The responses. Art, visual culture and art education
Graduate studies at Western
In Paul Duncum & Ted Bracey (eds.), On Knowing: Art and Visual Culture. Canterbury University Press (2001)
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Tiffany Sutton (2000). The Classification of Visual Art: A Philosophical Myth and its History. Cambridge University Press.
Leora Farber (ed.) (2009). Imaging Ourselves: Visual Identities in Representation. University of Johannesburg, Faculty of Art Design and Architecture.
Estella Lauter (1990). Re-Enfranchising Art: Feminist Interventions in the Theory of Art. Hypatia 5 (2):91 - 106.
Peter De Bolla (2003). The Education of the Eye: Painting, Landscape, and Architecture in Eighteenth-Century Britain. Stanford University Press.
Ian Heywood & Barry Sandywell (eds.) (1999). Interpreting Visual Culture: Explorations in the Hermeneutics of the Visual. Routledge.
Paul Duncum (2001). The Position Statements. How Are We to Understand Art at the Beginning of a New Century? In Paul Duncum & Ted Bracey (eds.), On Knowing: Art and Visual Culture. Canterbury University Press.
Philip Pearson (2001). How Can We Know Art? : The Purple Haze of Epistemology in Art Education. In Paul Duncum & Ted Bracey (eds.), On Knowing: Art and Visual Culture. Canterbury University Press.
Dorit Barchana-lorand & Efrat Galnoor (2009). Philosophy of Art Education in the Visual Culture: Aesthetics for Art Teachers. Journal of Philosophy of Education 43 (1):133-148.
Paul Duncum & Ted Bracey (eds.) (2001). On Knowing: Art and Visual Culture. Canterbury University Press.
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The CPU Project -- Constructing Physics Understanding in a Computer-Supported Learning Environment -- focuses on physics and combines new computer technology with a new method of teaching called "constructivism." The core of the constructivist approach is that "students are not blank slates on which you can write the laws of science," as Stephen Robinson, Tennessee Tech physics professor, puts it.
The project pairs university professors with middle and high school teachers in their area to test a computer program that uses the new teaching technique. Robinson is working with Steve Glover and Barbara Huddleston at Cookeville High School. They are one of 24 teams in 18 states taking part in the project, which is sponsored by a grant from the National Science Foundation and administered by the Center for Research in Math and Science at San Diego State University.
Robinson, Glover and Huddleston traveled to San Diego this summer for a three week conference about the CPU Project. They and the other teams will test out the computer programs and teaching methods in their classrooms throughout the year and return to San Diego next summer to share their results. After that, the teams will run workshops for teachers in their area demonstrating the CPU methods.
Robinson and Glover have already used the new materials to teach a physics workshop to high school girls participating in the summer session of the Cumberland Career Equity Program at Tennessee Tech. "We got a very enthusiastic response from the students," says Robinson.
The computer program contains several physics topics -- for example, current electricity -- and allows students to carry out experiments and proceed at their own pace. One fundamental difference between the constructivist approach and that of traditional lecture and laboratory classes is that the former encourages students to analyze what they already believe about the topic -- for example, what they think will happen during an experiment -- even if it's wrong. Only by progressing through an experiment and proving yourself wrong can you change your beliefs, the thinking goes.
Robinson explains, "Studies show that students learn to please instructors and answer exam questions without really understanding the lesson. If ever faced with a new situation, they'll go back to their old ideas, because those are the ones they've built up over the course of a lifetime."
Robinson offers an example based on mixing colored lights. He asks what color one would expect to see if he shined a red light and a green light on the wall and the colors overlapped? Most people would guess purple, but the answer is white. Immediately, one's understanding of color is challenged. Colored light is different from color paints or crayons, and so the results are different.
The computer program that is a central part of the project allows students to work in small groups, making discoveries, developing theories and sharing them with others, with the computer providing help moving forward. Robinson describes this as the next best thing to a one-on-one student-teacher relationship.
The goal of the computer technology is not to make the teacher obsolete, but rather to give the teacher more freedom to interact with students at various levels, allowing the small groups to proceed at their own pace. "If students are having problems forming ideas or have no ideas, the teacher comes in with guided questions to lead them along the right path," says Robinson. "The computer allows for some things that can't be done in traditional lecture or lab format, like really complicated diagrams or simulations."
In his upcoming physics course for elementary education majors, Robinson will test out the teaching approach using a workbook that mimics the computer program. Cookeville High School teachers Huddleston and Glover will use the equipment in their new computer laboratory to incorporate the CPU Project in their classes in physics and physical science.
Teaching physics to education majors is a fundamental aspect of the project. Once the participants have mastered the CPU materials, they'll also administer them to area elementary teachers through workshops to help those teachers who need some instruction in the basic tenets of physics.
Margaret Phelps, professor of Curriculum and Instruction at Tennessee Tech, assisted with writing the proposal to take part in the CPU Project. She says that educating teachers is an important aspect of the project. "In general, teachers know less about physics than other areas. Many elementary teachers were licensed to teach before physics was required." If elementary teachers have a better understanding of physics themselves, the subject may be introduced earlier in a student's curriculum.
Robinson says this effort marks the first time the Physics Department at Tennessee Tech has collaborated closely with high school teachers in the community.
"We learned a lot just from being together for three weeks, talking about teaching," he says. "We're all trying to teach the same things. Some people graduate college having taken physics three times and still don't really understand it. Maybe there's something wrong with the way we're teaching it."


logging in or signing up The Life Cycle of a Monarch Butterfly estock Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: Embed: Flash iPad Dynamic Copy Does not support media & animations Automatically changes to Flash or non-Flash embed WordPress Embed Customize Embed URL: Copy Thumbnail: Copy The presentation is successfully added In Your Favorites. Views: 599 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: April 13, 2010 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... Premium member Presentation Transcript The Life Cycle of a Monarch Butterfly : The Life Cycle of a Monarch Butterfly By Elizabeth Stocker ED 205-1 Quit The Monarch Butterfly : The Monarch Butterfly Facts Larvae Pupa Butterfly Picture Story Where does it live? Spot the butterflies A monarch being born Summing it up About the Author Resources Quit Facts about Monarch Butterflies : Facts about Monarch Butterflies The monarch butterfly is sometimes called the "milkweed butterfly” The Milkweed plant is the only thing the butterfly larvae can eat! Adult female monarchs lay their eggs on the underside of milkweed leaves. These eggs hatch, depending on temperature, in three to twelve days. Quit Monarch Larvae : Monarch Larvae The monarch first hatch as larvae. The larvae then feed on milkweed plant leaves for two weeks After two weeks, the larvae develops into caterpillars that are about 2 inches long. Quit Pupa : Pupa The caterpillars attach themselves to a twig and shed their outer skin to begin the transformation into a pupa (or chrysalis). This takes only a few hours. Quit Finally a Butterfly! : Finally a Butterfly! After two weeks, the butterfly emerges from the Chrysalis. It inflates its wings with astorage of blood that is kept in its abdomen. The butterfly waits until its wings stiffen and dry. It’s tired after all that work! The monarch then flies away to start the cycle of life all over again. Quit The Transformation in Pictures : The Transformation in Pictures Click on the picture below to see a photo story of the Transformation process! Quit Where Do They Live? : Where Do They Live? The Monarch Butterfly lives in the North during the spring and migrates to Texas and Mexico during the winter. Quit Slide 9: During the migration, the butterflies travel together in very large groups! Can you spot the Monarch Butterflies? Look closely at the picture. What looks like orange leaves are actually millions of Monarch Butterflies! Quit A Monarch Being Born : A Monarch Being Born Click on the link to watch a video of a monarch butterfly emerging from its chrysalis! Quit Summing It Up! : Summing It Up! Quit Click on the image to view a video about monarch butterflies! About the Author : About the Author Hi! My name is Elizabeth Stocker and I will be graduating from Grand Valley State University in 2012. I am majoring in English Language Arts with a minor in Elementary Education. I love working with children and plan on teaching K-2. I have always been interested in butterflies. If you have any comments or questions feel free to email me at LizE0514@aol.com. Quit Resources : Resources http://www.kidzone.ws/animals/monarch_butterfly.htm http://www.learner.org/jnorth/tm/monarch/ChrysalisEcloseClip1.html http://www.monarchwatch.org/tagmig/fallmap.htm http://www.youtube.com/watch?v=MWT51807cyM http://www.monarch-butterfly.com/ Quit You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.


Project to boost literacy among girls and women in Senegal
UNESCO Dakar is coordinating a literacy project for girls and women in Senegal (Projet d’alphabétisation des jeunes filles et jeunes femmes or ‘PAJEF’ in French).
Senegal is one of the ten countries in Africa where over half of the adults are illiterate. The majority of these illiterates are women.
Launched in January 2012 for a two year period, the project aims to improve access to education for 40,000 neo-literate and illiterate women aged 15 - 55 years.
It offers quality literacy programmes in national languages and French using the Internet, mobile phones and CD/DVD, and opened 260 classes, in 2012, for about 4,000 illiterate women.
Classes were launched in April 2012, under the slogan "Re-write the future", in partnership with a variety of stakeholders; government, local education authorities, civil society as well as the private sector.
PAJEF supports the needs of learners in existing literacy centres as well as in new ones opened as part of the project.
The project runs in the seven regions most affected by illiteracy (Diourbel, Fatick, Kédougou, Matam, Saint-Louis, Tambacounda and Dakar).
Results obtained in 2012
- 3,998 girls and women enrolled in the programme; 193 physical classrooms were opened; 2,300 girls and women were admitted and some tested an online learning course using an application developed together with the Coalition of Literacy Practitioners.
- Support provided to nearly 1,000 girls facing difficulties in their schooling to prevent them from dropping out of primary school.
- Courses made available on CD, on television, online and on mobile applications.
- 110 teachers were trained to teach PAJEF courses and 23 regional literacy officials received training in monitoring, evaluation and management; 66 literacy coaches, 45 literacy workers, 40 outreach workers and 4 supervisors were trained.
- Academic support was given to 794 young girls at risk of dropping out of primary school; 96 percent of girls in the programme passed their exams or were promoted to the next class while 4 percent repeated the class.
- Of the 93 learners enrolled in the school leaving certificate exam BFEM, 84 percent passed.
A public/private partnership
The funds for this project, amounting to $750,000, were provided by UNESCO and Procter & Gamble (Always) to the Government of Senegal.
In terms of management, the National Literacy Directorate (DALN) and the National Centre for Educational Resources (NWRC) were able to test their ability to effectively manage education sector resources. Local communities were mobilized and gave substantial support to the project (in-kind donations, wage increases, and purchase of computer equipment).
Projects to start in Kenya and Nigeria
PAJEF is now being considered as a strategy for accelerating national literacy while achieving economies of scale. Following the encouraging results obtained in Senegal, UNESCO announced the extension of the project to Kenya and Nigeria.
About 38 percent of adults in sub-Saharan Africa, or 153 million people, lack the writing and basic numeracy skills they need in their daily lives.Back to top


Massachusetts College of Art and Design is the oldest art school in Boston, but its library is even older than the college itself.
In 1871 the Massachusetts Board of Education created a "traveling museum." Plaster casts, drawings, paintings, and art books were transported by horse-drawn wagons to towns across the state. The purpose was to spread art knowledge throughout the citizenry. It was the first collection of visual reference materials in the United States created to support public art education.
The rigors of travel damaged the collection. Within a year the need for its safe storage became an arguing point for founding a state art school. Although we can’t be certain if this was a deciding factor, in 1873 the legislature did create Massachusetts Normal Art School (now called Massachusetts College of Art and Design), and the traveling collection did indeed come to rest under its roof.
As MassArt developed, and the field of art education evolved, the collectionalso grew and developed: more books were acquired, and then journals, slides, films, videos, and digital images. In 1988, the library was named for the late Morton R. Godine, a Vice President and Trustee of the college. This exhibit celebrates the library’s 133 years of democratizing access to art and design information. Unlike the treasures in some libraries, the Godine’s most valuable books and portfolios are worn and spattered. They’re used heavily to support research conducted with paint, clay, wood, plaster, furnaces, and kilns, as well as with pencils, paper, and keyboards.


Top Ten Reasons to Teach Phonics
1. Phonics is an efficient way to teach reading.
There are only 43 common speech sounds (phonemes) in English and these are represented by about 89 common spellings. Learning the phonics code produces the biggest learning bang for the smallest instructional buck.
2. Phonics works.
The swing away from “whole language” to phonics-based instruction over the last 15 years has vastly improved reading test scores on nationally normed tests.
3. Phonics is the fastest way to learn how to read.
Reading is not a developmentally acquired skill that naturally derives over time from lots of reading (Adams, 1988; Stanovich, 1986; Foorman, Francis, Novy, & Liberman 1991). Learning the code is the quickest way to learn how to read accurately and independently. Non-readers can independently read simple decodable text after minimal instruction.
4. Phonics makes students better spellers.
5. Phonics requires less rote memorization.
The “Dick and Jane” reading method requires memorization of hundreds of words. Phonics makes use of prior knowledge (the sound-spelling relationships) to apply to new learning.
6. Phonics works better for students with learning disabilities.
Students with auditory and visual processing challenges learn best from the structure of explicit phonemic awareness and phonics instruction.
7. Phonics works better for English-language learners.
Phonics instruction relies on phonemic awareness and the connection of speech sounds to spellings. Phonics builds upon and adjusts that connection, rather than abandoning reading instruction already gained in the primary language.
8. Phonics works better for remedial readers.
Effective diagnostic assessments can easily determine which phonics skills have been mastered and which have not. Gap-filling simply makes sense. Remedial readers have strengths to build upon—they don’t need to start from scratch.
9. Phonics makes students smarter.
New research shows that phonics-based instruction can actually change brain activity, resulting in significant improvements in reading (Flowers, 2004). Shankweiler, Lundquist, Dreyer, and Dickinson (1996) noted that differences in comprehension for upper elementary students largely reflected levels of decoding skill.
10. Phonics learning builds self-esteem.
Because progress is so measurable, students can quickly see their improvement in assessment data, and more importantly, in reading.
Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies.Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops,comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for ESL and Special Education students, who struggle with language/auditory processing challenges. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages


Best Place to Learn How to Teach Art to Children - 2000
Art Masterpiece Program
Phoenix Art Museum
If you like the idea of art, but aren't exactly sure which end to tell your kid is up in a museum or gallery, this program is the one for you. Its six weekly courses in art history -- held this year from September 20 to October 25 -- deliver the fundamentals of major art movements and works. The teachers are the museum's curators, so they're fluent in the subject. They deliver the lessons without peering down their noses. And the aim is pure: to train volunteers to take art into school classrooms. The program excels at teaching people how to look, and how to encourage children to do the same. We know of some schools where Art Masterpiece volunteers provide the only real art education of the school year.


179 students representing 51 schools participated in the 2013 Summer Honor Band program
- our annual week-long honor band day camp that rehearsed from June 10th - 15th,
and which culminated in a performance in the Magnificat Performing Arts Auditorium
on June 15th.
The concert featured Honor Band 1 & Honor Band 2 performing a wide variety of musical
selections, and featured special guest Robert Sheldon who conducted the World Premiere
performances of two of his new musical compositions commission by MusicAlliance through
a grant from the National Endowment for the Arts: “Open Road” (performed by Honor
Band 2) and “Storm Warning” (performed by Honor Band 1).
MusicAlliance is a non-profit 501c3 music education & performing arts organization
founded in 2004 and based in Mentor, Ohio which provides school band programs for
30 schools throughout the Cleveland metropolitan area with a staff of 12 teachers
and also which operates honor band programs which include both non-public and public
school students and a new band program for homeschooled students.
We believe that studying a musical instrument has many far reaching benefits which
play an essential role in the creative, social, emotional, and cognitive development
of children. Participation in band helps to cultivate a greater love, appreciation,
and understanding of music - one of humanity's oldest art forms and means of expression.
Learning to make music in a school band program fosters a sense of belonging and
accomplishment while also promoting self-esteem, self-confidence, self-expression,
self-discipline, teamwork, and organizational skills.
Scientific research into the effects of studying music continue to produce new data
about music's relationship to brainpower and academic success. University research
studies have shown that students who participate in instrumental music score significantly
higher than their non-band peers in standardized tests (such as the S.A.T.). Furthermore,
significant correlations have been found between the number of years of instrumental
music instruction and academic achievement in math, science, and language arts.1
When you consider the positive force that music education can be in the lives of
both children and adults, we think you will agree that Music is Instrumental to a
1 Source: University of Sarasota Study, Jeffrey Lynn Kluball; East Texas State University
Study, Daryl Erick Trent
MUSICALLIANCE ENHANCES ITS 2013 HONOR BAND PROGRAMS THROUGH A GRANT FROM THE NATIONAL
ENDOWMENT FOR THE ARTS “Arts Education in American Communities” PROGRAM
The $10,000 grant award was used to bring in a group of professional jazz musicians
that served as clinicians for our 2013 Jazz Honor Band program and to commission
noted band composer Robert Sheldon to write two musical compositions for our 2013
Summer Honor Band program. Mr. Sheldon composed a musical selection for both Honor
Band 1 and Honor Band 2 and rehearsed the music with the bands during this summer’s
June Honor Band camp. He conducted the premiers of these new musical compositions
at the Summer Honor Band concert on June 15th. MusicAlliance would like to thank
all of the guest artists who came in to work with our honor band participants and
the National Endowment for the Arts for making it possible for us to further enrich
the wonderful creative educational experiences that our honor band programs provide.


American Musical Instruments in The Metropolitan Museum of Art - Laurence Libin - Yale University Press
- Related Categories
American Musical Instruments in The Metropolitan Museum of Art
Available only as Print on Demand.
The whole range of American musical instruments, including folk, popular, and elite types, forms the subject of this lavishly illustrated volume. It serves as an overview of the industry from colonial times to the 1980s, as a cultural and social history in that context, and as a catalogue of one of the largest and best documented collections in the world, that of The Metropolitan Museum of Art. The book contains good examples of even the simplest instruments: antique toys and noisemakers, sirens and sleigh bells, and rustic instruments made of recycled materials, such as bones or oil drums. The inclusion of instruments usually ignored in the literature points up their value as significant indicators of the roots and extent of American musical culture. Chapters on wind, stringed, and keyboard instruments explain the development of each type in economic, technological, and musical terms. Brass manufacture, for example, was at first hindered by the absence of trained metalworkers and by British embargoes on strategic metals; pewter organ pipes were often melted down to make bullets. But local woods and skills appropriate for making woodwinds were readily available throughout the nation's history, and after about 1825 powered machinery greatly increased the output of certain instruments for the burgeoning westward-expanding population. The author discusses the patent system's effect in encouraging experiment, even by "crackpot" inventors. The fashion for novelty and lack of restrictive craft guilds helped promote American innovations in brass and keyboard manufacture, widely adopted and praised abroad even before American musicians gained widespread recognition. Militia bands created a pool of trained performers who fostered instrumental music in times of peace. Music education in public schools was a native phenomenon, the creation of a democratic society, and the affluent middle class was hungry for entertainment and eager for the status conveyed by instrument ownership.
Considerable attention is focused on musical instruments as works of art. The achievements of such renowned builders as Chickering and Steinway are described, and individual pieces of great beauty are compared favorably with the best of contemporary furniture. But the delights of such popular instruments as an elaborate electric guitar or a set of handsome new ocarinas are not ignored, for they represent the emergence of young craftsmen and the current revival of fine workmanship. More than 300 illustrations, seventeen in full color, accompany the authoritative and lively text. Henry Steinway has contributed a preface, and Philippe de Montebello, Director of The Metropolitan Museum of Art, has written a foreword describing the history of the Museum's instrument collection. For the specialist, each object is fully described in terms of construction and decoration; all inscriptions, patent marks, and makers' insignia are cited or reproduced. However, it will have equal appeal to the general reader, as it discusses the social and musical functions of the instruments and explains the careers and interrelationships of the makers.
OTHER TITLES BY THIS AUTHOR
(This book was originally published in 1985/86.)


Education Students Participate in Global Learning Program
As part of a new program, the doctoral candidates collaborated with students in China and Brazil.
Written by Megan Shudde
The doctoral students assisted students in creating this lunar vehicle that is made from edible materials including cheese, sausage and bagels.
Texas Tech University students are taking the initiative to share their knowledge on a global level.
Through a program in the College of Education, doctoral students focus on science collaborations with students around the world.
The 22 students within the cohort collaborated on three different science inquiry projects: World Moon Project, designing instructional video games with college students in China; and building edible models of lunar vehicles with groups of high school students in Brazil.
The project lasted about six weeks and involved a lot of email communication and Skype sessions, allowing many opportunities for interaction.
Linda Cook, a doctoral candidate from Coppell, worked on all three projects and regularly worked with three college students in China and five high school students in Brazil.
“Within a global collaborative project, the learning outcomes reach far beyond the content addressed,” Cook said. “We each learned about cultural and time differences, the importance of clear and effective communication, empathy and the importance of humor in breaking cultural barriers.”
The students on each side of the collaboration learned about digital citizenship, collaboration, problem solving, creativity, professional ethics and responsibility. Language barriers and technical difficulties challenged the students, but through a combination of many types of communication students reached a mutual understanding and the projects were successful.
“I believe that the world would be a richer, safer, better place if more students engaged in global collaboration learning,” said Cook.
Denise Selmo, an elementary school teacher in São Palo, Brazil, agrees with Cook, and said she thinks that global learning has benefited her students in a way typical learning doesn’t. Texas Tech doctoral students assisted her students in creating a lunar vehicle that is made from edible materials including cheese, sausage and bagels.
Selmo’s students embraced the opportunity to not only learn about English, science and mathematics by building the replica, but they also learned about tolerance and understanding for other cultures.
“It helped my students increase vocabulary and helped them understand more of the American culture by working with the Texas Tech program,” Selmo said. “It has opened doors for me and my students by providing them with lessons they would not have learned without the program.”
Selmo and Cook both believe the project was a success and both would consider working in a program like this again.
“The lessons learned about cultural understanding were more than anything students could read in a textbook,” Selmo said. “It would be beneficial to all students to learn this way because it takes learning to a new level, a global level.”
The opportunity for doctoral students to participate in global collaboration occurs every year or two when the graduate class on using technology in scientific teaching is offered.
College of Education
The College of Education at Texas Tech University offers a full range of programs, including eight doctoral degrees, 12 master's degrees and two bachelor's degrees with numerous specializations leading to careers in public or private education as teachers, professors, administrators, counselors and diagnosticians.
Programs in the college are housed in two departments. The Department of Curriculum and Instruction offers undergraduate programs leading to initial teaching certificates and graduate programs in bilingual education, curriculum and instruction, elementary education, language literacy and secondary education.
The Department of Educational Psychology and Leadership offers graduate programs in counselor education, educational leadership, educational psychology, higher education, instructional technology and special education.


- Early Childhood
- Adult Literacy
Collaborative Center for Literacy Development
Literacy Resources Clearinghouse
The clearinghouse includes books, journals, aritcles, research reports, organizations and more for enhancing the instructional practices of Kentucky's educators. Use the search field below to find resources according to Author, titles, year published, type or keywords. You can also browse resouces through the filter option which provides a broader search interface. All resouces can be exported in a variety of formats including Rich Text Format (RTF), XML, BibTex and Google Scholar.
Filters: First Letter Of Last Name is Z [Clear All Filters]
Books and Good Stuff: A Strategy for Building School to Home Literacy Connections. Early Childhood Education Journal. 37(1), 35 - 42.(2009).
Curriculum Design Strategies in Emergent Literacy: The Role of Developmentally Appropriate Literature Selections. Early Childhood Education Journal. 37(5), 345 - 350.(2010).


MINOR, SOLOMON ZALKIND:
Russian rabbi and author; born at Wilna 1827; died there Jan. 21, 1900. He received his elementary education from his father, R. Jekuthiel, a well-known Talmudist. At the age of twelve Minor took up the study of Biblical and rabbinical subjects, but without the aid of a teacher. In 1849 the rabbinical seminary at Wilna was established, and Minor was among its first graduates. In 1854 he became instructor in Talmud and rabbinical literature in that institution, and in 1856 was appointed special adviser on Jewish affairs in the office of the governor-general of Wilna. Among the sermons he delivered in German at that time in the Wilna seminary may be mentioned "Der Rabbiner und der Lehrer" (Wilna, 1858). It pictures the ideal rabbi as a devoted guardian of the spiritual interests of his flock and as the advocate of his people. In 1860 Minor was appointed rabbi at Minsk; and for the next nine years he lived a life of conspicuously beneficent activity. Owing to his efforts a Sabbath-school and a night-school for artisans were opened (1861), and a library for the Jewish community was established (1862). In 1869 Minor was called to Moscow, where a Jewish congregation had recently been formed. There he succeeded in obtaining from the government the right to establish an independent Jewish religious organization, a right which the community of Moscow had, till then, never enjoyed. At the same time he received permission to build a synagogue and other communal institutions, such as a Hebrew free school, an industrial school, and an orphan asylum. He also taught the Jewish religion at the high school for girls in Moscow.
In his younger days Minor delivered his sermons in German, but at Minsk and Moscow he delivered them in Russian, and frequently had many Christians among his hearers. Indeed, Minot was the first Russian rabbi to preach in the vernacular; and his sermons have since served as models for synagogal discourses in Russia. They consisted largely of elucidations of the principles of Judaism, explanations of historical events concerning the Jews, and homilies on the duties of the Jews as Russian citizens. Minor was a friend of Count Leo Tolstoy, whose studies in Hebrew and in the Old Testament he directed. In 1891, when the expulsion of Moscow Jews began, Minor, owing to his too open expressions of sympathy for his people, was banished by the governor-general to his native town, Wilna, where he remained in seclusion until his death.
Minot's sermons have been published (3 vols., Moscow, 1875-89). He was the author of: "Rabbi Ippolit Lutostanski" (Moscow, 1879), directed against Lutostanski's anti-Semitic book "The Jews and the Talmud"; an outline of the history of the Jewish people, after the German of M. Elkan (Moscow, 1880; 2d ed., 1881); "Poslye Pogromov" (ib. 1882), on the anti-Jewish riots in Russia; and "Biblia Ob Utotrebleniye Vina" (ib. 1889), on the teaching of the Bible in regard to alcoholic beverages. Minor wrote articles for the Russian supplement to "Ha-Karmel" (1866, Nos. 11-25), and for "Yevreiskaya Biblioteka" (vol. iv.), and was a constant contributor to other Hebrew and Russian periodicals. He also corresponded with many of the prominent Maskilim of his time.
- Sokolov, Sefer ha-Shanah, ii. 288, Warsaw, 1901;
- Voskhod, 1900, No. 5;
- Sistematitsheski Ukazatel, s.v.


Praxis & Wisconsin Foundations of Reading Tests - Study Materials
Study Materials: Books
You can find test preparation books that will help prepare you for the Praxis exams at these locations:
- EMC Reference Collection in Polk Library (call numbers LB 1762 through LB 1766)
- Polk Library Reserve (Circulation) Desk
- Reading Study Center - Nursing/Ed 201
Study Materials: Online Resources
LearningExpress Library: Various free practice tests for the PPST and Praxis II. Tests will be scored instantly. Hint: Type the word praxis in the search box of the database to access tests.
ETS Praxis Website: Study guides and test preparation materials for all subject areas.
Study Materials: Reading Study Center Handouts for Praxis II
Praxis Preparation Workshops at the Reading Study Center
Foundations of Reading: Test Objectives
This resource is from Pearson, the publisher of the test.
Preparation Materials for the Wisconsin Foundations of Reading Test
This is from Pearson, the publisher of the test. Includes test-taking strategies; sample multiple choice questions; practice test; etc.
Put Literacy First: The Research Building Blocks for Teaching Children to Read
This is a 60 page publication from the National Institute for Literacy. Chapter headings include Phonemic Awareness Instruction; Phonics Instruction; Fluency Instruction; Vocabulary Instruction & Text Comprehension Instruction.
Study Tips and Resources for the Foundations of Reading Test
Recommended books that one can use in preparing for the test. This is from Lesley College.
Updated: August 2013 sk


Scaffolding children’s musical creativity : a case of a kindergarten teacher in Hong Kong
Drawn from a larger mixed methods study, this case study provides an account of aspects of the music education programme that occurred with one teacher and a kindergarten class of children aged three and four years. Contrary to transmission approaches that are often used in Hong Kong, the case depicts how musical creativity was encouraged by the teacher in response to children’s participation during the time for musical free play. It shows how the teacher scaffolded the attempts of George, a child aged 3.6 years to use musical notation. The findings are instructive for kindergarten teachers in Hong Kong and suggest ways in which teachers might begin to incorporate more creative approaches to musical education. They are also applicable to other kindergarten settings where transmission approaches tend to dominate and teachers want to encourage children’s musical creativity.
Citation countsare sourced monthly fromand citation databases.
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|Item Type:||Journal Article|
|Keywords:||musical notation, music education programme|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Past > Institutes > Institute for Creative Industries and Innovation
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2010 Cambridge University Press|
|Deposited On:||06 Dec 2010 09:33|
|Last Modified:||01 Mar 2012 00:28|
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|Environment and development
in coastal regions and in small islands
Program targets Early childhood learning
By MARGARET DAURE
TRADITIONAL child rearing methods
are good but we need to improve them to prepare our children for the competitive
and literate society they live in today, Moresby South MP Lady Carol Kidu
said yesterday. Lady Kidu was speaking at an Early Childhood Development
workshop currently underway at the Koki Bible House.
The program, for the Moresby South electorate, started in 1997 and since then, hundreds of men and women
Participants at the workshop yesterday.
of varying ages have taken part in the workshops.
Lady Kidu said the aim of the program,
which targets disadvantaged communities, is to raise awareness of the importance
of early childhood development, to encourage the concept of parent effectiveness
training and to encourage the establishment of community-based preschools.
Participants from 11 different communities
attending the workshop are learning skills and methods to accelerate children's
learning potential. Participant Pauline Banai from Goilala, who lives at
Two Mile, said she found the basic things about early childhood learning
very important. She said the local church in Two Mile was planning to start
a pre-school and she was eager to be a part of the early childhood learning
of children in her community.
Trainer Mareta Vavona said early childhood
learning gave children a head start in their learning process. "There is
a need for pre-schools in the community. Children who go through early childhood
learning are able to learn better when they go onto elementary schools,"
Lady Kidu said although the program
will not have any immediate dramatic impact, she believed in its importance
to help people understand that the first seven years is the most active
learning time of a person's development. She said: "We can accelerate our
children's learning potential if we create stimulating and nurturing environments
for them in their early childhood. "In extended families and disadvantaged
families, sometimes there are so many other priorities that the early learning
needs of children may be overlooked."
The costs of the workshops are covered by the Moresby South discretionary funds and are open to anyone from the electorate who are recommended by the Community Development Committee (CDC) or by a church. If participants want to start a pre-school in their community, then they are provided with a basic start-up kit of materials to do so.
Lady Kidu said the workshops were one way to ensure that the Moresby South electorate is implementing the nation's commitment to the UN's Convention on the Rights of Children.
Source: The National, 27 February 2001


ART EDUCATION AND EARLY WORKS
The exact date of this first step on the road to fame is also still somewhat uncertain. Vosmaer believes it was in 1619, but the assertion of Orlers that when his parents allowed him to abandon the unloved Latin, they apprenticed him to a painter, is so precise, that it is unreasonable to suppose that his father should have returned to the attack. We may consequently assume that the final desertion of the Muses and enlistment in the cause of the Arts came after, not before, that enrolment at the University--that is to say, late in 1620 or perhaps early in 1621. Further facts go to prove this point. His first apprenticeship, in accordance with the rules of the Guilds of Saint Luke, lasted three years, and came to an end therefore in 1623 or early in 1624. He then went to a second master in Amsterdam, but remained with him only six months; so that in either case the date of his leaving Amsterdam and returning to Leyden would have been some time in 1624. Now there is no doubt that it was in 1624 that this took place, and the only obvious conclusion is that his first apprenticeship did not commence before 1620.
The painter who was then chosen for the honour of first guiding the hand of the young Rembrandt, by which honour he is nowadays almost alone distinguished, was Jacob van Swanenburch. A man of good position, the son of one painter, the brother of an


Lesson Plans and Teacher Timesavers
- A Super Resource
- Teachers Love It!
Puzzles Makers Too!
- Instant Worksheets
- Quick Puzzles and Rubrics
Vocal Lesson Plans
Teacher Songs | Songs
and Poems Printables
a succesful Show Choir - By the end of the first grading period there
should be a marked improvement in the students overall performnce level
Doggie, Where's your bone? - The children will be able to learn the
song through memory.
Dancing: An Intro to Conducting- Students will learn and practice
moving their hands to the beat of music (conduct). Through conducting,
students can develop an awareness and appreciation of musical beats.
- Fun Music Ideas- Mostly
ideas on vocal music.
us sing! - To teach the students through repetetion Twinkle Twinkle
Little Star and Andy Apple (both age approiate melodies)
the Melody- Students will gain an apreciation and knowledge of melodies
by creating and practicing melodies as a class.
- Pitch and Performance - Understaning how pitch differences(as opposed
to other properties of sound such as duration, volume or timbre)are represented
and created in music.
Patterns: Imitating the Rythm of Words- Students will examine and
repeat the rythmic patterns that are found in words and develop and understanding
and apreciation of rythm.
( Do - So ) - The student will be able to name the notes, to write
the notes and to sing the notes and the important thing is to memorizes
Your Feet- Students will practice following a pattern and become familiar
with the concept of beat in music. They will be introduced to tempo.
With Popular Music- Teaching with Popular Music is part of a broad-based
effort to include more of America's children in a balanced, sequential
music education program.


Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
Just be sure your kids know what snowflakes are <G>. I found a difference
in interest and response between my northern Iowa and southern Missouri
The traditional approach is to fold the paper and then cut out shapes along
the edges. But when you stop to think about it, that really doesn't make
too much sense, does it--to discard all those carefully designed shapes and
then keep the leftovers......
I developed an different--i.e. backwards-- approach for "super snowflakes"
which involves planning what you will keep and throwing away the left overs.
You can tell _every_ time which way a person was thinking when they made the
design. I have used this approach with 1st and 2nd grades but it works
best if you have a smaller group at that age because some of them will need
help getting started with the concept.
These designs can be the starting point for stained glass, color wheels and
more....There are lots of possible multicultural links. I've also used
this as a "cooling" summer project....
For more information and detailed instructions, there is a lesson on the
Missouri Art Education Association page: http://maea.net/LE_flk.html
But don't say I didn't warn you--this is addictive. I ended up making 200 of
them --all different-- for a bulletin board one time...
Lily Kerns CWKerns
Art Teachers-- http://www.geocities.com/EnchantedForest/Dell/9575
Quilt guild-- http://www.orion.org/~opqg


William Torrey Harris quotes
(Washington DC Commissioner of Education, one of “Committee of Ten” (see below at end), helped found the first public kindergarten (with help from Susan Blow), as he was then superintendent of St Louis public schools. )
Our schools have been scientifically designed to prevent over-education from happening. The average American [should be] content with their humble role in life, because they're not tempted to think about any other role.
– William T. Harris, U.S. Commissioner of Education, 1889
"Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual."
"The great purpose of school can be realized better in dark, airless, ugly places ... It is to master the physical self, to transcend the beauty of nature. School should develop the power to withdraw from the external world."
Committee of Ten by the late 1800’s, it became apparent that there was a need for educational standardization.
Across the nation, and within communities, there were competing academic philosophies to resolve. One philosophy favored rote memorization, whereas another favored critical thinking. Along another dimension, one philosophy considered American high schools solely as institutions that would from the start (, sometimes based on race or ethnic background,) divide students into college-bound and working-trades groups, whereas another philosophy attempted to provide standardized courses for all students. Somewhat similarly, another philosophy promoted classic Latin/Greek studies, whereas other philosophies stressed practical studies.
To resolve these issues, the National Education Association formed The 1892 Committee of Ten. Committee members were chosen from educators across the United States, primarily from colleges and universities. The committee was chaired by Charles William Eliot, the president of Harvard University. Twelve years of education were recommended, with eight years of elementary education followed by four years of high school. All students would be taught, regardless of their further education plans or careers.


Botswana Curriculum Framework (Basic Education)
Curriculum Philosophy and overall approach
In its document, Curriculum Programmes, the MoE describes its primary programme as emphasising the acquisition and application of
‘foundation skills’, particularly ‘communication, literacy and numeracy skills, the development of an awareness of the interrelationship between Science, Technology and Society and the acquisition of desirable skills and attributes’.
The components of Botswana’s Basic Education are listed in its Curriculum Framework as
- a. Foundation skills ‘applicable to work situations, such as decision-making and problem-solving, self-presentation, team-work and computing’, developed through ‘cross-curricular approaches’ and attention to processes as well as content
- b. The vocational orientation of academic subjects which are to be ‘taught in such a way that they are related to the world of work’ and, where appropriate, applied to ‘various jobs’ that will be available to students on completion of basic education
- c. Practical subjects to enhance students’ understanding and appreciation of technology, as well as developing manipulative skills and familiarity with tools, equipment and materials
- d. Readiness for the world of work through both curricular (through, for example, the study of the subject Commerce) and cocurricular (such as structured visits to companies and simulated work or business activities.
- e. Careers Guidance to assist them in identifying their own capacities and interests as well as understanding the labour market.
The general approach of Botswana’s Basic Education curriculum is therefore very strongly focused on the development of generic life and work competencies and skills through a range of curriculum design strategies. Botswana’s aims and objectives for Basic Education are founded firmly on a base of competency and skills development within a framework of personal growth and personal and social responsibility…
With regard to time allocations, considerable flexibility is afforded to schools in the primary levels – ‘To allow for provision of full experiences, schools will have to work out suitable timetables based on the current length of the school day. The number of periods per week in Junior Secondary is prescribed in Table 7, which reflects a general requirement for ‘the weighting among core subjects, optional subjects and Guidance and Counselling will approximately be 78%, 20% and 2% respectively’ (Curriculum Framework, p. 10).
Source: Georgescu, D. et al. 2008. Preparation for Life and Work. Comparative Study with a Focus on Basic (Primary and Lower Secondary) Education in Developing African Countries. GTZ, MBZ and UNESCO IBE, Eschborn. (pp. 54.55)


Traces of the Hand: Master Drawings from the Collection of Frederick and Lucy S. Herman
Two Figures, 1880s
Black chalk on wove paper
6 x 3 11/16 in, 15.24 x 9.37 cm (sheet)
Inscriptions: (recto) lower left, signature: "C.P."; (verso) "a voir" / "No. 866"
Provenance: Acquired in Paris, gift of Maria Herman-Lania, 1957
Gift of The Frederick and Lucy S. Herman Foundation, 2006.11.45
Camille Pissarro used black chalk to rapidly draw Two Figures in a pocket sketchbook. An avid draftsman, Pissarro’s quick and expressive lines form the abstracted outlines of the two men’s bodies. With their backs to the viewer, they engage in conversation as suggested by their embrace. The extreme lack of detail suggests the ephemeral nature of the pose, and Pissarro varies the pressure of his chalk to increase the energy and motion of the intimate composition. Typical of the artist’s cursory studies made on site, Pissarro economically renders the most basic information about a silhouette or figural relationship. As a kind of aide mémoire, such drawings studying quotidian movements and occurrences acted as a first stage of Pissarro’s preparatory practices, though any given drawing may not have proven useful later in the studio.1
Often considered the "Father of Impressionism," Pissarro ushered in a modern, expressive drawing style, often featuring the human form. His childhood in the Virgin Islands and travels to Venezuela initiated his close encounters with nature and observation of peasant life, two recurring themes in his oeuvre. Following his move to Paris in 1855, the details of Pissarro’s subsequent training remain contested; he most likely studied, however briefly, at the École des Beaux-Arts or the Académie Suisse and perhaps informally under the landscape painter Jean-Baptiste-Camille Corot (1796–1875).2 From early in his artistic education, Pissarro recognized drawing’s importance as a preparation for his oil paintings and as an independent exercise, even as he was increasingly concerned with capturing spontaneity of gesture and the impression of reality. He drew incessantly, making several preparatory studies for almost all of his paintings, reworking complex compositions or gathering visual information.3 Although Pissarro’s drawing practices may seem contradictory to the immediacy of his Impressionistic landscape paintings created en plein air, they reveal the significance of draftsmanship within his oeuvre.
Two Figures is characteristic of Pissarro’s work during the 1880s, in which he often depicts peasants in the fields or at the market. Characteristic of that date, too, is his increasingly abstracted treatment of figures, resembling the quick studies he made at the market. While Pissarro’s subject matter suggests his connection to the themes of rural poverty of his Realist predecessors, reading his political beliefs into these idyllic, agrarian scenes and cityscapes remains disputed. In any case, his rapid drawing style and interest in movement typify Impressionism and look forward to subsequent Modernist art currents.
1. Nicholas Wadley, Impressionist and Post-Impressionist Drawing, Singapore, 1991, 172. Wadley describes three categories of Pissarro’s drawings; each consecutive stage appears relatively more precise and detailed.
2. For the debate on Pissarro’s formal art education, see Michael Reid, Pissarro, London, 7; Joachim Pissarro, Camille Pissarro, New York, 153; Karen Levitov and Richard Shiff, Camille Pissarro: Impressions of City and Country, New Haven and London, 2.
3. Pissarro, Camille Pissarro, 153.
4. See Pissarro, Camille Pissarro, 13; Richard Thompson, Camille Pissarro, Impressionism, Landscape, and Rural Labor, New York, 1990.


ESL Education (English as a Second Language) (K-12)
The English as a Second Language major is designed to prepare future K-12 ESL teachers. The program provides teachers with knowledge in several foundation disciplines including social work, sociology, political science, history, and foreign language. The ESL curriculum is structured so that students acquire competencies necessary for the overall academic development of non-native English-speaking students. Such competency areas include but are not limited to; language, linguistics, and literacy development, cross-cultural understanding and development, laws and policies affecting the education of ESL students, methods and materials development, and assessment. The goals for majors in the ESL Education Program are as follows:
1. To develop a comprehensive understanding of the structure and usage of social and academic forms of English language and serve as a model for non-native speakers.
2. To demonstrate understanding of language acquisition and literacy development and develop literacy in non-native English-speaking students.
3. To understand research and theories about cultural variation, value diversity as a resource and understand how it affects the school experience for ESL students.
4. To understand a variety of assessments as they relate to the education of non-native English-speaking students.
5. To apply effective methods, practices, and strategies based on sound theories and research to plan, implement, and evaluate the teaching of ESL and the academic standard course of study.
6. To identify, choose, and adapt a wide range of materials, resources and technologies in ESL and content instruction.
7. To advocate for ESL students and programs and to serve as a model to others by encouraging communication and partnerships among students, families, communities and schools.
8. To understand and stay current on laws, regulations, and policies at the federal, state, and local levels that relate to serving ESL students.


The Salem News
---- — We are in the middle of the school year, and this provides a good opportunity for reflection. It’s a time to celebrate our commitment to school improvement and the successes we’ve had during the first half of the year. It’s also a time to think about where we should focus our efforts to help Salem students learn and grow in the second half of the year. This type of reflection is one of the most important things teachers can do for their students. As Heather Burke, a K-3 special education teacher at Nathaniel Bowditch School recently told me, this type of reflection is key to going from what to how: “We need to know what (a) student is struggling with and then need to determine how we can change that.”
Through our partnership with Nathaniel Bowditch, I’ve seen teachers coming together with increasing frequency this year to talk about both the “what” and the “how.” And at Nathaniel Bowditch, like many other Salem schools, teachers are increasingly using data as a core part of their collaboration. As Ms. Burke says, “When we get together as a whole school to talk about (data), it gives us the ability to look for patterns.” Seeing those patterns empowers teachers to adjust their instruction based on what their students are and aren’t learning.
This fall, The Achievement Network, or ANet, began working with Salem’s teachers and principals to help them build regular routines like the one Ms. Burke described into their school calendar. To support these routines, we provide schools with interim assessments for grades two through eight that are designed not for evaluation, but rather to help teachers identify the specific concepts that their students are struggling to master — the “what” — and then our coaches help teachers and principals use techniques for turning that data into action — the “how.”
Here’s another example. Like other middle school students, the eighth-graders at Nathaniel Bowditch are building their ability to recognize the broad themes embedded within the texts they are reading. Recognizing themes is a complex skill to master, and the eighth-grade teachers at Nathaniel Bowditch understood that there were foundational skills students needed first. For instance, before they can recognize broad themes, students must understand why an author is using a device like analogy or allusion to create tone and meaning in a passage. By using interim assessment data, teachers at Nathaniel Bowditch recognized that their students were correctly identifying tone and meaning about 40 percent of the time at the beginning of the year. By using collaborative time to plan lessons that would build this skill, the teachers at Nathaniel Bowditch now have their students recognizing tone and meaning 80 percent of the time. The eighth-graders at Nathaniel Bowditch are well on their way to mastering this key building block.
At ANet, we’ve been excited to support teachers like Ms. Burke at Nathaniel Bowditch, and we are just as excited to support other teachers and leaders in schools across Salem. Each one of our school partners is developing a data leadership team to ensure that their fellow teachers have consistent access to the kind of data that is helping target instruction at Nathaniel Bowditch. Earlier this week, Andre Stemm-Calderon, one of my colleagues at ANet, remarked on particularly exciting work he had seen at Horace Mann during his last visit to the school. “The data leadership team was extremely reflective about the way their use of data is helping shape what they teach and, more importantly, how it is helping kids learn.” In the team at Horace Mann, Andre saw one of the most important characteristics of strong data leadership: a growth mindset. The team is focused on supporting each other, on using data simply as a means to identify specific areas where they can help each other and help their students.
Every day across Salem, teachers and principals do the hard work of getting to know each of their students. They build their judgment about each student’s strengths and weaknesses, and they develop different strategies for helping each student learn. At ANet, we have deep respect for the complexity of this task, and through our partnership with Salem’s schools, we hope to provide teachers with the tools and support to make this easier. There’s still a lot to do, but we are excited for the road ahead.
Karn Engelsgjerd is the executive director of The Achievement Network in Eastern Massachusetts. ANet is a national nonprofit organization that helps teachers improve instruction through better planning, collaboration and data use. This is one in a series of columns from the Community Advisory Board for the Salem schools.


The art therapy minor introduces students to the use of art as a way for people with exceptional needs to express themselves, and for art therapists to promote the individual growth and development of their clients.
About the Program
Art Therapy is a mental health profession that uses the creative process of art making to improve and enhance the physical, mental, and emotional well-being of individuals of all ages. It is based on the belief that the creative process involved in artistic self-expression helps people to resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, increase self-esteem and self-awareness, and achieve insight.
Art Therapy integrates the fields of human development, visual art (drawing, painting, sculpture, and other art forms), and the creative process with models of counseling and psychotherapy. Art therapy is used with children, adolescents, adults, older adults, groups, and families to assess and treat the following: anxiety, depression, and other mental and emotional problems and disorders; substance abuse and other addictions; family and relationship issues; abuse and domestic violence; social and emotional difficulties related to disability and illness; trauma and loss; physical, cognitive, and neurological problems; and psychosocial difficulties related to medical illness. Art therapy programs are found in a number of settings including hospitals, clinics, public and community agencies, wellness centers, educational institutions, businesses, and private practices.
Art therapists are masters' level professionals who hold a degree in art therapy or a related field. Educational requirements include: theories of art therapy, counseling, and psychotherapy; ethics and standards of practice; assessment and evaluation; individual, group, and family techniques; human and creative development; multicultural issues; research methods; and practicum experiences in clinical, community, and/or other settings. Art therapists are skilled in the application of a variety of art modalities (drawing, painting, sculpture, and other media) for assessment and treatment.
More information about this minor may be obtained through the Art Education Department.


At one time music was a common element of the curriculum of American schools. Music education was more than just learning an appreciation of the musical arts, but was also considered a pathway to a career in a rewarding trade. Since operating a musical instrument requires as much training as running a machine lathe, it is not unusual to find a photograph like this one of the Technical High School Orchestra of Springfield, Massachusetts.
What is unusual is to find three young women of color seated in this orchestra of 22 young men and women. Most photographs from before 1910 show boys and girls in separate musical ensembles. This began to change in the 1920s when more school groups had a mixture of sexes, but sadly that was not the case with race, as segregation was the norm for almost all schools in the United States until the late 1960s. These three African-American violinists from Massachusetts give us a very rare example of school integration that contradicts our perception of the long era of separate but equal.
|Springfield Technical High School Orchestra 1916|
This picture comes from the Springfield Tech 1916 yearbook The Oriole, which I found on the web, and it shows a smaller school orchestra of 10 boys seated on the same steps. The two older men are the faculty supervisors: John F. Ahearn and Clifton O. Page. The man on the left was faculty advisor for other school groups in the yearbook where he is identified as Mr. Page, so the man on the right, who is the same man standing at the center back row in the first photo must be John F. Ahearn. I think he is wearing the same double breasted suit too.
|Springfield Technical High School Orchestra 1930|
By 1930 the yearbook changed its name to the more formidable Tech Tigers and the Tech Orchestra of 30 musicians has posed once again on the school steps. Mr. Ahearn is listed as the faulty director but he is not in this photo. But the bass drum is, showing a little wear on the drum head.
Though there are no African-Americans in the orchestra now, the school was not segregated and there were a few black teenagers in photos of other school activities. Since the first photograph is surely after 1916 but before 1930, I would place it around 1918-28 and based on the clothing fashions, probably closer to 1916 than 1930.
|Springfield Technical High School Band 1930|
In 1930 the Springfield Tech High also had a band and according to the description they are wearing their new uniforms. Note the cymbals and snare drum that hide the word orchestra on that same bass drum. This looks like a band that played mostly in the stands for athletic games, as with only 15 musicians they would not make much of a parade unit.
|Springfield Technical High School 1905|
This architectural drawing of the Springfield Technical High School is from a book published in 1905 - Springfield present and prospective: the city of homes, by Eugene Clarence Gardner. The school was developed from new ideas in the 1880s of giving working-class children training in manual skills and trades. In the 1890s Springfield decided to expand this into an education in various industrial arts and sciences. In 1905 the construction of the Technical High School was almost finished and the new facilities were designed for about 900 students. There was a forge and foundry, a large woodworking shop, and top floor classrooms for physics and chemistry labs.
|Springfield Technical High School Entrance 1930|
The school purposefully included educational programs for girls as they anticipated a need for better vocational training for young women. In 1905, several years before women's suffrage, this seems especially progressive. A good description of the history of the Springfield Technical High School can be found at the website Exploring Western Massachusetts which provided these next contemporary photos of the school.
|Springfield Technical High School 2010|
The Technical High School closed in 1986 and until recently was fenced and shuttered. In 2011 demolition began for the construction of a new city data center on the same site.
|Springfield Technical High School 2010|
Only a few years after these young musicians posed for their photo with Mr. Ahearn, the golden era of theater orchestras accompanying silent movies would end. Then radio broadcasts and phonograph records would diminish the need for live musicians even more. And in the real world of show business, few women, white or black, would ever find musical work playing next to men for another 60 years.
I don't know if they saved the ornate stone entrance where so many students had posed for their class pictures. But at least one photo of this doorway preserves a moment when music kept a small light burning for equality.
UPDATE: The Elliot St. facade of the Technical High School has been preserved and incorporated into the new construction. Unfortunately Google Streetview cameras have not driven past the school since 2007.
This is my contribution to Sepia Saturday
where it's all technical talk this weekend.


Music education begins at birth. If children are immersed in quality music, they will develop a musical ear that will allow them to learn to read & appreciate music as they grow! Here are 5 ways to develop your toddler’s musical abilities:
- Listen to high quality music every day, from various genres (variety is excellent for training the ear).
- Develop rhythm with various activities. Using body parts (feet, hands, arms, etc), encourage tapping, clapping, flapping, etc – along with music and alone. Using various tools – toys, drumsticks, etc – to tap along will add interest and help this development as well. Without a sense of rhythm, there is no ability to create music.
- Give them opportunities to create music. If you have a keyboard/piano, sit them down, teach them how to play the keys gently (do not allow them to bang, respect for music is important even at this age), and allow them to explore. Any other instruments that are sturdy enough for toddlers can also be used.
- Encourage them to express how different types of music make them feel. This sounds advanced for toddlers, but this can be as simple as having them dance around happily or slowly weave around. When they are a bit older, have them color a picture or shape play-doh to express their feelings about the music. The important thing is for them to realize that music can convey ideas, emotions, and feelings.
- Make it fun. Sing along with a silly song and encourage them to do the same, dance around to some techno music, relax with some classical or New Age music. Make it a part of daily life, something to be enjoyed and embraced, nothing formal or forced.


BOX F-8 Learning Outcomes for Integrated Reading 3
Assessment of Learning Outcome 2:
Assess literacy development of intermediate students and prescribe appropriate teaching strategies.
To assess mastery of the second outcome, students are asked to develop and use a rubric to assess actual intermediate-grade writing samples. Students analyze writing samples for strengths and weaknesses, and plan appropriate teaching strategies based on that analysis. Students then collaborate in formulating a teaching plan. Finally, they evaluate their own efforts on each component of the task.
Successful performance in this assessment depends on satisfying four criteria: (1) assessing the developmental level of the learner’s performance and providing sufficient evidence to support the judgment, (2) diagnosing areas requiring attention/instruction and providing an appropriate teaching plan, (3) contributing to the group discussion of the process, and (4) assessing one’s own performance on all components of the task.
Each of these four criteria is mapped to one or more of the education abilities at a specified level of performance (e.g., Diagnosis at level 5, Coordination at level 5) and noted as such in the course syllabus. Hence, assessment criteria are always publicized, and the paths connecting particular concrete activity and general abstract ability can be easily traced. Assessments and their links are reviewed on an ongoing basis by interdisciplinary teams. Similar assessments and sets of criteria exist for each level of outcome for each of the abilities.
SOURCE: Adapted from Alverno College Institute (1996:7).
completed a liberal arts baccalaureate degree” (Diez, 1999:41). The abilities emerged from faculty discussions focused on such questions as: What should a woman educated in liberal arts be able to do with her knowledge? How does the curriculum provide coherent and developmental support to her learning? What counts as evidence that a student has achieved the expectations of the degree, the major, and the professional preparation? Once the abilities were defined, the discussions centered on pedagogical, developmental, and measurement ques-


Document Number: 7939Overcoming Inequality: Why Governance Matters, EFA Global Monitoring Report - This report offers a warning to governments, donors and the international community. On current trends universal primary education will not be achieved by 2015. Too many children are receiving an education of such poor quality that they leave school without basic literacy and numeracy skills. Deep and persistent disparities based on wealth, gender, location, ethnicity and other markers for disadvantage are acting as a major barrier to progress in education. If the world’s governments are serious about “education for all” they must get more serious about tackling inequity. The report presents some of the public policy and governance reforms that can break the cycle of disadvantage, improve access, raise quality, and enhance participation and accountability. Tracking progress annually toward the EFA goals, the report offers a comprehensive overview of the state of education in the world today. (UNESCO, January 2009)...


Exploring Data: An Introduction to Data Analysis for Social Scientists, 2nd Edition
December 2008, Polity
The book shows how students can use quantitative data to answer various questions:
Is it true that the rich are getting richer and the poor are getting poorer?
Are crime rates really going down, and how can we tell?
How much alcohol do men and women really drink in an average week?
Which country in Europe has the highest average working hours?
Readers are encouraged to explore data for themselves, and are carefully guided through the opportunities and pitfalls of using statistical packages, as well as the numerous data sources readily available online.
Suitable for those with no previous experience of quantitative data analysis, the second edition of Exploring Data will be invaluable to students across the social sciences.
Visit the accompanying website at www.politybooks.com/exploringdata for more materials.
List of Figures.
Part I: Single Variables.
1. Distribution Variables.
2. Numerical Summaries of Level and Spread.
3. Scaling and Standardising.
5. Smoothing Time Series.
Part II: Relationships between Two Variables.
6. Percentage Tables.
7. Analysing Contingency Tables.
8. Handling Several Batches.
9. Scatterplots and Resistant Lines.
Part III: Introducing a Third Variable.
11. Causal Explanations.
12. Three-Variable Contingency Tables and Beyond.
13. Longitudinal Data.
- The first edition of this book was very popular - a classic textbook, written by a very famous quantitative sociologist.
- This new edition stays true to the ethos of Cathie’s book and makes quantitative data analysis accessible to those with low numeracy skills.
- The new edition is brought bang up to date with progressions in data analysis such as the SPSS statistics package. The book guides students carefully through all the various methods of analysing data with illustrative screenshots of the package.
- Jane Elliott has a lot of teaching experience which she brings to this with her step-by-step approach and end of chapter exercises to consolidate students’ learning.
- The new edition stands out from its competition by using data from everyday life and real current debates (e.g. crime rates, family dynamics etc), as well as taking a down-to-earth, friendly approach.
Peter Elias, University of Warwick
“This book will be widely used in the social sciences – by those who want to inject some ‘real data’ into their teaching and by those who want to use relevant examples to teach exploratory data analysis. The writing is interesting, clear and informative, and accessible to everyone, irrespective of whether they are good with numbers. Above all, this book is a good read.”
Angela Dale, University of Manchester
“Cathie Marsh’s original book, published 20 years ago, had a remarkable impact on students and researchers alike, liberating them to explore data – focussing on their meaning, not just the statistical significance. Jane Elliott has done an invaluable job in updating this book, taking account of developments in software and statistics.”
Brendan Burchell, University of Cambridge


A Man Drawing from a Cast, c. 1641
Rembrandt van Rijn
etching on ivory laid paper
9.5 x 6.6 cm; plate: 9.3 x 6.4 cm
National Gallery of Canada (no. 42570)
Given Rembrandt's numerous references to art history, it is surprising how few of his works, excluding the self-portraits, take art practice as their subject. "A Man Drawing from a Cast" shows Rembrandt's investment in the values of art education. Though a small print, it is filled with visual detail and symbolism. The dependence of art upon higher learning is indicated by the setting of "Man Drawing from a Cast" in a library. A book is used, quite irreverently, to raise the bust that serves as the draughtsman's model. The burning candle to the right tells us that it is a night scene, suggesting that this is either an exercise in chiaroscuro or an admonishment to students to practise constantly. Indeed, the features of the artist portrayed have been compared to those of Gerbrandt van den Eeckhout (1621-74), Rembrandt's pupil in the late 1630s and early 1640s.


HLTH 465 Current Issues in Health
This course affords students the opportunity to examine local, national, and international health issues. Students will actively participate in selecting course topics, work collaboratively with others in developing and implementing course objectives, and will research, write, and present information on selected course topics.
PE 247 Foundations of Physical Education
An introductory course involving historical, philosophical, and sociological foundations of physical education, exercise science, and sport. An overview of the field, as well as contemporary issues concerning physical education and the related areas of exercise science and sport, are examined.
PE 343 Elementary School Physical Education Content and Assessment
This course is designed to study the dynamic and rapidly changing field of elementary physical education (grades K-6), while acknowledging that the motor domain is integral to the complete education process. Current trends, assessment techniques, components of the elementary physical education program, core content, and NASPE standards will be discussed. Emphasis is placed upon developmentally appropriate physical education content: movement experiences and body mechanics; fundamental locomotor, non-locomotor and manipulative skills; fitness activities; rhythmic activities; stunts and tumbling; simple games and relays; sport skills and activities.
PE 345 Middle/Secondary School Physical Education Content and Assessment
This course will provide students with the knowledge and understanding required to develop quality middle and high school physical education programs, according to NASPE standards. Applications of fundamental movements in traditional sports and games, adventure activities, and lifetime or leisure-oriented activities will be examined. Students will: 1) develop a conceptual and practical understanding of health-related fitness, as well as an awareness of the vital role that physical education plays in assisting students in maintaining health-related fitness levels; 2) refine the skills and knowledge needed to select physical activities appropriate for middle and high school students; and, 3) develop knowledge of assessment, evaluation, and grading procedures appropriate for the content presented.
PE 346 Middle/Secondary School Physical Education Methods
This course provides the knowledge, theory and practical application of physical education within the middle and secondary school setting, according to NASPE standards. Students will explore various teaching techniques, class and behavior management strategies, and methods used to teach and evaluate middle and high school students. Students will: 1) design and implement course unit and lesson plans; 2) develop appropriate skill practice sessions; 3) evaluate activities and cognitive knowledge appropriate for middle and secondary students, and, 4) discuss the importance of becoming a reflective practitioner.
PE 229 Elementary Physical Education, Health, and Wellness: Methods and Materials
Required for elementary (K-8) majors, this course provides students with a strong foundation in elementary physical education content, basic health concepts, and methods, with an emphasis on developmentally appropriate physical education. Designed to introduce elementary education majors to the dynamic and rapidly changing field of elementary physical education, this course will: 1) familiarize students with current terminology and trends; 2) explore various activities, materials, units, teaching techniques, and methods of instruction; and 3) integrate elementary physical education with basic health, fitness, and wellness concepts.
PE 342 Growth, Development, and Motor Learning
This course is an examination of the growth and development patterns across the lifespan, with emphasis placed upon early childhood, childhood, and adolescent stages. Basic principles of motor learning theory will be incorporated as related to teaching movement at selected life stages.


What exactly is a “literate home?” It is an environment that encourages children to learn to read and write and become lifelong readers and writers. Transforming your home into a literate home is simple and inexpensive. You need to consider what kinds of materials to have on hand and how to arrange materials so your child will use them. More importantly, you need to interact with your child in ways that foster literacy development. Follow the tips in the pages below to learn about what materials parents need and what parents can do. If you like, print the page that relates to the age of your child and stick it on the fridge, for regular reference.
Select an Age:


Online Course Detail
This course emphasizes the role that experience books can play in vocabulary acquisition for children who are deaf or hard of hearing. Links to early literacy content standards are highlighted, and suggestions are offered for utilizing experience books to maximize literacy development.
This is a Recorded Course which requires either a Windows-based computer or a Mac with speakers/headphones to view. More information is available in the FAQs/Help section.
Length: 60 minutes
Cost: Free to View
- At the end of this session, participants will be able to discuss the value of experience books in enhancing receptive and expressive language.
- At the end of this session, participants will be able to identify the distinct purposes of a variety of vocabulary types.
- At the end of this session, participants will be able to highlight the importance of experience books as tools for enhancing listening and speaking vocabularies.
Marguerite Vasconcellos, M.S., CED, Cert AVT, Bucks County (PA) Intermediate Unit


Wanda B. Hedrick
Reading Methods for Secondary Teachers
This course is designed to provide undergraduate pre-service teacher education students with background knowledge, skills, and strategies to enable them to enhance students' abilities to process informational texts. In addition to the textual factors, this course examines contextual and cultural factors that influence reading. The course considers the range of reading abilities of secondary students, texts used in these grade levels, and strategies for teaching and evaluating vocabulary, comprehension, and thinking skills in the content areas
Advanced Reading Assessment
This experimental course is being taught to the Ketterlinus reading cohort and is meeting a requirement for reading certification. The course looks specifically at reading assessments in the state of Florida and the United States broadly.
Measurement, Evaluation & Planning for Literacy Development
In accordance with the conceptual framework, this course is designed to assist elementary teacher preparation students to develop the knowledge, skills and dispositions needed to become successful literacy teachers. The successful teaching/learning of literacy in the elementary school classroom requires a teacher with a working knowledge of diagnostic-prescriptive instructional methods. Such a teacher will view the diagnosis and subsequent literacy instruction, based on the child's abilities--strengths and weaknesses, from the perspective of an understanding of the literacy processes, linguistic development and diversity, and language and dialect development and variability; knowledge of and competency in teaching literacy skills -- reading-- comprehension, vocabulary, word recognition, and study skills-- within the framework of literature-based whole, natural language; and knowledge of and competence in using the various methods, approaches and materials available for literacy instruction based on an analysis of current trends, innovations and applications of technology.


rising generation, to act the part and perform the duties of free, intellectual, and moral beings. So far as the nature of the human mind and the foundations of human knowledge remain the same from age to age and generation to generation, a liberal education is the same thing in every age and generation ; so far as the condition of society varies from age to age, and as the accumulated capital of extant knowledge increases, the liberal education of one generation will differ from that of another. There are, therefore, both constant and variable factors in our problem. It is with the variable factors, as modifying our conception of the liberal education of the nineteenth century, that I have here chiefly to do.
I reckon five leading influences which are acting powerfully to modify all our old theories, and slowly working out a new ideal of liberal education : 1. A truer psychology, giving us for the first time a true theory of elementary teaching. 2. Progress in the science of philology, enabling us to assign their right position to the classical languages as elements in liberal culture, and giving us, in modern philological science, an improved and more powerful teaching instrument. 3. The first real attempt to combine republican ideas with the theory of liberal education—in other words, to make the education of the whole people liberal, instead of merely the education of certain privileged classes and protected professions. And when I say the whole people, I mean men and women. Nothing, I will say in passing, to my mind so marks us as still educational barbarians, so stamps all our boasted culture with illiberality, as an exclusion of the other sex from all share in its privileges. No education can be truly liberal which is not equally applicable to one sex as to the other. 4. As the influence more profoundly modifying our conceptions of liberal education than any other, I reckon the advent of modern physical science. 5. I count among those influences the growing perception that art and aesthetic culture are equally necessary as an element in all education worthy of the name. Let me give the few words, which are all the time will allow me, to each of these influences.
And, first, the advance we have been making toward a truer education-philosophy, based upon truer conceptions in regard to the growth and early development of the human mind, is pretty well disposing of what, perhaps, I may be permitted to call the old-fashioned grindstone-theory of elementary education ; the doctrine, namely, that, as preparation for higher culture, all youthful minds require a certain preliminary process of sharpening upon certain studies, valueless or next to valueless in themselves, at least so far as regards the vast majority of their recipients, but quite as needful, nevertheless, to them as to all others who are hereafter to be considered as liberally educated, for the indirect benefit their pursuit was supposed to confer. The accepted theory of liberal education has heretofore been, that it was a certain very special kind of training which required this peculiar pre-


The Tuneables is an award-winning children's music education DVD and CD series designed to teach the key building blocks of music at a critical time in a child's development. Sponsored by the Music Intelligence Project, this fun, interactive program engages children in songs and activities that provide a foundation of music understanding and growth in intellectual development. Ages 3-8.
Buy your copy today at: www.thetuneables.com/the-music-shop/
All human performance of music involves movement. We move our vocal mechanisms; expand and contract our lungs; manipulate instruments with hands, arms, lips, tongue, etc.; dance with our feet; jump, spin, sway, and bend with our bodies—all in connection with rhythms and tones of music. In addition, all movements must be precisely timed and executed for a successful music performance. The human capacity to learn and execute a large number of complex movements with split-second accuracy enables 100 musicians to perform together in a symphony orchestra, or an individual to recreate a performance of a solo piece of music over and over.
The movements required in music performance are not casually acquired, but learned after much practice. Such practice can and often involves trial and error as we learn to "remember" the combinations of muscle movements needed for a musical response. The brain becomes "wired" to send a complex set of "instructions" that cause muscles to react at precisely the correct time.
Adding to this complexity of mental activity is the need to simultaneously remember and execute movements and coordinate them with the melodies, rhythms, and harmonies of the music that is being heard or recalled. The complexity expands further when note reading is added to the process. The "wiring" movement is expanded and interconnected, also through practice, to those parts of the brain that process sounds, symbols, and feelings.
Because of its complexity, music learning, with its requirement for coordinated movement, is unique in its developmental impact on the brain. No other learning activity engages so many senses, interconnects so many parts of the brain, and provides so much enjoyment.
Many young children experience music informally through such means as singing games, hearing songs sung on television, music time at preschool, and interacting with parents who feel comfortable providing music experiences for their children. Such informal encounters with music are valuable as pleasurable moments and as readiness experiences for sequential music learning.
active aural music learning beat accuracy benefits of music brain development children development developmental effect early music educations early music learning instruction intelligence learning music skills listening to background music movement music activities music and language music education music for kids music for young children music instruction in brain development music intelligence music learning music playlist for kids playlist for kids research rhythm singing singing in tune smart song list for children stages of music learning stimulate brain development substantive music learning teaching young children music the tuneables tonality tonal patterns top children's songs top classical songs for kids voice flexibility young children


Follow news about Friday's mass shooting at Sandy Hook Elementary School in Newtown, Connecticut, on CNN's live This Just In blog.
By Elizabeth Landau, CNN
(CNN) - School shootings such as the one at Sandy Hook Elementary in Newtown, Connecticut, may have long-lasting consequences, but with proper support, many children are able to move on, experts say.
Children need to be with their families as quickly as possible after exposure to such horrific events, said Steven Marans, director of the National Center for Children Exposed to Violence/Childhood Violent Trauma Center at Yale University's Child Study Center.
Marans and colleagues are making themselves available to Connecticut officials, including the governor's office and state police.
The good news is that most kids do bounce back from a single incident of trauma, said James Garbarino, professor of psychology at Loyola University Chicago and author of "Lost Boys: Why Our Sons Turn Violent and How We Can Save Them." If children can get back into their normal routines and get proper support, he said, they will do well.
Long-term issues are more likely for children who were very close to someone who died in a shooting, who witnessed the event or who were in close physical proximity to it, Garbarino said.
In addition, "Kids who are having difficult lives before the event are the ones most likely to have issues," Garbarino said.
By Dani Carver, Special to CNN
Editor’s note: Dani Carver is a senior at the University of New Mexico majoring in elementary education. She plays intramural volleyball at the university. She is also a member of the National PTA's Youth Involvement Committee.
(CNN) - As a former high school athlete, the recent rumblings surrounding new school lunches have resonated with me, but perhaps not for the reasons one may think. Decades of research show a direct link between healthy eating and performance in sports. For too long, we have accepted that student-athletes just need calories – any calories. That is simply not true. Athletes need nutritious offerings to do their best, whether that is in the classroom or on the field.
That’s why I support the changes and updates to the school lunch program made this year as part of the Healthy, Hunger-Free Kids Act of 2010. A provision of the law, which took effect this year, requires schools participating in the National School Lunch Program to serve meals with more fruits and vegetables, whole grains, low-fat or fat-free milk, and portion sizes appropriate for age groups.
One of the criticisms of the new meals is that they are not meeting the needs of student-athletes. That’s a real concern for some students. But when we look deeper at the issue, the facts may be surprising.


Stories at bedtime are such a wonderful part of many childhoods. I miss those days now that I have a teenager! ...Read more
It's that time again, kids. Time to hug smelly old Aunt Matilda (why does she have to wear SO MUCH perfume?), time for your mom to harp at you in front of everyone, to eat your brussels sprouts, time to fill your stomach to almost bursting,...Read more
Are you a fan of the cover art for Rick Riordan’s Percy Jackson & the Olympians, The Kane Chronicles, and The Heroes of Olympus series?
David Wiesner has already won three Caldecott medals for his superior illustrations. His newest book follows the adventures of a cat, some aliens, and the creatures who live in the walls of a house. Will he win an unprecedented 4th medal?
At some point in early childhood, children realize that letters are different from each other. They learn to recognize all letters, in both...Read more
Vocabulary is simply knowing the names of things. Words and their meanings are the building blocks of literacy development. The more words a child knows,...Read more
Print awareness is noticing print everywhere! Print awareness is knowing that the squiggly lines on a page symbolize something meaningful...Read more
Phonological awareness is a child’s awareness that sentences can be broken down into words, syllables and...Read more


Language Learning & Technology
Vol. 7, No. 1, January 2003, p. 105
Call for Papers for Special Issue of LLT
Paginated PDF version
Theme: Technologies and Young Learners
Guest Editors: Michele Knobel and Colin Lankshear
This special issue of Language Learning & Technology will examine creative uses of new technologies within formal and informal settings to enhance the language and literacy development of children and adolescents up to 18 years of age. Papers are welcome in all areas of second and foreign language learning, and we especially welcome papers relating to the experiences of migrant and indigenous learners in their heritage language or in the mainstream or official language(s) of the country where they live.
While it is expected that at least some of the papers included in this special issue will deal with innovative uses of a range of new digital technologies (e.g., e-mail, computer and video games, CD-ROM applications), contributions are also encouraged that deal with other tools and conceptions of technology. The latter may include conceptual papers. Possible topics include, but are not limited to
- Conceptualizing technology for mainstream language and literacy acquisition in relation to migrants or indigenous learners
- Technology-mediated language acquisition in community/public spaces (e.g., cybercaf»s, community and literacy attainment centers)
- Mainstream language learning and popular culture tools and toys
- Language learning and after-school programs that involve new technologies (e.g., Girls and Boys Clubs, Fifth Dimension after-school programs)
- Workplaces, language learning, and new technologies (e.g., working at McDonald's)
Please send an e-mail of intent with a 250-word abstract by April 30, 2003, to Michele Knobel at firstname.lastname@example.org.
Language Learning & Technology is published exclusively on the World Wide Web. You may see current or back issues, and take out your free subscription, at http://llt.msu.edu.