02007nam 2200409 n 450 99639226160331620221108103247.0(CKB)4940000000109181(EEBO)2240903949(UnM)99864649(EXLCZ)99494000000010918119931202d1648 uh |engurbn||||a|bb|His Maiesties reason vvhy he cannot in conscience consent to abolish the Episcopall government. Delivered by him in writing to the Divines that attend the Honorable Commissioners of Parliament at the Treaty at Newport Octob. 2. 1648. With the answer of the said Divines delivered to His Majestie in writing. October 3. 1648[electronic resource]London Printed by William Wilson1648[2], 14 pThe Divines are Stephen Marshall, Richard Vines, Joseph Caryl and Lazarus Seaman. Cf. Thomason Catalogue.Annotation on Thomason copy: "8ber [i.e. October] ye 9th".Reproduction of the original in the British Library.eebo-0018EpiscopacyEarly works to 1800Great BritainHistoryCivil War, 1642-1649Early works to 1800EpiscopacyMarshall Stephen1594?-1655.1001459Vines Richard1600?-1656.1001686Seaman Lazarusd. 1675.1001544Caryl Joseph, 1602-16731003625Westminster Assembly(1643-1652)Cu-RivESCu-RivESCStRLINWaOLNBOOK996392261603316His Maiesties reason vvhy he cannot in conscience consent to abolish the Episcopall government. Delivered by him in writing to the Divines that attend the Honorable Commissioners of Parliament at the Treaty at Newport Octob. 2. 1648. With the answer of the said Divines delivered to His Majestie in writing. October 3. 16482315144UNISA05346nam 2200685 450 991079706670332120230807213811.01-119-05428-11-119-05429-X(CKB)3710000000366199(EBL)1896012(SSID)ssj0001559249(PQKBManifestationID)16185836(PQKBTitleCode)TC0001559249(PQKBWorkID)14820185(PQKB)10217155(MiAaPQ)EBC1896012(Au-PeEL)EBL1896012(CaPaEBR)ebr11027514(CaONFJC)MIL770155(OCoLC)905919670(EXLCZ)99371000000036619920150312h20152015 uy 0engur|n|---|||||txtccrDual enrollment policies, pathways, and perspectives /Jason L. Taylor, Joshua Pretlow, editorsSan Francisco, California :Jossey-Bass,2015.©20151 online resource (123 p.)New Directions for Community Colleges ;Number 169Description based upon print version of record.1-119-05418-4 Includes bibliographical references at the end of each chapters and index.Dual Enrollment Policies, Pathways, and Perspectives; CONTENTS; EDITORS' NOTES; A Definitional Note on Dual Enrollment; Introduction; Reflecting on the Past; Purpose and Organization of the Volume; References; 1 State Dual Credit Policy: A National Perspective; Prior Policy Reviews; State Policy Review Methodology; Results; Course Provisions; Student Eligibility; Instructor Eligibility; Other Quality Assurance Provisions; Policy Enforcement; Implications for Community Colleges; Access; Course Transferability; Partnerships and Faculty EngagementState Mandates, Regional Accreditation, and Local VariationNotes; References; 2 Operating Dual Enrollment in Different Policy Environments: An Examination of Two States; State Dual Enrollment Policy Context: Ohio and Virginia; Market and Centralized Approaches; Methods and Limitations; Findings; Clarity; Cooperation; Recommendations for Policy; References; 3 Eliminating Barriers to Dual Enrollment in Oklahoma; Program Development; Addressing Policy Barriers; Addressing Financial Barriers; Addressing Transportation Barriers; Program Results; Challenges and Solutions; Future ConsiderationsConclusionReferences; 4 Emerging Early College Models for Traditionally Underserved Students; The Michigan Experience; Emerging Models in Michigan; The New York Experience; Emerging Models in New York; Final Thoughts; References; 5 The Challenges of Career and Technical Education Concurrent Enrollment: An Administrative Perspective; Program Background and Context; Funding: Perkins, State, and College; History and Evolution of CTE Concurrent Enrollment; Challenges Specific to Career and Technical Education; Programming Difficulties; Low Enrollment; Limited Incentives; RecommendationsInitial Planning and EducatingAddressing CTE Programming and Enrollment Challenges; Addressing Long-Term CTE Issues That Affect Students' Opportunities for Success; References; 6 Dual Enrollment Participation From the Student Perspective; Research Site and Participants; Data Collection and Analysis; Findings; Benefits of Dual Enrollment; Drawbacks of Dual Enrollment; Conclusion and Implications; References; 7 Principal, Teacher, and Counselor Views of Concurrent Enrollment; Concurrent Enrollment Program at Kirkwood Community College; Survey Methods; Impact on Schools; Impact on StudentsDiscussions, Implications, and ConclusionsReferences; 8 Faculty Members' Perceptions of Rigor in Dual Enrollment, Accelerated Programs, and Standard Community College Courses; Programmatic Descriptions; Faculty; Faculty Teaching Dual Enrollment Courses at the High School Sites; Faculty Teaching Accelerated Program Courses on the TCC Campus; Faculty Teaching Standard Courses on the TCC Campus; Methods and Procedures; Findings; Components of the Final Grade; Faculty Members' Comparisons of Students Enrolled in Dual Enrollment Courses to Standard High School and Community College StudentsSummary of FindingsThis is the 169th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, <b>New Directions for Community Colleges</b> provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.New directions for community colleges ;Number 169.College creditsUnited StatesDual enrollmentHigh school studentsEducation (Higher)United StatesCollege creditsDual enrollment.High school studentsEducation (Higher)378.1616Taylor Jason L.Pretlow JoshuaMiAaPQMiAaPQMiAaPQBOOK9910797066703321Dual enrollment policies, pathways, and perspectives3847899UNINA