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• 221. [Article] A comparison of the effects between letter-grades and pass-fail grades on the attitudes and achievement of eleventh grade United States history students

  This study was designed to determine whether individual students at the eleventh grade level who were graded on a pass-fail basis in United States History would show any difference in academic achievement ...

  Citation × Citation Citation Abstract Copy Title: A comparison of the effects between letter-grades and pass-fail grades on the attitudes and achievement of eleventh grade United States history students Author: Pike, John Michaels This study was designed to determine whether individual students at the eleventh grade level who were graded on a pass-fail basis in United States History would show any difference in academic achievement from those of a similar group marked by the traditional ABCD-F letter-grade method. In addition, the study was to investigate the effect, if any, of the pass-fail marking system on the study habits, study attitudes, and the over-all study orientation of the same students as compared with those being evaluated by the letter-grade system. Specific hypotheses to be examined were: 1. There is no difference between the experimental and control groups in the academic achievement of the United States History students as measured by the Crary American History Test. 2. There is no difference between the experimental and control groups in academic behavior (study habits) of the United States History students as measured by the Survey of Study Habits and Attitudes. 3. There is no difference between the experimental and control groups in the study attitudes of the United States History students as measured by the Survey of Study Habits and Attitudes. 4. There is no difference between the experimental and control groups in over-all study orientation of the United States History students as measured by the Survey of Study Habits and Attitudes. A review of the literature reveals considerable dissatisfaction with the traditional ABCD-F letter-grade marking system widely used in the secondary schools of the United States. The pass-fail concept appears to have merit as a more flexible system, and its use on the secondary level in increasing. The sample consisted of six eleventh grade required United States History classes at Rex Putnam High School, Milwaukie, Oregon. One hundred and two individuals participated in the experimental groups. They received a pass-fail mark on all routine class work as well as grade card reports throughout the academic year. Data were obtained for 96 experimental subjects. One hundred and five individuals participated in the control group. They were exposed to the traditional ABCD-F letter-grade marking system throughout the academic year. Complete data were obtained for 99 control subjects. Statistical treatment was applied to the data for 195 subjects. The Crary American History Test and the Survey of Study Habits and. Attitudes were administered to subjects prior to the beginning of the research and at the conclusion of the project. An analysis of the post-test score gains revealed no differences between the means of the experimental and control groups as tested by t at the .05 level of significance on all four measures; hence, all four hypotheses were supported in that subjects exposed to the pass-fail system showed no difference in academic achievement, study habits, study attitudes, and study orientation from those treated by the traditional ABCD-F letter-grade marking system. Recommendations for further research in secondary marking systems include: 1. The merits and demerits of innovative grading practices as compared with traditional marking systems. 2. Investigation of the achievement and study attitudes of students taking all courses under the pass-fail system compared with students taking all courses under the letter-grade system. 3. Investigation of the pass-fail and letter-grade marking system on attendance patterns. 4. Studies concerning the effect, if any, of the pass-fail grading system on high achievers as compared with students of low ability. 5. Experimentation in grading systems doing away with the use of the designation "F" denoting failure. 6. Development of criteria for the evaluation of student performance using the pass-fail system. 7. Investigation of the relationship between grading practices and cheating. 8. Relationships, if any, between grading practices and drop out patterns. 9. Study of problems relating to college requirements and how these impinge upon wider use of the pass-fail marking system. Title: A comparison of the effects between letter-grades and pass-fail grades on the attitudes and achievement of eleventh grade United States history students Author: Pike, John Michaels This study was designed to determine whether individual students at the eleventh grade level who were graded on a pass-fail basis in United States History would show any difference in academic achievement from those of a similar group marked by the traditional ABCD-F letter-grade method. In addition, the study was to investigate the effect, if any, of the pass-fail marking system on the study habits, study attitudes, and the over-all study orientation of the same students as compared with those being evaluated by the letter-grade system. Specific hypotheses to be examined were: 1. There is no difference between the experimental and control groups in the academic achievement of the United States History students as measured by the Crary American History Test. 2. There is no difference between the experimental and control groups in academic behavior (study habits) of the United States History students as measured by the Survey of Study Habits and Attitudes. 3. There is no difference between the experimental and control groups in the study attitudes of the United States History students as measured by the Survey of Study Habits and Attitudes. 4. There is no difference between the experimental and control groups in over-all study orientation of the United States History students as measured by the Survey of Study Habits and Attitudes. A review of the literature reveals considerable dissatisfaction with the traditional ABCD-F letter-grade marking system widely used in the secondary schools of the United States. The pass-fail concept appears to have merit as a more flexible system, and its use on the secondary level in increasing. The sample consisted of six eleventh grade required United States History classes at Rex Putnam High School, Milwaukie, Oregon. One hundred and two individuals participated in the experimental groups. They received a pass-fail mark on all routine class work as well as grade card reports throughout the academic year. Data were obtained for 96 experimental subjects. One hundred and five individuals participated in the control group. They were exposed to the traditional ABCD-F letter-grade marking system throughout the academic year. Complete data were obtained for 99 control subjects. Statistical treatment was applied to the data for 195 subjects. The Crary American History Test and the Survey of Study Habits and. Attitudes were administered to subjects prior to the beginning of the research and at the conclusion of the project. An analysis of the post-test score gains revealed no differences between the means of the experimental and control groups as tested by t at the .05 level of significance on all four measures; hence, all four hypotheses were supported in that subjects exposed to the pass-fail system showed no difference in academic achievement, study habits, study attitudes, and study orientation from those treated by the traditional ABCD-F letter-grade marking system. Recommendations for further research in secondary marking systems include: 1. The merits and demerits of innovative grading practices as compared with traditional marking systems. 2. Investigation of the achievement and study attitudes of students taking all courses under the pass-fail system compared with students taking all courses under the letter-grade system. 3. Investigation of the pass-fail and letter-grade marking system on attendance patterns. 4. Studies concerning the effect, if any, of the pass-fail grading system on high achievers as compared with students of low ability. 5. Experimentation in grading systems doing away with the use of the designation "F" denoting failure. 6. Development of criteria for the evaluation of student performance using the pass-fail system. 7. Investigation of the relationship between grading practices and cheating. 8. Relationships, if any, between grading practices and drop out patterns. 9. Study of problems relating to college requirements and how these impinge upon wider use of the pass-fail marking system. Close

• 222. [Article] At what level has standards-based education reform initiatives influenced Oregon high school history instruction and classroom practices?

  The purpose of this dissertation is to investigate Oregon public high school history teacher perspectives concerning standards-based reform initiatives springing from the No Child Left Behind legislation. ...

  Citation × Citation Citation Abstract Copy Title: At what level has standards-based education reform initiatives influenced Oregon high school history instruction and classroom practices? Author: Lowe, Eric V. The purpose of this dissertation is to investigate Oregon public high school history teacher perspectives concerning standards-based reform initiatives springing from the No Child Left Behind legislation. The central question addressed in this study is: At what level has Standards-Based Education reform initiatives impacted Oregon high school history instruction and classroom practices? Paramount to that investigation are questions concerning curriculum guidance, assessment practices, teacher praxis, and school climate conditions. This research enterprise uses a mixed methods approach which encompasses quantitative and qualitative components. As a descriptive study, a two-phase explanatory approach is achieved utilizing an electronic teacher survey instrument and selective follow-up teacher interviews. The survey instrument was modeled after a three state comprehensive research project implemented by the Rand Corporation entitled Standard-Based Accountability Under No Child Left Behind (2007). To accomplish this research investigation, all of the public high school history teachers in Oregon were solicited to participate in the study. Regional distinctions inclusive of urban, suburban, and rural designations were allocated to evaluate any geographic differences in responses. The major findings of the study reveal that teachers perceived an alignment of curriculum to state mandated standards in history, consider their textbooks representative of those standards, acknowledge minimal changes in their teaching praxis for the 2008-2009 school year, rarely administer the voluntary state sponsored Social Studies Knowledge and Skill Test or progress tests, receive minimal administrative or district curriculum oversight, find student preparation and absenteeism to be impediments to learning, and have limited professional development activities associated with state standards or history assessment activities. The conclusions derived from the study show that without a mandated assessment the reality of alignment with standards can not definitively be established. Additionally as an exploratory study the groundwork has been established to further evaluate: the adaptation of content standards, the need for a mandated assessment device in the social studies, the isolationism of Oregon classroom teachers, the limited state and district support and oversight for standards, the need to consider what evidence ascertains that student improvement naturally stems from mandated reforms based on state sponsored curriculum and performance standards. Title: At what level has standards-based education reform initiatives influenced Oregon high school history instruction and classroom practices? Author: Lowe, Eric V. The purpose of this dissertation is to investigate Oregon public high school history teacher perspectives concerning standards-based reform initiatives springing from the No Child Left Behind legislation. The central question addressed in this study is: At what level has Standards-Based Education reform initiatives impacted Oregon high school history instruction and classroom practices? Paramount to that investigation are questions concerning curriculum guidance, assessment practices, teacher praxis, and school climate conditions. This research enterprise uses a mixed methods approach which encompasses quantitative and qualitative components. As a descriptive study, a two-phase explanatory approach is achieved utilizing an electronic teacher survey instrument and selective follow-up teacher interviews. The survey instrument was modeled after a three state comprehensive research project implemented by the Rand Corporation entitled Standard-Based Accountability Under No Child Left Behind (2007). To accomplish this research investigation, all of the public high school history teachers in Oregon were solicited to participate in the study. Regional distinctions inclusive of urban, suburban, and rural designations were allocated to evaluate any geographic differences in responses. The major findings of the study reveal that teachers perceived an alignment of curriculum to state mandated standards in history, consider their textbooks representative of those standards, acknowledge minimal changes in their teaching praxis for the 2008-2009 school year, rarely administer the voluntary state sponsored Social Studies Knowledge and Skill Test or progress tests, receive minimal administrative or district curriculum oversight, find student preparation and absenteeism to be impediments to learning, and have limited professional development activities associated with state standards or history assessment activities. The conclusions derived from the study show that without a mandated assessment the reality of alignment with standards can not definitively be established. Additionally as an exploratory study the groundwork has been established to further evaluate: the adaptation of content standards, the need for a mandated assessment device in the social studies, the isolationism of Oregon classroom teachers, the limited state and district support and oversight for standards, the need to consider what evidence ascertains that student improvement naturally stems from mandated reforms based on state sponsored curriculum and performance standards. Close

• 223. [Article] Surveys and surveyors of the public domain, 1785-1975

  Gerald W. Williams Collection

  Citation × Citation Citation Abstract Copy Title: Surveys and surveyors of the public domain, 1785-1975 Author: Cazier, Lola, United States. Bureau of Land Management Gerald W. Williams Collection Title: Surveys and surveyors of the public domain, 1785-1975 Author: Cazier, Lola, United States. Bureau of Land Management Gerald W. Williams Collection Close

• 224. [Article] Early Oregon at a glance

  Gerald W. Williams Collection

  Citation × Citation Citation Abstract Copy Title: Early Oregon at a glance Gerald W. Williams Collection Title: Early Oregon at a glance Gerald W. Williams Collection Close

• 225. [Article] Building a Sustainable Archive to Document a Food and Farming Movement: the Oregon Hops and Brewing Archives on Engaging an Engaged Community

  Oregon has a rich brewing history and the production of world-class hops and craft beer are part of Oregon’s identity. From scholars to people with an interest in local products, students to alumni, hops ...

  Citation × Citation Citation Abstract Copy Title: Building a Sustainable Archive to Document a Food and Farming Movement: the Oregon Hops and Brewing Archives on Engaging an Engaged Community Author: Edmunson-Morton, Tiah Oregon has a rich brewing history and the production of world-class hops and craft beer are part of Oregon’s identity. From scholars to people with an interest in local products, students to alumni, hops farmers to brewers, the opportunities for community engagement and scholarly use are vast. Recognizing the need to document the intertwined story of hop production and the craft brewing movement in Oregon, the Special Collections & Archives Research Center at the Oregon State University Libraries and Press established the Oregon Hops & Brewing Archives (OHBA) in 2013 to collect and provide access to records related to Oregon’s hops and craft brewing industries. OSU faculty and students are leaders in these industries. Scientists planted the first hops on campus grounds in 1895, but 76 years later it was OSU’s Dr. Alfred Haunold who made an indelible mark on the industry with the Cascade and other popular modern American hop varieties. Aroma hops breeding research in the College of Agricultural Sciences and the USDA-ARS keep Corvallis on the cutting edge, with programs to continue to breed new varieties to meet new industry needs. On the brewing end, fermentation and sensory sciences have long been a part of research at OSU, but since the establishment of the Fermentation Science program in 1995 and new Professional and Continuing Education classes on Northwest beer and cider for professionals, OSU continues to be a leader in educating and training new brewers. As the first archive in the United States dedicated to saving the story of hops and brewing, OHBA brings together a wealth of materials for people to study and celebrate these movements and this science. OHBA is a collecting initiative, documentary history, and community archiving project that has the potential to cut across the agricultural, scientific, farm labor, and cultural components of hops and brewing history. As the archive for the University, we have strong collections related to the history of hops, brewing, and barley research, but OSU isn’t the only place to find pieces of the story. There are valuable community stories that haven’t been recorded; websites, blogs, and social media sites to be saved; and items in historical societies, breweries, hop farms to be discovered. Title: Building a Sustainable Archive to Document a Food and Farming Movement: the Oregon Hops and Brewing Archives on Engaging an Engaged Community Author: Edmunson-Morton, Tiah Oregon has a rich brewing history and the production of world-class hops and craft beer are part of Oregon’s identity. From scholars to people with an interest in local products, students to alumni, hops farmers to brewers, the opportunities for community engagement and scholarly use are vast. Recognizing the need to document the intertwined story of hop production and the craft brewing movement in Oregon, the Special Collections & Archives Research Center at the Oregon State University Libraries and Press established the Oregon Hops & Brewing Archives (OHBA) in 2013 to collect and provide access to records related to Oregon’s hops and craft brewing industries. OSU faculty and students are leaders in these industries. Scientists planted the first hops on campus grounds in 1895, but 76 years later it was OSU’s Dr. Alfred Haunold who made an indelible mark on the industry with the Cascade and other popular modern American hop varieties. Aroma hops breeding research in the College of Agricultural Sciences and the USDA-ARS keep Corvallis on the cutting edge, with programs to continue to breed new varieties to meet new industry needs. On the brewing end, fermentation and sensory sciences have long been a part of research at OSU, but since the establishment of the Fermentation Science program in 1995 and new Professional and Continuing Education classes on Northwest beer and cider for professionals, OSU continues to be a leader in educating and training new brewers. As the first archive in the United States dedicated to saving the story of hops and brewing, OHBA brings together a wealth of materials for people to study and celebrate these movements and this science. OHBA is a collecting initiative, documentary history, and community archiving project that has the potential to cut across the agricultural, scientific, farm labor, and cultural components of hops and brewing history. As the archive for the University, we have strong collections related to the history of hops, brewing, and barley research, but OSU isn’t the only place to find pieces of the story. There are valuable community stories that haven’t been recorded; websites, blogs, and social media sites to be saved; and items in historical societies, breweries, hop farms to be discovered. Close

• 226. [Article] Las Historias de Latinos en Oregón: Canby, Oregón An Oral History Project Collaboration Between A Librarian and an Archivist

  Citation × Citation Citation Abstract Copy Title: Las Historias de Latinos en Oregón: Canby, Oregón An Oral History Project Collaboration Between A Librarian and an Archivist Author: Natalia Fernández Title: Las Historias de Latinos en Oregón: Canby, Oregón An Oral History Project Collaboration Between A Librarian and an Archivist Author: Natalia Fernández Close

• 227. [Article] A computer-based design history tool

  In current practice, design documentation often fails to support the activities of design understanding, communication, and redesign. A Design History Tool has been developed to improve current design ...

  Citation × Citation Citation Abstract Copy Title: A computer-based design history tool Author: Chen, Ai-hua In current practice, design documentation often fails to support the activities of design understanding, communication, and redesign. A Design History Tool has been developed to improve current design documentation. This tool is a computerized design history that represents and plays back important information generated during the process of designing a mechanical system. This tool not only documents the final design results, but also documents the constraints developed and decisions made in the evolution of a product from initial specifications to final detailed design. This tool supports design understanding, communication, and redesign. It allows designers, manufacturing engineers, and management personnel to review and examine an existing design. For playback, the Design History Tool provides four major browsing capabilities: a} browsing design artifacts from isometric drawing, design hierarchy, to details of a product; b) browsing design evolution from the initial specifications to the final detailed design; c) browsing design rationales and alternatives behind each design decision; and d) browsing constraint dependencies. To enhance the browsing capabilities, different interfaces have been developed to allow the users to efficiently retrieve and easily understand the design information. Title: A computer-based design history tool Author: Chen, Ai-hua In current practice, design documentation often fails to support the activities of design understanding, communication, and redesign. A Design History Tool has been developed to improve current design documentation. This tool is a computerized design history that represents and plays back important information generated during the process of designing a mechanical system. This tool not only documents the final design results, but also documents the constraints developed and decisions made in the evolution of a product from initial specifications to final detailed design. This tool supports design understanding, communication, and redesign. It allows designers, manufacturing engineers, and management personnel to review and examine an existing design. For playback, the Design History Tool provides four major browsing capabilities: a} browsing design artifacts from isometric drawing, design hierarchy, to details of a product; b) browsing design evolution from the initial specifications to the final detailed design; c) browsing design rationales and alternatives behind each design decision; and d) browsing constraint dependencies. To enhance the browsing capabilities, different interfaces have been developed to allow the users to efficiently retrieve and easily understand the design information. Close

• 228. [Article] History of the Columbia River Valley from the Dalles to the sea Volume 1 (p. 556-1105).pdf

  Citation × Citation Citation Abstract Copy Title: History of the Columbia River Valley from the Dalles to the sea Volume 1 (p. 556-1105).pdf Author: Lockley, Fred, 1871- Title: History of the Columbia River Valley from the Dalles to the sea Volume 1 (p. 556-1105).pdf Author: Lockley, Fred, 1871- Close

• 229. [Article] History of the Columbia River Valley from the Dalles to the sea Volume 2 (p.475-941).pdf

  Citation × Citation Citation Abstract Copy Title: History of the Columbia River Valley from the Dalles to the sea Volume 2 (p.475-941).pdf Author: Lockley, Fred, 1871- Title: History of the Columbia River Valley from the Dalles to the sea Volume 2 (p.475-941).pdf Author: Lockley, Fred, 1871- Close

• 230. [Article] History of the Columbia River Valley from the Dalles to the sea Volume 1 (p.1-555).pdf

  Citation × Citation Citation Abstract Copy Title: History of the Columbia River Valley from the Dalles to the sea Volume 1 (p.1-555).pdf Author: Lockley, Fred, 1871- Title: History of the Columbia River Valley from the Dalles to the sea Volume 1 (p.1-555).pdf Author: Lockley, Fred, 1871- Close