Concordia College - New York

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ABSTRACT Martin Luther’s 1520 reform treatise, Address to the Christian Nobility, notably pleaded to secular authorities to help reform the German territorial churches of the Empire. Treatments of the Address, however, have neither explained adequately the source of Luther’s proposals nor taken into account recent scholarship on late-medieval conciliar reform and its aspirations to undertake wide-ranging disciplinary improvements. This study compares three specific reforms in Luther’s treatise (annates and services, Roman curia, and papal provisions and reservations) with their analogues at the councils of Constance (1414–1418) and Basel (1431–1449) to show the overlap between them. It will emerge that while Luther likely inherited the proposals from the German Gravamina, he was not aware of the conciliar reforms mediated through those Gravamina, or of the fact that the territorial authorities to which he appeals in his treatise were largely responsible for the failure of those conciliar efforts.

Using a case study design, our research explored question generation as a reading comprehension strategy, focusing on the types of questions 4th- and 5th-grade students posed before, during, and after reading narrative text. The authors aimed to determine whether their participants are ready to pose the higher-level questions expected of them by the U.S. Common Core State Standards (2010). The results indicated that students asked mainly memory-based and convergent thinking questions, with far fewer divergent thinking and evaluative thinking questions. Instructional implications for classroom teachers include teacher modeling and demonstration of how to ask divergent and evaluative thinking questions through explicit instruction, mentorship, and more teacher use of language related to deeper thinking comprehension questions. These findings are explained in connection to the Common Core State Standards.