Print+CourseSmart

Contains a brief biographical sketch of James Butler Bonham, and a Bonham family tree.

The sound of freedom, power and MAGIC. Horses have the gift of carrying us to far-off lands, accompanying us on adventures and fueling imaginations. In addition to the magic to be found mundane horses - there are the magical horses of legends and lore - unicorns and pegasi - staples of fantasy literature - and more. In Hoofbeats, you will meet magical horses, unicorns, and pegasi - as well as a couple of mechanical horses that are more alive than they appear, carousel horses that take their riders on a journey with the Wild Hunt, the spirit pony of a powerful Shaman, a Kelpie and a Nyx. All members of the magical equine family. Join our authors as they bring us 22 tales filled with the magic only an equine possesses. Featuring stories by: J.A. Campbell, Rie Sheridan Rose, Liam Hogan, Vonnie Winslow Crist, Wayland Smith, Rebecca McFarland-Kyle, Misha Nogha, L.J. Bonham, Noel Ayers, Sanan Kolva, M.H. Bonham, Carol Hightshoe, April Douglas, Melodie Bolt, Cynthia Ward, Dana Bell, Steve Ruskin, Amanda Faith, F.J. Bergmann

The purpose of this study was to determine how middle school math teachers implemented formative assessment in their mathematics classrooms, including whether and how they used technology to do so. There were three key questions that guided this study: 1) How do middle school teachers plan for and collect data for formative assessment during a mathematics lesson? 2) In what ways do teachers use evidence gained from formative assessment to change their instruction, if at all? and, 3) To what degree do middle school mathematics teachers use technology when engaging in formative assessment during a mathematics lesson? I used a qualitative research design in this study, which included document analysis, observations, and teacher interviews, to collect data from five middle school mathematics teachers. The research revealed three significant findings: 1) Formative assessment activities in these middle school mathematics lessons fell into one of three categories; Purposefully Planned for, Not Planned for but Used, and Missed Opportunities. 2) When teachers did include formative assessments in their Acquisition Lesson Plans, it was rare that the plans also included the exact interventions they would use if the data showed that some or all of the students held some misunderstanding. While teachers did frequently add new math problems to their instruction or modify the mode of instruction, those changes often came the next day in a multi-day lesson as opposed to in the exact moment that the formative assessment activity occurred. 3) Although teachers embedded formative assessments into lessons that were delivered through the use of technology and a learning management system, Schoology, they did not use technology solely for the purpose of formative assessment. ☐ Keywords: formative assessment, Learning-Focused Strategies, LFS, Acquisition Lesson Plans, ALPs, Schoology, mathematics, professional learning communities, PLCs.

Published in 1911 as part of the "Studies In History, Economics And Public Law" series from Columbia University, this is a history of the British Consuls to the Southern states before and during the Civil War.