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2012 - North American Chapter of the International Group for the Psychology of Mathematics Education Pages: unavailable || Words: 543 words || 
1. Venenciano, Linda. and Slovin, Hannah. "95. Algebra I Preparedness and the Measure Up Program: Implications from a Theoretical Model" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Radisson Hotel, Kalamazoo, MI, Nov 01, 2012 Online <PDF>. 2019-10-20 <>
Publication Type: Poster Presentation
Review Method: Peer Reviewed
Abstract: The Measure Up project approached the work of early algebra from a perspective grounded in measurement and quantitative reasoning. Here we present a model based on theoretical implications based on prior findings from studies of El’konin-Davydov mathematics implementation. Findings include a significant, positive, direct correlation between Measure Up experience and algebra preparedness, and a significant and positive correlation between logical reasoning and algebra preparedness. Effects from prior achievement on algebra preparedness were completely mediated by logical reasoning capabilities. This supports an argument for early mathematical experiences to emphasize the development of processes in addition to content.

2005 - American Sociological Association Pages: 26 pages || Words: 8307 words || 
2. DeCesare, Michael. "95 Years of Teaching High School Sociology" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 Online <APPLICATION/PDF>. 2019-10-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: A neglected part of the history of teaching sociology in the U.S. is the history of teaching high school sociology. In the spirit of contributing during the ASA’s centennial to the history of sociology, this paper outlines the roughly 95-year history of the teaching of high school sociology. I rely upon several sources of information: 1) published course descriptions written by high school sociology teachers, 2) empirical studies conducted by academic sociologists, and 3) research carried out and published by the ASA. I demonstrate that past high school sociology courses have focused primarily on examining current events and promoting citizenship education. This remains the case today. I offer several reasons why high school courses have looked as they have over the past 95 years, and conclude with speculations about how they are likely to look in the future.

2014 - RSA Annual Meeting Words: 125 words || 
3. Desmouliere, Paule. "The Accademia Olimpica of Vicenza and Its Network, 1555–95" Paper presented at the annual meeting of the RSA Annual Meeting, New York, NY, Hilton New York, <Not Available>. 2019-10-20 <>
Publication Type: Panel Paper
Abstract: The Accademia Olimpica of Vicenza has often been considered mostly for its theatrical activities and its link to Palladio’s Teatro Olimpico. The scope of the academy, however, also embraced poetry, philosophy, and medicine. Its history remains largely unexplored, though some scholars have begun to examine new sources and suggest other lines of inquiry. This paper will examine the links of the Olimpica to other academies in the Veneto and other regions of Italy in its first four decades, and will explore how such links can shed light on who the accademici Olimpici were and how the academy developed its own identity. The sources considered will be archival material relating to the academy’s history, as well as prefaces and dedications in works published by academy members.

2016 - The 62nd Annual Meeting of the Renaissance Society of America Words: 138 words || 
4. Gill, Catie. and Roads, Judith. "Early Quaker Prose (1650–95) and the Primacy of Inward Learning" Paper presented at the annual meeting of the The 62nd Annual Meeting of the Renaissance Society of America, Park Plaza Hotel and Hynes Convention Center, Boston, MA, <Not Available>. 2019-10-20 <>
Publication Type: Panel Paper
Abstract: From the Quaker movement’s inception (c. 1647), its writers were frequently also public speakers, its peripatetic ministry using print to back up the message delivered in person. Speech-like qualities would indeed be predicted when noting, with Richard Bauman and Michael P. Graves, the ‘structural nexis of speaking’ and the ‘crucible of impromptu speaking’ in the Quaker community (1983:138; 2009:111). The process of becoming a Quaker figures learning as acting primarily out of inward experience, rather than manifesting worldly wisdom through scripture or dogma. This co-presented paper posits, from the work of Roads, using corpus linguistics, a ‘loose’ style of prose that hooks the reader through deliberately inclusive strategies, one that, as Gill will propose, mirrors Quaker attitudes to religious education. Gill and Roads will therefore describe what is distinctive about Quaker principles and practice in relation to language.

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