Mott House: Mott Farm Title

Mott Farm Title Research signed by D.T. Upton, March 4, 1973

Mott House: Portsmouth Rhode Island

Paper presented by Dell Upton on the Mott House and early New England architecture at the convention of the Society for Historical Archaeology, Philadelphia, Pennsylvania, January 8, 1976

Mott House: Architectural Change in Colonial Rhode Island: The Mott House as a Case Study

A case study of the history of the Mott House formerly located on the west shore of Aquidneck Island in Portsmouth, Rhode Island. When it was systematically dismantled in 1973, Dell Upton had the opportunity to study the history of the structure\u27s complexity. Dell Upton. Architectural Change in Colonial Rhode Island: The Mott House as a Case Study. Published in Old-Time New England Mass.: Society for the Preservation of New England Antiquities, Volume 69, Number 255 (Winter/Spring, 1979)

Écoles lancastériennes, citoyenneté républicaine et imagination spatiale en Amérique au début du xixe siècle

La pédagogie de Joseph Lancaster fut adoptée par la plupart des écoles publiques américaines en milieu urbain au début du xixe siècle. Le système de Lancaster utilisait une seule salle de classe, énorme, pour l’instruction de centaines d’enfants pauvres par un seul maître. Les décideurs municipaux furent attirés à la fois par le coût réduit et par la vision matérialiste proposée de la citoyenneté républicaine, en phase avec leur pensée sociale. Les familles ouvrières à qui étaient destinées les écoles de Lancaster les trouvaient répressives et antidémocratiques, et l’échec pédagogique de ces écoles explique leur abolition vers les années 1850.Joseph Lancaster’s pedagogy was adopted in most urban American public schools in the early 19th century. Lancaster’s system used a single enormous classroom to isntruct hundreds of poor children under a single master. It appealed to civic leaders because it was cheap and because it offered a materialist vision of republican citizenship to men who were attuned to materialist social thinking. The lower-class families for whom Lancasterian schools were intended thought them repressive and undemocratic, while the schools’ pedagogical failures led to their abolition by the 1850s.Zu Beginn des 19. Jahrhunderts wurden die pädagogischen Grundsätze Joseph Lancasters im städtischen Milieu in den meisten öffentlichen Schulen Amerikas eingeführt. Das von Lancaster propagierte Modell sah nur einen einzigen, riesigen Klassensaal für Hunderte von mittellosen Kindern vor, die von nur einem Lehrer unterrichtet wurden. Den städtischen Entscheidungsträgern sagte an diesem Konzept nicht nur der geringe Kostenaufwand zu, sondern auch die materialistische Auffassung vom republikanischen Bürgersinn. Die Arbeiterfamilien, für deren Kinder die Lancaster-Schulen eingerichtet worden waren, empfanden diese allerdings als repressiv und antidemokratisch, und die ausbleibenden pädagogischen Erfolge führten schließlich in den 1850er Jahren zu ihrer Abschaffung

Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the 'traditional' unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we recommend that future research investigate means of successfully facilitating collaborative group-work assessment, and to explore contributing factors to actual student retention in online units beyond that of non-equivalent learning experiences