This is a metacognition teaching tool designed as a method of teaching students the connections between emotions, thoughts and behavior through a cognitions diary. This presentation will demonstrate how students can use their cell phones to monitor, examine, and draw conclusions about how their emotions affect their capacity to learn. As a result of the process, students will develop ways to transform cognitions in such a way as to enhance learning. This presentation will include: 1. A guideline for developing a baseline scale of emotions; 2. A table for using a cell phone to log emotions and thoughts; 3. A rubric for reflections and analysis of the journal.
An additional goal of this tool is to provide an experiential basis for students to build understanding for the connection between affect and cognitions.
This workbook represents the legacy version of RefWorks (RW). The workbook includes sections on getting started, the real estate of the RW interface, organizing a RW database, building a RW database, discovery tools, reference management and bibliography creation using RW Write-n-Cite.
This workbook represents the legacy version of RefWorks (RW). The workbook includes sections on getting started, the real estate of the RW interface, organizing a RW database, building a RW database, discovery tools, reference management and bibliography creation using RW Write-n-Cite.
Goedl, P.A. (2016, Nov. 19). Preliminary Study of the Effectiveness of an Instructor-Driven Early Warning Alert and Student Intervention System presented at Original Lilly Conference on College Teaching 2017 annual conference, Miami University, OH
Presentation Overview
Objective:Present my findings on the effectiveness of an early intervention student retention system on the course pass rates of at-risk college students
I address:
Retention research
Research methods
Results
Conclusions
No edition or printing information is available in this copy. Written by Reverend Charles Adams, Principal of Newbury Seminary, a high school and literary institution. This system of grammar was created by the author for use in his own classes. It is based on the work of Lindley Murray, whose works on English grammar were published in the last decade of the 18th century. The author has endeavored to improve upon its definitions where possible. It provides four divisions of grammar: Orthography, Etymology, Syntax and Prosody. Orthography covers the nature of letters and proper spelling. Etymology covers the classifications of words with accompanying examples. Rules of syntax are accompanied with correct and incorrect examples. Prosody has two parts: pronunciation, comprising accent, quantity, emphasis, pause, and tone, and the laws of versification, which is the arrangement of syllables. Laws of punctuation are included. The text ends with eleven chapters of example texts that serve as exercises in parsing.
The Schultz Archive includes the complete text with minimal disruptions in quality. There are very rare instances of highlighting which obscures the readability; however, the text is otherwise impeccable.
No edition or printing information is available on this copy. The author, Israel Alger Jr., was a school teacher in Boston with a Master of Arts degree. This work was approved for use in Boston schools by the School Committee of Boston. This work is an “enlargement” of Lindley Murray’s grammar textbook with exercises. It is sectioned as exercises in parsing, exercises in etymology, exercises in syntax, exercises in punctuation, and exercises to promote perspicuous and accurate writing. This last section includes exercises in writing focusing on rules of purity, propriety, precision, clearness, unity, strength and figures of speech. The exercises are incorrect examples that violate these rules.
No edition or printing information is included on this copy. No author is credited, although Whitney, Jocelyn, and Annin are credited as illustrators. It includes basic information on composing, including advice on penmanship, titling, margins, paragraphs, spelling, capital letters, punctuation, arranging sentences, style (purity, precision, clearness, strength, harmony, unity), and modes (debates, letters). The majority of the text is a collection of ornate illustrations for the purpose of aiding composition development. Each illustration is accompanied with advice on how to elaborate on subjects within the illustration.
No edition or printing information is given on this copy. The author alludes to the fact that he is a teacher in the preface where he addresses the audience as his “fellow teachers.” Badgley's work is a grammar textbook for school children that emphasizes object teaching and working with the familiar in order to promote a better understanding of the English language. Badgely states the instruction is drawn from nature and uses the inductive and synthetic method. It moves from facts and things to general truths and from arranging words into sentences to analysis. “Ideas and thoughts precede expression.” The sections are grammar and the parts of speech; classification and variation of nouns and pronouns, adjectives and adverbs; analysis of sentences and syntactical parsing; and syntax (a list of rules and exercises of violation of these rules).The book provides exercises in the form of staged conversations in order to better relate to the students. The Schultz Archive includes the complete text in very good condition.
Stated as the tenth edition on the cover page. Reverend R. W. Bailey is stated as having a Master of Arts degree and in the preface it states he taught English youth for over thirty years. Bailey's English Grammar is a fairly standard grammar handbook from the nineteenth century. The author acknowledges the myriad grammar handbooks that precede his own, but explains that his book serves as a kind of aggregate of such manuals. It divides grammar into four parts: orthography, etymology, syntax, and prosody. It gives three classes of words: nouns, verbs, and adverbs. The handbook includes fairly detailed sections on many of the parts of speech. It says its method of parsing is analytic rather than synthetic, but philosophic and inductive. The end of each section has a review. The preface states an interest in a pure English. The Schultz Archive only includes a brief excerpt (the cover page, preface, contents and a few snippets of text), but they are good quality.
No printing or edition information is provided on this copy. Rufus W. Bailey has a Master of Arts degree, but his status as a reverend is omitted on this text. He was a teacher for over thirty years. The prefaces states this book is for mothers, fathers, elder brothers and sisters, and female teachers employed in primary and public schools. A grammar handbook for younger students that features various modes of examples such as lists or mock conversations. It argues that children learn nouns first, then verbs, and then the combining of these two in sentences. Part one teachers sentence structure and parts of speech; part two, etymology; part three, syntax; part four, rules of punctuation, orthography, and a dictionary of english grammar. It does not use exercises of correcting false grammar, as the author believes those are unhelpful. The Schultz Archive's copy is the complete text.
1887 printing of the revised American edition. The copyright page states it was registered in 1866. Alexander Bain had a Master of Arts and was Professor of Logic in the University of Aberdeen. It states an interest in methodizing instruction in english composition, stating that little can be done to cultivate students' fund of expression, but that they can be taught to discriminate between good and bad expression. Rhetoric is defined as "the means whereby language, spoken or written, may be rendered effective." The text is divided into two parts. Part one deals with composition in general, particularly figures of speech, qualities of style, the sentence, and the paragraph. Part two deal with five kinds or modes of composition: description, narration (historical composition), exposition (science), oratory (persuasion), and poetry. Its rules and principles are accompanied with examples from canonical texts. It also includes analyzed extracts in its appendix. The Schultz Archive's copy is the complete text.
1884 printing of the revised American edition of Bain's rhetorical manual focused on style, structure, and modes. The copyright page states it was registered in 1866. Alexander Bain had a Master of Arts and was Professor of Logic in the University of Aberdeen. It states an interest in methodizing instruction in english composition, stating that little can be done to cultivate students' fund of expression, but that they can be taught to discriminate between good and bad expression. Rhetoric is defined as "the means whereby language, spoken or written, may be rendered effective." The text is divided into two parts. Part one deals with composition in general, particularly figures of speech, qualities of style, the sentence, and the paragraph. Part two deal with five kinds or modes of composition: description, narration (historical composition), exposition (science), oratory (persuasion), and poetry. Its rules and principles are accompanied with examples from canonical texts. It also includes analyzed extracts in its appendix. Although it has not been digitzed, the Schultz Archive's hardcopy is the complete text. It is identical to the 1887 printing (that is digitzed), excepting paratextual advertisements.
1887 printing of the enlarged edition of the first part of Bain's English Composition and Rhetoric. Alexander Bain is a Doctor of Laws of English and Emeritus Professor of Logic in the University of Aberdeen.The first part, Intellectual Elements of Style (included here), is focused on "Elements of Style that concern the understanding." The second part is about the "emotional qualities." This "re-modeling" is designed to narrow the scope and devote more attention to certain portions chosen for their utility. Its topics are order of words; number of words; the sentence; the paragraph; figures of speech; and the qualities of style: clearness, simplicity, impressiveness, and picturesqueness. Bain states that these topics are expounded, exemplified, and applied to the arts of criticism and composition. Bain has somewhat reordered the contents that was previously sectioned under the kinds of composition (description, narration, exposition, oratory). The Schultz Archive copy is the complete text of part first of the enlarged edition.
No information regarding edition or printing is in the copy. No information on the author is provided. Balch's addition to the list of grammar handbooks seeks to improve the methods of grammar instruction by rendering language study more scientific (and less like an art) and less focused on mere rule memorization. The author hopes that such a transformation will make the study of grammar more interesting for high school students because they will be encouraged to create their own models. He is interested in "the essential principles of human speech and the best method of constructing sentences according to the idiom of the English language." The preface also interestingly states that "[t]he inseparable connexion between words, ideas, and things, is carefully observed." The Schultz Archive only includes a brief excerpt of the cover page, contents, preface, introduction and a short section of text. The text is legible, but some highlighting does obscure throughout.
No information on edition or printing is on this copy. The title state the author is an instructor.
Balch's primary school grammar handbook wishes to change the manner in which grammar is taught to schoolchildren. Instead of expecting them to memorize and apply myriad rules in which they are not interested, Balch believes children's natural interest should be fostered by the usage of familiar things to teach. The Schultz Archive only includes a very brief excerpt of the cover page and preface. The quality is poor, but everything is legible.
1870 printing of the 1870 copyrighted text, a revised edition of the Common School Grammar, and Introductory to the Practical Grammar.The author is credited as Peter Bullions, Doctor of Divinity, and the author of the Series of English, Latin, and Greek Grammars, and Latin and Greek Readers. Bullions's School Grammar is designed to have a high level of practicality for the students who use the text. In the preface, the author identifies the primary audience for this text to be young students who do not have time to devote to more detailed grammar handbooks. The text is organized into orthography, etymology, syntax, and prosody (prosody is very brief). Emphasis is put on comprehension and application. Within each lesson, explanations are followed with illustrations, then observations, questions, and exercises in application. The teacher is instructed to supplement the text as necessary with any information that s/he does not find in this book. The Schultz Archive includes a mostly complete text with a number of issues. The scans are mostly legible, but there are a number of pages that are repeated, missing, out of order or upside down.
1854 printing of 1853 copyrighted text (A new edition revised and corrected). The author is credited as a Doctor of Divinity and as the author of the series of grammars, English, Latin, and Greek, on the same plan. Designed as a small work on Grammar, suited for children younger than the usual age for grammar instruction (up to twelve or fourteen). Four sections: orthography, etymology, syntax and prosody. Each lesson has the following order: definitions and rules to be memorized (in large type), subordinate matter to be studied (in small type), a series of questions on the preceding, and practical exercises. Principles of grammar are connected to principles in composition in each lesson. Some illustrations appear in the etymology section. Very similar to Bullions's School Grammar, although it contains roughly thirty fewer pages than that later text. Schultz Archive copy is roughly the complete text.
