Union Catalogue, pre-1956 imprints.

Language reader [first to sixth year ]

Mode of access: Internet.

Journal and reminiscences. /

"Bibliography" (of the author's other published works) p. 191-192.

Aligning ICT in assessment with teaching and learning : enhancing student achievement in the middle years

Student underachievement in the middle years (typically Years 4 to 9) is a concern in education. Incorporating Information and Communication Technologies (ICT) in assessment that is aligned to teaching and learning has the potential to engage students in higher cognitive processes that lead to increased student achievement. To examine this proposition an investigation was undertaken into teachers’ perceptions of alignment and the implications of those for student achievement in ICT enhanced middle years assessment tasks. This investigation used a collective case study design underpinned by socio-cultural theory. Two methods were used for data collection, namely, semi-structured interviews with individual teachers and a focus group discussion with teachers and another with students. Findings revealed teachers’ perceptions that alignment: assists in mediating achievement of learning outcomes in quality middle years assessment tasks, assists in creating a challenging but supportive environment in which positive learning dispositions and success is encouraged for all students, and contributes to more rigorous use of ICT in assessment. The process of implementing alignment was found to be complex but assisted through prioritising particular practices. These findings enabled the development of eight steps which serve as a guide to the effective implementation of alignment in middle years assessment tasks.

Higher Order Thinking through ICT: What do middle years teachers think really matters?

The middle years of schooling has emerged as an important focus in Australian education. Student disengagement and alienation, the negative effects of non-completion of the senior years of schooling and underachievement have raised concerns about the quality of education during the middle years. For many schools, reshaping the middle years has involved incorporating Information and Communication Technologies (ICT) to motivate students. However, simultaneously there is a need to ensure that programs are academically rigorous. There is little doubt that there are potential benefits to integrating ICT into programs for middle years’ students. However, little is known about how middle years’ teachers perceive higher order thinking, which is a component of academic rigour. This paper investigates the question of What are teachers’ perceptions of higher order thinking in an ICT environment? The study is underpinned by socio-cultural theory which is based on the belief that learning occurs through social interaction and that individuals are shaped by the social and cultural tools and instruments they engage with. This investigation used a collective case study design. Two methods were used for data collection. These methods are semi-structured interviews with individual teachers and a class and a focus group discussion with teachers. Findings indicate that teachers hold various perceptions of higher order thinking that lead to productive approaches to integrating ICT in middle years’ classrooms. The paper highlights that there may be a continuum of perceptions of higher order thinking with ICT. This continuum may inform professional developers who are guiding and supporting teachers to integrate ICT into middle years’ classrooms.

Academic rigour in science assessment tasks

The critical problem of student disengagement and underachievement in the middle years of schooling (Years 4 . 9) has focussed attention on the quality of educational programs in schools, in Australia and elsewhere. The loss of enthusiasm for science in the middle years is particularly problematic given the growing demand for science professionals. Reshaping middle years programs has included an emphasis on integrating Information and Communication Technologies (ICTs) and improving assessment practices to engage students in higher cognitive processes and enhance academic rigour. Understanding the nature of academic rigour and how to embed it in students. science assessment tasks that incorporate the use of ICTs could enable teachers to optimise the quality of the learning environment. However, academic rigour is not clearly described or defined in the literature and there is little empirical evidence upon which researchers and teachers could draw to enhance understandings. This study used a collective case study design to explore teachers' understandings of academic rigour within science assessment tasks. The research design is based on a conceptual framework that is underpinned by socio-cultural theory. Three methods were used to collect data from six middle years teachers and their students. These methods were a survey, focus group discussion with teachers and a group of students and individual semi-structured interviews with teachers. Findings of the case study revealed six criteria of academic rigour, namely, higher order thinking, alignment, building on prior knowledge, scaffolding, knowledge construction and creativity. Results showed that the middle years teachers held rich understandings of academic rigour that led to effective utilisation of ICTs in science assessment tasks. Findings also indicated that teachers could further enhance their understandings of academic rigour in some aspects of each of the criteria. In particular, this study found that academic rigour could have been further optimised by: promoting more thoughtful discourse and interaction to foster higher order thinking; increasing alignment between curriculum, pedagogy, and assessment, and students. prior knowledge; placing greater emphasis on identifying, activating and building on prior knowledge; better differentiating the level of scaffolding provided and applying it more judiciously; fostering creativity throughout tasks; enhancing teachers‟ content knowledge and pedagogical content knowledge, and providing more in-depth coverage of fewer topics to support knowledge construction. Key contributions of this study are a definition and a model which clarify the nature of academic rigour.