A Teacher’s Perspective on the Effectiveness of Homework at Various Grade Levels

This project centers around research on and discussion about current teachers’ perspective on homework. Data was gathered using an online survey that was sent to a high school and an elementary school. The intent was to draw attention to how each school responded; more specifically how the answers between schools differed. Can we conclude that homework is more beneficial to students in a particular age group? The people who are most qualified to answer that question are those who track student progress daily. An essential part of teaching is assessing student understanding and using the results to direct the instruction of the following lessons. Homework is intended to provide teachers with a measurement of student understanding throughout the school week. The survey used in this project collected information about how each respondent implements homework; such as how often homework is assigned, whether it is graded for completion or correctness, and how much homework is weighted in the grade book. Looking at the results, no definite conclusions are able to be made regarding grade level and homework. The results of this survey were not cut and dry, but some interesting observations emerged. More elementary teachers (40.0%) of those who responded grade homework for completeness as opposed to high school teachers (29.4%) Also 40% of the teachers do not enter homework in their gradebook at all. While 78.1% of participants said that homework was beneficial, many note that it is only beneficial for students who put in the effect to completing it

Leveraging Usage Data and User‐Driven Development to Extend the Use of Collections

In 2014, the JSTOR Labs team used an algorithm to identify more than 9,000 articles on JSTOR that exhibited patterns of use consistent with being used in the classroom or assigned as coursework. Using a low‐cost rapid development approach called “flash builds,” the team validated and built a prototype browser for this dataset with the direct involvement of teachers at the secondary and introductory college levels. This dataset is now available as “Classroom Readings,” a free and open experimental resource. Classroom Readings (http://labs.jstor.org/readings) is designed to help educators find articles on JSTOR that are good candidates for teaching, adding value to the investments libraries have made in JSTOR collections

Wayward Children and the Law, 1820-1900: The Genesis of the Status Offense Jurisdiction of the Juvenile Court

Since the United States Supreme Court\u27s decision in In re Gault in 1967, in which due process rights were extended to juvenile delinquency proceedings which might result in commitment of youths to reformatory institutions, numerous courts, legislatures, and private study commissions have been re-examining the rights and obligations of young people in contemporary American society. In this ongoing debate over juvenile jurisprudence, perhaps no issue has provoked as much controversy as the question of whether juvenile courts should continue to exercise jurisdiction over juvenile status offenses --those unique forms of deviant behavior which are illegal only for minors. It is not the purpose of this article to rehearse this debate, the contours of which have been explored elsewhere. Rather, I hope to throw light on the current controversy by examining the historical genesis and expansion of the status offense jurisdiction before the invention of the juvenile court in 1899 and by showing the centrality of concern for wayward children in nineteenth centural juvenile jurisprudence

Cottonseed meal, cold-pressed cake and linseed-oil meal in rations for fattening cattle

Caption title.Digitized 2006 AES MoU

Teaching American Legal History in a Law School

Professor Peter Garlock describes his legal history course

The balance sheet of agriculture, 1954

Agriculture - Economic aspects

Book Review

The author reviews Thorns and Thistles: Juvenile Delinquents in the United States, 1825-1940

Long term loans of Iowa banks

1. In most Iowa banks, the deposits constitute from 70 to 85 percent of the total liabilities. 2. Of all their liabilities, the banks have the least control over their deposits. It has been chiefly withdrawals of deposits, consequently, that have put the banks in a position where ready cash was urgently needed. 3. The average extent of deposit withdrawals since 1914 has not been great. It has varied among the banking systems in close relation to the character of the deposits, being greatest where the deposits have consisted largely of demand and bank accounts and least where time and savings accounts have predominated. 4. The banks have been able to meet these average deposit withdrawals by moderately reducing their loans, cash resources and securities, and by borrowing small sums from other banks. 5. Occasionally, however, there have been extensive withdrawals of deposits. In supplying the funds needed at these times, the banks have not found it expedient to reduce their loans to any great extent. Instead, they have allowed their cash resources to be depleted and have borrowed heavily from other banks. 6. Even in the best of times the average term of bank loans has been nearly one year. The turnover of bank loans was most rapid from 1917 to 1920 and fell to a very low rate after 1920. 7. The experience of the period 1914 to 1927, inclusive, proves that Iowa banks have not needed to confine their loans to those of short maturities. In actual practice the banks have not so confined themselves, and the demands of depositors have been met by means of very small reductions in the loans. 8. Since the proportion of time deposits in Iowa banks has been rising rapidly since 1920, and time accounts have been subject to withdrawals of less extent than the other type of deposits, Iowa banks in the future should be able to have their loans of even longer average maturities than was feasible before the war

Clarkson Community Church

https://digitalcommons.brockport.edu/local_books/1020/thumbnail.jp