A Genealogical Dictionary of the First Settlers of New England, Showing Three Generations of Those Who Came Before May, 1692, On the Basis of Farmer's Register.; Volume I

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A Genealogical Dictionary of the First Settlers of New England, Showing Three Generations of Those Who Came Before May, 1692, on the Basis of Farmer's Register.; Volume I

James Savage

Reference

Franklin Classics Trade Press

This is the basic genealogical dictionary of early New England settlers, giving the name of every settler who arrived in New England before 1692 regardless of their station, rank, or fortune. Alphabetically arranged for each it gives the dates of his marriage and death, dates of birth, marriage and death of his children, and birthdates and names of the grandchildren. According to the author, "nineteen twentieths of the people of these New England colonies in 1775 were descendants of those found here in 1692, and probably seven-eighths of them were offspring of the settlers before 1642."

A Genealogical Dictionary of the First Settlers of New England 3rd Edition 4 vols.

Genealogy

Clearfield Co.

This important work, originally published 1860-1862, provides a wealth of source material on early New England families. A key resource for the Great Migration Study Project, this four-volume set is a crucial component of the essential genealogical library. Includes an all-new index.

A Genealogical Dictionary of the First Settlers of New England

The New England Historic Genealogical Society

Dive deep into the what and how of structured SELf-questioning--a powerful strategy you can use to support students academically, socially, and emotionally. This resource contains vital metacognitive strategies and skills that educators can immediately use in their classroom. Use this resource to help effective education thrive in your classroom: <ul> <li>Grasp the severity of the stress and anxiety teachers and students face in schools and how metacognitive SELf-questioning can reduce both.</li> <li>Learn to implement effective SELf-questioning into instruction to foster social-emotional learning (SEL).</li> <li>Review scenarios that depict use of the SELf-questioning strategy in every content area and grade level.</li> <li>Gain insight into how advanced SELf-questioning can achieve transfer of learning in the classroom to any academic or social context.</li> <li>Autonomously customize and create your own SELf-question sets and apply them to any situation within or outside of school.</li> </ul> Contents: Introduction Chapter 1: Metacognition and SELf-Questioning--The Underpinnings of the Strategy Chapter 2: Structured SELf-Questioning for Academic Problem Solving in Mathematics Chapter 3: Structured SELf-Questioning for Social Problem Solving Chapter 4: Structured SELf-Questioning in Reading Comprehension Chapter 5: Structured SELf-Questioning in Reading Decoding Chapter 6: Structured SELf-Questioning for Inquiry-Based Research Writing Chapter 7: Structured SELf-Questioning for Emotional Recognition Chapter 8: Structured SELf-Questioning for Emotional Regulation and Problem Solving Chapter 9: Transfer Theory and SELf-Questioning Chapter 10: Structured SELf-Questioning for Social Studies Chapter 11: Structured SELf-Questioning and Metacognitive Components in Science Chapter 12: Autonomous Use of SELf-Questioning and Metacognition Epilogue

The Metacognitive Student: How to Teach Academic, Social, and Emotional Intelligence in Every Content Area (Your guide to metacognitive instruction and social-emotional learning)

Education & Teaching

Richard K. Cohen

Deanne Kildare Opatosky

Susan Olsen Stevens

Edward P. Darrah

Schools & Teaching

Solution Tree Press

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Books by James Savage