Catalogue of the officers and students of the Kansas State Agricultural College, for the year 1869

Course catalogs were published under the following titles: Catalogue of the officers and students of the Kansas State Agricultural College, with a brief history of the institution, 1st (1863/4); Annual catalogue of the officers and students of the Kansas State Agricultural College for, 2nd (1864/5)-4th (1868/9); Catalogue of the officers and students of the Kansas State Agricultural College for the year, 1869-1871/2; Hand-book of the Kansas State Agricultural College, Manhattan, Kansas, 1873/4; Biennial catalogue of the Kansas State Agricultural College, Manhattan, Kansas, calendar years, 1875/77; Catalogue of the State Agricultural College of Kansas, 1877/80-1896/97; Annual catalogue of the officers, students and graduates of the Kansas State Agricultural College, Manhattan, 35th (1897/98)-46th (1908/09); Catalogue, 47th (1909/10)-67th (1929/30); Complete catalogue number, 68th (1930/31)-81st (1943/1944); Catalogue, 1945/1946-1948/1949?; General catalogue, 1949/1950?-1958/1960; General catalog, 1960/1962-1990/1992. Course catalogs then split into undergraduate and graduate catalogs respectively: K-State undergraduate catalog, 1992/1994- ; K-State graduate catalog, 1993/1995-Citation: Kansas State Agricultural College. (1870). Catalogue of the officers and students of the Kansas State Agricultural College, for the year 1869. Manhattan, KS: Kansas State Agricultural College.Call number: LD2668 .A24

Booklet, Season\u27s Greetings and Best Wishes, 1930

18 pages. Booklet Compliments of Kansas State Teachers College, Pittsburg, Kansas, with brief statement from W.A. Brandenburg and quotes and poems as Christmas messages from various staff members

October 12, 1957 Football Program, UOP vs. Kansas State

https://scholarlycommons.pacific.edu/ua-football/1250/thumbnail.jp

Modeling Metacognition: Making Thinking Visible in a Content Course for Teachers

Helping students develop their ability to use the mathematical practices relies on their awareness of and ability to share their thinking to be used as part of classroom instruction. This type of instruction tends to be different from most teachers mathematics learning experiences thus requiring teachers to rethink what it means to teach mathematics without a model for reference. This preservice geometry content course was designed specifically for future elementary teachers with the intent of modeling effective non-traditional methods of instruction. Unfortunately, analysis of classroom observations suggested that even in this carefully designed inquiry-based course, there is a lack of cognitive and metacognitive thoughts being made visible for use as part of instruction. Content courses, such as this one, are the final opportunities to help students learn mathematics content in an environment supported by positive research findings, thus teacher education is missing an opportunity to provide a potentially powerful learning experience for future teachers

Metacognitive development in a college-level geometry course for pre-service elementary teachers: A case study

Scope and Method of Study: The purpose of this mixed methods naturalistic inquiry study was to develop a better understanding of how metacognitive development is embedded in an inquiry-based college level geometry content course for pre-service elementary teachers. Data included demographic information, pre- and post- instructor interviews with the one course instructor using an interview guide, pre and post open-ended student surveys with the students from her two sections, non-participant classroom observations of both course sections, documents such as the textbook and course syllabus, and a pre/post administration the Metacognitive Awareness Inventory.Findings and Conclusions: The analysis of the qualitative data suggests the presence of an underlying classroom structure that promotes the sharing of thinking and importance of class discussions to encourage metacognitive development, but there is a need to help students refine their thinking to make discussions more effective. In this classroom, more metacognitive knowledge is modeled than metacognitive regulation. Students do provide many of the modeling episodes, especially models of procedural knowledge, however; the instructor prompts the students through almost all episodes of modeled conditional knowledge and regulation episodes. Explicit modeling of each subcomponent of metacognition is needed and the development of an effective learning community where students freely share and collaborate would make this classroom more effective at promoting metacognitive development. Due to a delay in the administration of the pre-MAI, it was not possible to determine if the course impacted students' metacognitive awareness. Further exploration of metacognitive development is warranted and ideas for future studies are presented

General catalog, 1981-82

Course catalogs were published under the following titles: Catalogue of the officers and students of the Kansas State Agricultural College, with a brief history of the institution, 1st (1863/4); Annual catalogue of the officers and students of the Kansas State Agricultural College for, 2nd (1864/5)-4th (1868/9); Catalogue of the officers and students of the Kansas State Agricultural College for the year, 1869-1871/2; Hand-book of the Kansas State Agricultural College, Manhattan, Kansas, 1873/4; Biennial catalogue of the Kansas State Agricultural College, Manhattan, Kansas, calendar years, 1875/77; Catalogue of the State Agricultural College of Kansas, 1877/80-1896/97; Annual catalogue of the officers, students and graduates of the Kansas State Agricultural College, Manhattan, 35th (1897/98)-46th (1908/09); Catalogue, 47th (1909/10)-67th (1929/30); Complete catalogue number, 68th (1930/31)-81st (1943/1944); Catalogue, 1945/1946-1948/1949?; General catalogue, 1949/1950?-1958/1960; General catalog, 1960/1962-1990/1992. Course catalogs then split into undergraduate and graduate catalogs respectively: K-State undergraduate catalog, 1992/1994- ; K-State graduate catalog, 1993/1995-Citation: Kansas State University. (1981). General catalog, 1981-82. Manhattan, KS: Kansas State University.Call number: LD2668 .A24

September 29, 1956 Football Program, UOP vs. University of Kansas

https://scholarlycommons.pacific.edu/ua-football/1235/thumbnail.jp

K-State undergraduate catalog, 1994-1996

Course catalogs were published under the following titles: Catalogue of the officers and students of the Kansas State Agricultural College, with a brief history of the institution, 1st (1863/4); Annual catalogue of the officers and students of the Kansas State Agricultural College for, 2nd (1864/5)-4th (1868/9); Catalogue of the officers and students of the Kansas State Agricultural College for the year, 1869-1871/2; Hand-book of the Kansas State Agricultural College, Manhattan, Kansas, 1873/4; Biennial catalogue of the Kansas State Agricultural College, Manhattan, Kansas, calendar years, 1875/77; Catalogue of the State Agricultural College of Kansas, 1877/80-1896/97; Annual catalogue of the officers, students and graduates of the Kansas State Agricultural College, Manhattan, 35th (1897/98)-46th (1908/09); Catalogue, 47th (1909/10)-67th (1929/30); Complete catalogue number, 68th (1930/31)-81st (1943/1944); Catalogue, 1945/1946-1948/1949?; General catalogue, 1949/1950?-1958/1960; General catalog, 1960/1962-1990/1992. Course catalogs then split into undergraduate and graduate catalogs respectively: K-State undergraduate catalog, 1992/1994- ; K-State graduate catalog, 1993/1995-Citation: Kansas State University. (1994). K-State undergraduate catalog, 1994-1996. Manhattan, KS: Kansas State University.Call number: LD2668.A11711 K7

Rules for Teachers - 1872

A flyer from the Kansas Teacher\u27 Hall of Fame detailing the rule sand regulations for 1872 school teachers.https://scholars.fhsu.edu/buildings/2237/thumbnail.jp