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accurate answer arithmetic assigned average better chapter child classmates coal cocoa comprehension content subjects definite develop district educational efficient silent reading experience fact fifth grade Figure furnish geography give given gold graph card habits ideas intelligence quotients intelligence tests interest lessons little pig mark material means measure mental ages methods Mixed Fundamentals normal oral reading oral-reading drill paper birch paragraph Pele period possible practice tests problem pronounce proved questions readers reading ability reading drill recitation record Red Hen rural schools school system seat second grade Section sentences shown silent-reading ability silent-reading class drill silent-reading drill Sly Fox spelling standard scores standardized tests story superintendent supervised study Table Tamworth teachers teaching tell things Thomas Island thought THREE LITTLE PIGS tion tree upper grades vocabulary white birch
Page 181 - Little pig, little pig, let me come in." "No, no, by the hair of my chinny chin chin." "Then I'll huff, and I'll puff, and I'll blow your house in.
Page iii - This is the first time, so far as I know, that a President of the United States has stepped beyond the border of the United States, either on the north or on the south, and I esteem it a great privilege to be the President at the time when that event has happened.
Page 179 - ... ate up the little pig. The third little pig met a man with a load of bricks, and said, "Please, man, give me those bricks to build a house with.
Page 48 - ... the writing period was conducted, I learned that in several cases at least the teacher would simply tell the pupils to take their writing books and write for ten minutes. During this time she would sit at her desk and correct papers. At the end of the period, without even looking at the copy books she would tell them to put away their writing materials and go on with other work. In very few of the writing periods that I observed personally was there any adequate attempt to teach the children...
Page 61 - By Inventory," the debit side will be the larger, and the difference between the two sides will be a loss, as there is always more or less "wear and tear" on the fixtures during the year; consequently, they are constantly depreciating in value. If our fixtures are apparently in as good order at the end of the year as they were at the beginning, we call them worth the whole amount for which the account is charged, and allow it to to stand untouched, calling it a Resource. Some houses call the account...
Page 179 - I'll blow your house in." So the wolf huffed and puffed and blew in the house of sticks and ate up little pig Two. IV Little pig Three found some stone. . Little pig Three said, " This stone will make a strong house ; I will build my house of stone." The little pig worked one day. He -worked two days. He worked three days. Then the house of stone was built. The wolf came to the stone house. He knocked at the door. Wolf. Little pig, little pig, Let me come in.
Page 179 - Little pig Two found some sticks. Little pig Two said, "The sticks will not make a strong house. The sticks will make a tall house. I will build my house of sticks." Then little pig Two built a tall house of sticks. One day the wolf came to the house of sticks. The wolf knocked at the door and said, "Little pig, little pig, Let me come in." "No, no, by the hair Of my chinny-chin-chin.
Page 26 - ... 13 to other pupils of his age and grade. These two or three teachers no amount of accumulated evidence could convince, because everything was unalterably settled to their way of thinking before the experiments were tried. The old methods had been in use for hundreds of years and must, therefore, be better than anything new. It is useless to waste time with such people. The only thing to do is to get rid of them at the first opportunity. A few more points were cleared up by general discussion....
Page 15 - ... she gets as determined by the progress of the pupils when such progress is objectively measured. After all, it is results we are after, primarily. Hence, the standardized tests measure objectively both the progress of the pupils and the ability of the teacher at one and the same time. Problem 4. — To find a practical method of supervising study and of teaching how to study. — This may seem like a large contract for the one-teacher rural school with its crowded curriculum, but I shall try...
Page 113 - Binet-Simon scale if that scale was not used in the first instance. It will probably be found that most of these pupils do not belong in the fifth grade at all, but in the fourth or sixth grade. Next, the remaining cards may be sorted into four piles. Let the first contain the intelligence quotients below 70; the second, those from 70 to 90; the third, those from 90 to 115; and the fourth, those above n5.