8 Science Links
(Click the resource image to open the link)
Easy science for Kids
Easy science for Kids promotes the love of science and the world around us by providing free and fun resources including extensive articles, free science worksheets, downloadable science activity sheets, fun FREE and educational interactive science quizzes and coloring in activities.
51 Facts About Your Eyes
Lenstore have put together 51 facts about your eyes that will help you realise just how remarkable they truly are.
Earth And Space
By carrying out the activities in this lesson pupils will understand: why we have day time and night time on planet Earth, why we have the different seasons and why the moon appears a different shape over the month.
Wondermind is a series of pioneering interactive games and videos to help children learn about the science of the developing human brain, using the story of Alice in Wonderland as an inspiration.
Classes studying the Earth & Beyond in science lessons should take a look at the BBC’s Exploring the Solar System website. Material from BBC programmes such as The Planets, The Sky at Night and Horizon. Science teachers can also print out this handy site-map for easy reference.
An interactive KS2 resource from BP highlighting the benefits of repeating tests during a mini greenhouse experiment. Uses both speech and text. Register for free to access a range of activities.
The Happy Gang leads you through this exploration of creepy crawlies and living things, from barnacles to butterflies. Find out about pet-care and animal habitats while you solve riddles and play games.
Online experiment to investigate the energy required to boil different amounts of water and the effect on the environment. Registration required but resources are free.
The Human Eye
Vision Direct have created a very informative interactive resource about the anatomy of the human eye and a step by step walkthrough of how we see.


This year-long Common Core curriculum map (also called a pacing guide) has the school year broken down week by week with language arts teaching topics and their correlating Common Core standards. Areas covered are Common Core literature, informational text, foundational skills (phonics), writing, and language (grammar). The curriculum map organizes the year into six units (five weeks of teaching, one week of review and assessment for each unit). This leaves a few open weeks at the end of the year for final testing and other activities.
An editable version of the curriculum map is included if you need to make customizations.
The included assessments test students on the grammar, phonics, and reading comprehension skills taught during the unit. The tests are each about four pages long and include a mix of multiple choice, short answer, fill in the blank, and matching. Along with each assessment is a test review. The format of the review is very similar to the format of the test. A key is included for each assessment and review.
-Language Arts Curriculum Map (6 pages)
-Editable Version of the Curriculum Map (6 pages)
-6 unit reviews, each about 4 pages long
-6 unit tests, each about 4 pages long
-Answer Keys for all tests and reviews
**For personal and single classroom use only. **


Literacy begins from the first day of Steps to Prep (Kinder to Prep transition program) for our students and continues until they speak at their graduation in Grade 6. We have a strong focus on building oral language and vocabulary through our Investigations play-based curriculum in Foundation to Year 2. Our print rich environments ensure that students are encouraged to be interested in words, books and the world around them. Our formal literacy curriculum includes reading, writing, speaking and listening, vocabulary and spelling.
In Foundation to Year 2 we focus on building our foundational skills of learning to read, writing for personal purposes and speaking and listening in a range of contexts throughout the day.
In Years 3-6 we build on our groundwork and students begin to read for interest and information. Students begin to write longer and more complex texts in a wider range of writing genre. Small group collaboration continues to build to support students to develop team related communication and negotiation skills.


This year has been very busy and different but that does not mean that our focus on accelerating learning specially for those learners who are struggling. Our area of focus has been reading as this is an area where the data shows us we need to make shift to help our children get to the norm or ideally accelerate past it.
What we have seen is that there is not accelerated progress and high achievement.
We started the day by discuss the Model of literacy development. Moving from basic literacy, intermediate literacy and disciplinary literacy. We are able to get children reading but not being critical reader and this means they do not always have the skills to read in a disciplinary way need for high school and life reading.


|← Social Work||Intersectionality issues →|
Sociological Perspective in Relation to Music
Social perspective refers to clearly defined ways of approaching social phenomena. It involves accepting facts from evidence and testing the ideas while maintaining objectivity (Andersen & Taylor, 2006). Music is a scientific art that combines instrument sounds and vocal sounds to produce the beauty of feelings. Sociological perspectives relate to music, selling, and distribution in various ways. This paper is exploring the perspectives of culture, socialization, class, race, politics, and religion as well as their relation to music.
Music is related to culture of a place or individual as it forms a component of social life. Culture is a way of expressing common feelings, values, and memories. Consequently, music plays a major role in joining groups and individuals together (Tom, 2011). The cultural preferences of the group listening to the music will determine the type of instruments required. In addition, the type and education required to play these particular instruments will be dictated by the culture.
Socialization of people at various levels has affected the spread and music preferences over the ages. For example, the English-speaking countries colonized by the British listen to the English music more than the music of other countries. Music education promoted by this type of socialization favors the spread of culture and preferences. As an activity, it helps people to express themselves freely to other persons. In this way, it promotes socialization among people. Every day, people flock in clubs to listen and dance to their favourite music. This promotes socialization. The socialization also leads to the development of music. In America, jazz and hip-hop music is said to originate from interactions between the White and the Black people (Persaud, 2011).
Music also relates to different classes of people. Some type of music is popular among the youth while others are popular among the older. It can also be observed that gospel music is popular with the class of saved individuals in the society. In addition to this, the type of instrument used will much be dictated by the rules of the church or the gospel music types. In the recent years, this relation has evolved and led to the emergence of group of singers who do not follow any type of guidelines in relation to class (VanWeelden1, 2005).
Music can be associated with race. This is very common especially when speaking about the music origin. For example, reggae music is associated with the black race and Rastafarians. Although reggae music has spread to all corners of the world, it remains greatly pegged to the black race (Persaud, 2011). It also dictates the type of instruments to be used. For instance, a guitar and drums are the main instruments used in reggae music. However, due to creativity, reggae music has incorporated other instruments including keyboards and trumpets.
Politics plays a major role in the development of music. Politics is seen to influence the type of music in a region. Politicians in government can dictate the type of music education to be offered in academic institutions. They can also promote some music genres more than the others. In political campaigns, the members of movements and political associations chant songs to their leaders to show support. Therefore, politics and music remain inseparable since they influence each other.
Religion plays a key role in the type of music practised by the followers of a particular religion. Religions are governed by their own doctrines and practices (Davis and Blair, 2011). Taking into account that there are many world religions across the globe, different types of music are important and advocated for by each of these religions. Therefore, religions are viewed to determine the type, education, and instruments to be used in music by the people who believe in it (Davis and Blair, 2011).
Various social perspectives relate differently to music. In some way, each of these perspectives affects the spread and the development of music.
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A 2019 study conducted by Dr. Setoh (PhD. The University of Illinois) of Nanyang Technological University of Singapore, demonstrated[SMH-LSH1] that 93% of Little Skool-House’s K2 students are Highly Proficient in English and Mandarin. We examine the specificities of the study in an attempt to corroborate the results with that of the school’s pedagogy and methodology.
K2 students who were not proficient in the English and Mandarin languages gained bilingual proficiency and became more balanced bilinguals within 5 months
Parents believe that the LSH preschool curriculum has a positive impact on a child’s development
The Little Skool-House Comprehensive Preschool Curriculum
Little Skool-House (LSH) is the chosen preschool by top institutions across Singapore. Working alongside award-winning educators, the bilingual preschool strives to remain front runners in the early childhood education sector in Singapore. This is done through the implementation of a comprehensive curriculum framework specially designed for each phase of a child’s education journey. Composing of a relationships-based and literacy-based curriculum, it facilitates holistic development and High Proficiency in English and Mandarin.
How the LSH Curriculum Impacts Acquisition of Bilingualism
As trendsetters in early childhood education, the LSH pedagogy is based on thorough clinical research conducted by top universities around the world. Aimed at building a strong academic foundation, the bilingual preschool places emphasis on its ability in enabling its children to be highly proficient in both English and Mandarin.
1. Scientific Evaluation: Phase 1
The evaluation was split between two testing periods, spanning the course of 5 months. In the first testing period, 68 LSH Kindergarten 2 children were put through a series of tests to capture their English and Mandarin proficiency. These tests included a receptive vocabulary and expressive vocabulary test. In addition to the test results, other factors such as the child’s home literacy environment and language frequency were considered for a more accurate analysis of language proficiency. Of the major findings, it was established that 76.8% of LSH children had high proficiency in both English and Chinese.
2. Exposure: Effective Preschool Curriculum in Singapore
Over 5 months, the language dominance of the participants was put to the test through exposure to the LSH literacy-based curriculum designed by pioneering ECDA fellows. Focused on preparing kindergarten children for Primary School, the Little Skool-House’s literacy-based curriculum incorporates various language and literacy activities and programmes designed for 4 to 6-year olds. Without much influence from external variables such as home-based learning, the impact of the LSH programme was later measured.
3. Scientific Evaluation: Phase 2
Due to the exposure to language and literacy activities part of the LSH curriculum for kindergarten 2 children, receptive vocabulary scores improved for both English and Mandarin – indicative of significant vocabulary growth. The 1.4% of LSH children who had low English and Mandarin proficiency in Phase 1 decreased to 0%. Overall, LSH children become more balanced bilinguals, with 93% proven to be highly proficient in both English and Mandarin (6.2% increase).
Tremendous Growth Due to Comprehensive Curriculum
Witnessing the effectiveness of the LSH curriculum first-hand, parents firmly believe in its ability to positively influence a child’s development and academic abilities in several aspects. As shown in the study conducted by Dr. Setoh, the LSH curriculum lends support to the hypothesis that proficiency in both English and Mandarin can be high with the right tools and exposure, regardless of the home literacy environment.
Offering robust support for children as young as 18-months, the bilingual preschool in Singapore aims to provide parents with the necessary services that will ensure significant literacy development in their child – browse their list of centres and contact LSH for more information.
About the Little Skool-House
The Little Skool-House is a preschool located islandwide. Focusing on key developmental areas, the school’s vision is to nurture young learners to be ready for primary school and life. Having designed a comprehensive curriculum framework, the preschool has acquired a range of accolades and finds pride in fostering inquisitive learners who are Highly Proficient in English and Mandarin.
To visit the Little Skool-House centres, please go to: https://www.littleskoolhouse.com/enquiry/schedule-a-visit


عنوان مقاله [English]
The main purpose of this study was to analyze the content of elementary education textbooks based on happiness components including positive emotion and life satisfaction. The research population included all of the elementary education textbooks, consisting of 37 textbooks in academic year 1389-1390 on eight topics, including Farsi (Let’s Read), Farsi (Let’s Write), science, Heaven Gifts, Heaven Gifts (homework), Koran, math and social education. The research sample included textbooks on seven topics Farsi (Let’s Read), Farsi (Let’s Write), science, Heaven Gifts, Heaven Gifts(homework), Koran, and social education. The theoretical framework of the study has been Argile, Martin & Lu theoretical viewpoint and related components. The content analysis method of present study was Shannon Entropy Method and unit of analysis was pages (of text, questions, practices and pictures). Furthermore, for completing information, qualitative method of data collection i.e., interview with students has also been used. The results showed that positive emotion component has been considered more than satisfaction component. Meanwhile, each of the indexes of mentioned components was not considered in a balanced way and textbooks have not covered the components of happiness with the same proportion. Also, the results of interview showed that students are satisfied and happy with the content of textbooks (value, structural, emotional and interest categories). However, students felt more happy with Farsi (Let’s Read) textbook than other textbooks.


Associate Degree in Education
Some people who are interested in becoming teachers do not have the finances, prerequisites or time flexibility to attend a four-year college or university. Individuals who may not be able to attend school full-time or meet all requirements necessary to earn a standard teaching license have the option of pursuing a two-year Associate’s Degree in Education.
What is an Associate’s Degree in Education?
An Associate’s (AA) Degree in Education is a two-year degree program offered by on-campus technical schools and many online colleges. This degree is frequently used as a means to an end, that is, as one step on the path toward a four-year Bachelor’s (BA) in Education degree. However, students who pursue online or on-campus two-year education degrees can acquire jobs as non-licensed school employees based on a stand-alone Associate’s Degree in Education. Some programs even offer opportunities to observe and practice working with students in school settings. Or a limited number of careers are possible; for example you can teach pre school.
Criteria for Admission Into a Program for an Associate’s Degree Education
To enroll in an associate’s degree program in education, students need a high school diploma or GED (General Education Development) tests. Some schools only accept applicants who have completed college prep classes in English, math, social science and a foreign language. More and more students are turning to community colleges for a variety of reason, so be sure to explore your options and enroll early, before the community college classes fill up.
Required Coursework for an Associates Degree in Education
A liberal arts curriculum, including classes in English, history, the natural sciences, social science and the humanities are offered in associate’s degree programs. Courses leading to an AA degree in elementary education provide classes and subject matter, such as:
- Child growth and development.
- Introduction to elementary or early childhood education.
- Fundamentals of reading, math or science education.
- Teaching methods.
- Education psychology and technology.
- Child nutrition and health
General and Specific Associate’s Degrees in Education
A basic or generalized Associate’s Degree in Education can prepare students for employment in various roles in a school or school district. Individuals who prefer a more specialized AA Education Degree can enroll in on-campus or online programs that focus on a grade level or subject, and lead to specific jobs, such as:
- Associate’s Degree in Early Childhood Education, which prepares individuals to educate and care for young children.
- Associate’s Degree in Education for Paraprofessionals, which allows graduates to work in classrooms or in special education programs under the direction of a lead teacher.
- Associate’s Degree in Elementary Education, which gives AA degree holders a foundation for assisting and working with elementary school students.
Career Opportunities with this Degree
Whether individuals choose a general or a specialized AA degree will determine what types of jobs they can apply for. Associate’s Degree in Education graduates are qualified to work as:
- Paraprofessionals or Teacher Aides
- Pre-School Teachers
- Daycare providers
- Teacher’s Assistants
- Children’s Program Staffers
An Associate’s Degree in Education can prepare individuals to work in a variety of settings:
- Public schools, including preschools, elementary schools and secondary middle- or high schools.
- Charter schools
- Private preschools and elementary schools.
- In-home daycares.
- Childcare centers.
- Community centers.
An associate’s degree in education can qualify graduates for employment as teacher’s assistants. According to the Bureau of labor statistics, â€œEmployment of teacher assistants is expected to grow by 10 percent between 2008 and 2018, which is about as fast as the average for all occupations. School enrollments are projected to increase slowly over the next decade, but faster growth is expected among special education students and students for whom English is a second language, and those students will increase as a share of the total school-age population. Teacher assistants often are necessary to provide these students with the attention they require.
Continuing Education Information
Associate’s degree holders who want to become licensed teachers must earn at least a bachelor’s degree in teacher education and then a state teaching certificate or license. Some public universities and colleges offer transfer programs for AA in Education graduates from community colleges.


You may have heard the term phonemic awareness but perhaps you’ve confused it with phonics. Or you know that it’s not phonics, but you’re not really sure exactly what it is!
Phonemic awareness is a big name for a very small part of the reading process, and yet it happens to be crucial to learning to read. Phonemic awareness is the understanding that words are made up of separate sounds—and the ability to manipulate those sounds in various ways.
Big deal, you might say. Can’t everyone do that? As it turns out, they can’t. Most children start school able to discriminate letter sounds, called phonemes, e.g., mat versus man. However, that discrimination isn’t necessarily at a conscious level. Research has shown that we hear a syllable as one acoustic unit, but we need to break it down into individual segments to analyze it. The catch is that we have to learn how to do this. It doesn’t happen naturally. And as with all learning, some children find this easier than others.
You might wonder why phonemic awareness is so important. Here’s why: It's essential for reading success. It enables children to benefit from phonics instruction, and being able to sound out words is the most important clue to identifying them. Context can help confirm that a word has been sounded out correctly, but it isn’t efficient as a first clue.
There are many different phonemic awareness tasks, such as rhyming, isolating a sound from a word, blending letter sounds into words, segmenting the sounds, or moving sounds around by adding, deleting, or substituting them. Some of these tasks are relatively easy and some not so much. For example, in a blending task, a child might be asked what word /s/ /a/ /t/ is (sat). A deletion task, also known as elision, requires a student to take away the /k/ sound in clap and say that lap is the word that’s left. A substitution task might require a student to take away the /s/ sound in side and replace it with a /t/ sound so that side becomes tide.
Incidentally, phonemic awareness isn’t phonics. Phonics instruction teaches children which letters are associated with which phonemes and why. You’ll often hear phonics referred to as decoding—and that readers who understand and can apply the relationship between letters and sounds can “break” the code. Pretty cool, don’t you think? Breaking the code is empowering to new readers.
Can you sound out these nonsense words? clag spanthet
Of course, you’re able to apply your knowledge of letter-sound correspondences and the rules that govern them because you’re a skilled reader and can do this automatically. We want children to be able to do this automatically too whenever they encounter words in print that they’ve never seen before. If they struggle with decoding, their cognitive resources are diverted from the demands of comprehension.
Getting back to phonemic awareness, it's fortunate that many children can acquire this skill from activities at home before they even enter kindergarten, and these can be presented in a fun way. For example, parents can encourage awareness of sounds within words by reading and reciting nursery or other rhymes aloud and inviting children to create their own. There are also many children’s books that emphasize rhyme, alliteration, or assonance. Similarly, children can play rhyming or alliteration games or repeat or create tongue twisters. Or they can clap or tap out each syllable in a word, make up sentences that contain words that start (or end) with a particular sound, or play with language in myriad ways. I’m always pleased when I hear young children spontaneously making up words that rhyme or start with the same letter, such as mitten kitten sitten shmitten. Or p-p-p-p-Peter.
Not all children will acquire phonemic awareness from these informal activities at home. Some will need direct instruction in the classroom. But while it’s preferable for this to occur in kindergarten or first grade, phonemic awareness can also be successfully taught to older students.
I’d love to hear about your experiences with this important topic!
Dr. Andrea Winokur Kotula is an educational consultant for families, advocates, attorneys, schools, and hospitals. She has conducted hundreds of comprehensive educational evaluations for children, adolescents, and adults.


The Musician’s Guide To Rhythm is something new in the world of music education: a practical guide to rhythm for all instrumentalists, vocalists, composers, and teachers. Expand your rhythmic skills and creativity on any instrument! MGR introduces basic and complex rhythmic concepts clearly and progressively, demonstrates their melodic potential, and provides extensive hands-on exercises for immediate results. Whether your focus is jazz or classical, rock or folk, country or the blues, Cuban or Brazilian, mastering rhythm gives you the tools to expand your creativity and become a more confident and powerful musician.
Among the most detailed descriptions of rhythm ever published, which
simultaneously pays attention to mathematical aspects, aesthetics and stylistic contexts (world beats, jazz, funk, etc). Enough for a lifetime.
— Dave Liebman, jazz saxophonist & educator


Exhibits-to-Go is the Boonshoft Museum of Discovery’s traveling museum. These hands-on exhibit presentations have been developed to be taken to schools, day care centers and camps. The Wise About Eyes Exhibits-To-Go (ETG) is a 60-minute classroom presentation designed to enhance the preschool and elementary education curricula by providing “hands-on” experiences that bring the Wise About Eyes exhibit and the Wild About Eyes kiosk subject matter to life OUTSIDE the exhibit or kiosk experience.
Aligned with state education standards, including Common Core, The Wise About Eyes ETG program contains three learning objectives for children:
1. The importance of vision: most of what we learn is through our eyes, keep eyes healthy and safe, no eye replacements, and discussion of how eyes can become hurt/injured.
2. Why some people wear glasses: purpose of glasses, role of eye doctor, purpose of and importance of eye examinations, what eye charts look like.
3. Eye health and safety: no eye replacements if eye gets injured, discussion of things that are harmful to eyes, discussion of ways to keep eyes safe.
WISE ABOUT EYES
SCHEDULE A PRESENTATION


At Blackfriars, we aim to instill in boys the confidence to be so many things but, more importantly, to first be themselves.
When I grow up, I’m going to be a scientist, sports star, teacher, astronaut, fireman, doctor, dinosaur; I want to be a superhero who will help people.
The Primary School at Blackfriars provides a nurturing, student-centred learning environment for the critical years of a boy’s educational, social, emotional, spiritual and physical development. It offers a diverse, challenging and creative curriculum to develop boys’ capabilities to live and participate in a digital and global society.
Primary School boys undertake specialist subjects including STEM, Japanese, Art, Music and Physical Education with additional teacher support available in areas including Literacy, Numeracy, Learning Enrichment and English as an Additional Language (EAL).
Assessment at the beginning and end of the year allows us to track the educational needs of the boys and measure the improvements gained in a calendar year.
Our staff pride themselves on getting to know each boy’s interests through our Pastoral Care program. This program includes the opportunity to mix with boys and teachers from the Middle and Senior Schools through our integrated House system. Teachers are involved in the boys’ co-curricular activities including school camps starting in Year 4. Regular communication with families about their boys and upcoming events provides a crucial link to home and supports the partnership between family and school.
The Blackfriars Primary School buildings provide indoor and outdoor learning areas for active boys who need space to move, think and do. The classrooms have an abundance of natural light, contemporary teaching equipment, secure access to the latest information and communication technologies and to a safe and sun-sheltered play area.
- History and Geography
- Visual Art
- Drama (integrated across curriculum)
- Information and Communication Technologies (integrated across curriculum)
2022 Curriculum Handbook
Learn more about the full curriculum offered at Blackfriars, including individual subject detail, learning area pathways from Reception to Year 12, learning support and enrichment programs, in the latest edition of our Curriculum Handbook.
Specialist Teaching and Support
- STEM (Science, Technology, Engineering & Mathematics)
- Physical Education
- Visual Art
- Teacher Librarian
- Learning Enrichment
- Literacy and Numeracy
- English as a Second Language
The Blackfriars Primary School curriculum comprises the key learning areas of Religious Education, English, Mathematics, Science, HaSS (Humanities and Social Sciences), Technology (Digital and Design), Health, Physical Education, Languages, Visual Art, Music, Dance and Drama. The Religious Education program is central to the curriculum and is informed by the Crossways and Made In The Image of God programs. The Keeping Safe: Child Protection Curriculum is interwoven through all learning areas. All other learning areas are informed by the Australian Curriculum.
Innovation of Languages
Blackfriars has adopted an innovative approach to the learning and teaching of languages.
In each Primary School classroom, there is a high level of support for students to engage in their learning. Teachers set high expectations for every boy’s progress and individual targets for improving classroom performances. They implement a variety of teaching methods that have been shown to be effective in promoting successful learning for boys. These include:
- Providing clear learning objectives
- Creating a positive classroom environment
- Providing opportunities for collaborative work
- Making links to areas outside the specific lesson
- Supporting and promoting discussion for deeper understanding
- Providing sufficient opportunities for boys to reflect on their learning
- Providing opportunities for project-based work with teachers facilitating kinasthetic (hands-on) learning
Teachers link boys’ learning to prior knowledge and build effective connections by combining their own knowledge of specific subject matter and their knowledge of the cognitive, social and cultural backgrounds of the students.
Active participation in class activities is expected both individually and as a member of a group. We assess in real time using SeeSaw for Reception to Year 3 and SEQTA for Years 4 to 6. These platforms allow boys and parents to engage with assessment at the time of completion and keep up-to date with their progress.
Assessment of student learning and growth may include the following:
- Diagnostic testing
- Oral presentations
- Classroom observation
- Performance tasks
- Exhibitions and demonstrations
- Teacher-created tests
- Self- and peer-evaluation


Fundations Level K Workshop – August 2
Fundations® is designed to reduce the number of children who later need intervention by giving all kids a solid foundation. A 30-minute Fundations® lesson ensures that the critical skills for reading and spelling are being taught daily.
Number of people you wish to register for this workshop:
10 in stock
|Date(s):||Monday, August 2, 2021|
|Time:||9 a.m. – 3 p.m. MDT|
|Location:||6059 S. Quebec #100
Centennial, Colorado 8011
|Additional info:||A continental breakfast and light lunch will be provided.|
|Note re. PayPal payments:||Cancellation of orders placed via PayPal are subject to a 6% processing fee.|
Fundations’ research-based approach and extensive program materials allow K-3 teachers to present a carefully structured reading and spelling curriculum using multisensory techniques. Fundations thoroughly teaches the foundational skills, and significantly supports reading, writing, speaking, and language standards found in states’ rigorous college- and career-ready standards, including the Common Core State Standards. It addresses all five areas of reading instruction with an emphasis on systematic phonics and word structure.
The Fundations Level K Workshop provides the practice and guidance needed to effectively begin teaching the Fundations Level K curriculum in a Tier 1 setting.
Upon completion of the course, participants are able to:
- Grasp the background knowledge and understand the research base supporting the why and how of Fundations instruction.
- Identify the skills taught in Fundations Level K: phonological awareness; phonemic awareness and the alphabetic principle; sound mastery; ways to form the key linkages-letter name, formation and sound; phonics; vocabulary; high frequency/trick words; fluency;
comprehension strategies; manuscript handwriting, spelling, and punctuation.
- Understand the principles of instruction: explicit, sequential, and cumulative instruction that engages multiple learning modalities with multisensory instruction, repetition, and immediate, specific feedback.
- Prepare a daily Level K learning plan and practice lesson activity procedures.
- Build a learning focused classroom by maximizing instructional time, learning lesson activities, using questioning to guide student learning and mastery, and encouraging craftsmanship for optimum outcomes.


To help your child’s brain reach its full developmental potential, it is crucial for parents to invest in childhood cognitive training. According to experts, building strong foundational skills play an important role in healthy brain development across their lifespan.
Moulded during childhood, the development of complex neural connections and networks in turn impacts the development of cognitive and socio-emotional abilities, such as self-esteem, empathy and positive social skills.
While a child’s brain undergoes rapid development during the first three years, the rest of its adolescent years should not be overlooked. Especially since children with weak cognitive skills who face difficulties in areas such as reading and concentration, might carry these struggles into adulthood. With the proper training, the way a child thinks, learns, remembers and retains information can be strengthened. That is where cognitive brain development programmes come in.
Ric Cognitive Approach® Evidence-based Developmental Program
Founded in 2005, Ric Cognitive Learning Centre (RIC) is the first cognitive centre in Singapore to successfully improve students’ IQ. RIC specialises in providing cognitive and brain training enrichment classes for students aged five to 17 years of age. The unique scientific-based cognitive developmental training programme engages students using Multiple Coding Theory, which focuses on mental imagery, to enhance working memory, IQ and eventually, students’ academic results.
Students are split into age-appropriate levels, from NeuroCognitive Preschool (for four to six years), Junior (seven to 12 years) and Senior (from 13 to 17 years). Each class has a maximum of six students per practitioner – the highly stimulating training involves mostly practitioner-student interactions with no computerised tasks involved.
To monitor the effects and results of Ric Cognitive Approach®, RIC periodically administers Imagery Drawing Tests and standardised IQ tests to provide qualitative and quantitative information on their students’ cognitive improvements. Apart from having enhanced fluid intelligence (IQ) and empowered working memories, each young learner is equipped with the skills needed to develop into creative and confident life-long learners!


"An Introduction to MyLab Research"
A new way to up skill, engage and increase the confidence of your research methods students
What do your students expect when they come to study Psychology?
An exploration into the dizzying mind of Sigmund Freud?
Discussions around Pavlov and his dogs?
The study of qualitative and quantitative research methods to concretely substantiate their theories and underpin their logic??
We know that for many students, research methods can lack those interesting and engaging components of psychology that brought them to you in the first place.
They can struggle with the material. They come from a wide variety of backgrounds and often have differing prior levels of achievement.
And we know that students can lack confidence when applying research methods to their projects.
So we’ve designed MyLab Research with leading academics from universities throughout the UK.
It’s an online resource covering key qualitative and quantitative research topics, packed with interactive digital learning tools, testing facilities and robust feedback for both students and teachers.
The Lab contains over 1200 practice questions that you can make available for self-study or assign to your students as part of your formative assessments.
If you choose to assign the material, the results will feed into the gradebook. You can use this information to get deeper insight into student knowledge and to gauge and help shape their future performance.
This online resource includes a selection of engaging material, including videos, covering SPSS and focus group scenarios, and podcasts, bringing research scenarios to life with greater clarity.
Mini-scenarios help your students develop critical thinking as they pick their path from an array of possible options.
A glossary of terms covers basic maths and numeracy skills and acts as a reference to consolidate learning as students move through your course.
And these are just a few of the features that are available within MyLab Research.
As a university lecturer, you’re entitled to free trial access of our digital products. Sign up for your trial today to discover all the resources this Lab has to offer. You can request access from MyLab Research.com. Just fill in your details and we’ll send you back a code to use in setting up your course. It’s as simple as that.


The National Curriculum places strong emphasis on experimenting with and applying the visual elements. This book systematically explores the basic knowledge needed to do this effectively. The author deals with the visual elements of art, their properties, how they are related, and especially with the ways in which children's knowledge of each can be developed through simple but creative activities. Each element is placed in context, with extensive cross-referencing. The author shows how these elements can be observed in the children's environment and provides examples of how they have been used in works of art and craft.
This accessible book does not assume any specialist knowledge or experience. It is essential for teachers at primary and secondary levels, art co-ordinators and for undergraduate and postgraduate level students of art education.
Martin Wenham is an artist, calligrapher and stone carver who has exhibited at the Craft's Council. He has taught at the University of Leicester and has over twenty years' experience of teaching in primary and secondary schools.


Teaching Reading to Black Adolescent Males: Closing the Achievement Gap
Stenhouse Publishers, 2005 - Всего страниц: 165
For those who truly wish to leave no child behind, the racial achievement gap in literacy is one of the most difficult issues in education today, and nowhere does it manifest itself more perniciously than in the case of black adolescent males.
Approaching the problem from the inside, Alfred Tatum brings together his various experiences as a black male student, middle school teacher working with struggling black male readers, reading specialist in an urban elementary school, and staff developer in classrooms across the nation. His new book, Teaching Reading to Black Adolescent Males offers teachers and schools a way to reconceptualize literacy instruction for those who need it most.
Alfred bridges the connections among theory, instruction, and professional development to create a roadmap for better literacy achievement. He presents practical suggestions for providing reading strategy instruction and assessment that is explicit, meaningful, and culturally responsive, as well as guidelines for selecting and discussing nonfiction and fiction texts with black males.
The author's first-hand insights provide middle school and high school teachers, reading specialists, and administrators with new perspectives to help schools move collectively toward the essential goal of literacy achievement for all.
Отзывы - Написать отзыв
LITERACY DEVELOPMENT IN BLACK
TURMOIL AND THE PROMISE OF READING
BLACK MALES AND THE READING
Не показаны другие разделы: 9
Другие издания - Просмотреть все
Reconceptualizing the Literacies in Adolescent's Lives
Donna E. Alvermann
Недоступно для просмотра - 2006
Reading Success for Struggling Adolescent Learners
Susan Davis Lenski,Jill Lewis
Недоступно для просмотра - 2008


"The miracle of the preserved word, in whatever medium—print, audio text, video recording, digital exchange—means that it may transfer into new times and new places." —From the Introduction
Margaret Mackey draws together memory, textual criticism, social analysis, and reading theory in an extraordinary act of self-study. In One Child Reading, she makes a singular contribution to our understanding of reading and literacy development. Seeking a deeper sense of what happens when we read, Mackey revisited the texts she read, viewed, listened to, and wrote as she became literate in the 1950s and 1960s in St. John’s, Newfoundland. This tremendous sweep of reading included school texts, knitting patterns, musical scores, and games, as well as hundreds of books. The result is not a memoir, but rather a deftly theorized exploration of how a reader is constructed. One Child Reading is an essential book for librarians, classroom teachers, those involved in literacy development in both scholarly and practical ways, and all serious readers.
"...Margaret Mackey's uniquely detailed, insightful and wide-ranging study of the development of her own literacy in childhood is a major contribution to knowledge, all the better for the fact that it subsumes a lifelong of reading, thinking and reflecting. Her Autobibliography helps us to understand the full meaning of 'learning to read', and the lasting impact that early experiences of stories, non-fiction texts and even ephemeral writings can have on individual young people - both for good and for ill."
"I know that One Child Reading is meant to be more than just a walk down memory lane, and it is much more than that, most certainly. And yet, while I know that scholarship and literacy will be richer for the extensive and careful research represented here, I still want to thank Ms. Mackey for taking me on that walk. It was a pure pleasure. I will recommend this book highly, and not just for library collections, but for any child of the fifties who loves books and reading." Tim Bazzett, author of the memoir, BOOKLOVER
"One Child Reading [is] the remarkable Margaret Mackey’s exhaustive but far from exhausting study of the development of literacy." [Full blog post at http://bit.ly/2aecVwx]
"One Child Reading, in which a professor becomes a geographer of her own literacy, is hyper-local, yet there's something about the way Margaret Mackey describes the forces that affected her early reading as a white, middle-class girl in 1950s and 60s St. John's that will speak to readers across identity lines.... [T]his book marks an expert in her field bringing a career's worth of knowledge to material she knows best. A thorough and lucid examination of the self, aided by prolific illustrations and great page design.
"Inquiring into children's reading experiences is notoriously difficult.... [The] most promising work in the field so far has imported methods and analytical categories from the social and cognitive sciences into the hermeneutic approaches of the humanities. Mackey's crowning achievement also manages to do just this and superbly so.... One Child Reading is beautifully written: its lucid, accessible style invites readers into the world of Mackey's emergent childhood literacy, amply offering the sensual, graphic details that the author sees as key to any reading experience.... This book is an ode to reading: please read it."
"The habit of reading is most frequently acquired in childhood: it is as children that we first acquire our love of losing ourselves in other worlds and other lives, and our imaginative capacity to respond emotionally to the abstract symbols that make up a text-based narrative. .. [In Margaret Mackey's] new volume, she turns inward to recall her own formative experiences as a child reader growing up in Newfoundland during the 1950s and '60s."


Education is one of JLA’s Focus Areas to Serve the Community
By Yvette T. Dupree, Ph.D., Operations Consultant and Volunteer for Internal Operations Council, The Junior League of Atlanta, Inc.
Literacy starts before a child meets their first teacher. This is why talking, reading and singing with young children at home is crucial; it forms the connections in their brains that help build literacy skills (American Academy of Pediatrics). Therefore, when childhood literacy is emphasized early, children enter school prepared to thrive and are better equipped to succeed in school and, eventually, their careers.
It has been widely noted that when children cannot read proficiently by the end of the third grade, dropping out of high school becomes four times more likely (Annie E. Casey Foundation). On social and psychological scales, low literacy levels also often result in poor self-esteem, bad grades, and high absenteeism rates (National Bureau of Economic Research). The long-term impact of reading below the proficiency level is further compounded when educational attainment impacts future earning potential, as 43% of adults with the lowest literacy rates live in poverty (National Center for Education Statistics). All of this against the backdrop of an expanding metropolitan area where job opportunities remain competitive often leads to families being displaced within their own communities as new development continues all around the region.
As children’s proficiency remains at the forefront of conversations related to literacy; the importance of adult literacy levels cannot be ignored. Often overlooked are the adults who did not gain a solid reading foundation in their youth. Many of these adults are now raising children, which perpetuates the cycle when parents cannot offer the direct assistance needed to build the foundational skills of reading and writing.
One of The Junior League of Atlanta, Inc.’s (JLA) primary focus areas is on early childhood education where literacy is a foundation for early learning. To be more immersed in the subject, the nonprofit organization is a part of several coalitions that target early childhood education (ECE) throughout Atlanta. Examples include partnerships with the Georgia Early Education Alliance for Ready Students’ Promise All Atlanta Children Thrive (PAACT) and the Infant Toddler Coalition.
JLA’s Vice President of Advocacy and Initiatives, Christine Brodnan shares, “All the representatives report back on ways [JLA] can get involved in this issue, from potentially signing letters to making calls and advocating on specific ECE related legislation.”
Members are also serving as experts to train and share their learnings League-wide. Each year, JLA supports several programs by reading and donating age-appropriate books. This year, JLA distributed Mayor’s Summer Reading Club books to local organizations such as the Mary Hall Freedom House and Our House. “We also conducted virtual reads to five ECE classrooms at Our House,” shared Laura Wagner, JLA’s Vice President of Community Impact.
Annually, the League joins with VOICES for Georgia’s Children to support Georgia Pre-K week with members reading to students and providing free books to young learners in dozens of metro schools and ECE partner agencies.” JLA also has on-going collaborations with organizations such as the Children’s Museum of Atlanta, Scottdale Early Learning Center, Atlanta Children’s Shelter, Frazier Center, YWCA and Sheltering Arms, which allow members to volunteer year-round,” says Wagner.
For more than a decade, JLA has also spearheaded the Journey to Literacy initiative, which entails monthly events held at local libraries that teach strategies to help families increase their children’s early literacy skills. This commitment stems from JLA’s long-standing belief that literacy skills empower adults and children to reach their highest potential.
“We recognize that a key barrier many have to overcome in generational poverty is literacy,” JLA President Bre West acknowledged. To that extent, JLA will continue investment in developing learners’ early literacy skills to build a vibrant community and face childhood and adult literacy issues head-on for years to come.


Do you want to take the music teaching to another level? Would you like to update yourself some latest trends and techniques inside the music education? Well, continue reading through and consider these creative, innovative, practical and gainful tips in piano teaching after we continue our efforts to make our students feel motivated and motivated to understand music off off by heart.
Music teachers at all like me always look for some useful, creative and interactive tips in piano teaching that individuals can surely apply inside our class activities. Inside my search for reliable assets appropriate for music teaching, I saved and needed the following factors that people found useful and efficient. This publish itemizes the needed tips that lots of music and piano teachers available can adopt and workout each day.
Consequently, most music teachers consider piano teaching their passion, profession or both. Whichever it falls, piano teachers always need something, a technology or possibly a course that can help them upgrade and boost their teaching techniques and widen their music teaching assets. In the private music studio or possibly a music learning center, piano teaching continues to be given and shared to students of numerous age groups, cultures and interests -handling students with versions.
To start with, right here exist several my fundamental suggestions and general recommendations which you may find helpful within your urge to obtain consistent professional growth and progress. Here’s my list:
o Bear in mind our students are people utilizing their own talents and flaws. We shall never generalize and underestimate the capabilities within our dear students. Interacting to each single student can meet anticipation and settle things out.
o Produce a stress-free, fun and galvanizing class atmosphere. Making our students feel great, motivated and inspired can amazingly make certain they’re learn, listen and participate more at school activities without losing interest, tired and exhausted. Piano training may seem difficult, complex and boring having a though our creativity and effectiveness, we could surely bridge the area and settle this conflict.
o Let rewards, little functions of appreciation and words of encouragement rule the category. This time around is a superb motivating aspect in making your students succeed in school and perform within their best. We don’t need to to take a position much with this particular – tiny problems and processes of kindness and recognition can do. Ultimately, your kind words or perhaps tap by themselves shoulders are capable of doing excellent accomplishments and draw better results in their academic performance.
o Make certain they’re join, listen, perform, play, participate and react. Active learning includes participation, communication and interaction. As music instructors, we have to employ all six of those effective forces inside the academe or studio setting: activity, anticipation, cooperation, interaction, diversity, and responsibility.
o Always evaluate your activities, techniques and techniques. Some techniques might no more be relevant and suitable for this school year’s students some activities might no more be appreciated by these new batches of scholars.


The study of developmental psychology is essential to understanding how humans learn, mature and adapt. Throughout their lives, humans go through various stages of development. Developmental psychologists study how people grow, develop and adapt at different life stages.
Why studying development is important?
Perhaps most importantly, studying human development makes it easier to spot possible signs of trouble. From problems with cognitive, social, or emotional development in early childhood to struggles later in life, being able to identify potential problems is important.
What is the importance of studying human growth and development?
The top reasons for studying human development are to gain an understanding of your own life experience, help others understand what they’re going through, understand the relationship of society and individual growth, lead more effectively, and support the physical and mental health of others.
What are the major benefits of studying child development?
Benefit 3: Knowledge of child development and learning helps to plan next steps for supporting children’s progress. Knowledge of the sequence of knowledge or skill development in any given area helps providers set achievable, appropriate learning goals for children.
What is the importance of development?
Economic development helps to protect the local economy from economic downturns by attracting and expanding the region’s major employers. The increased presence of companies in the region translates to increased tax revenue for community projects and local infrastructure.
What are two major influences on development?
Genetics, environmental influences, parenting styles, friends, teachers, schools, and the culture at large are just some of the major factors that combine in unique ways to determine how a child develops and the person they will one day become.
What is development and why is it important?
The purpose of development is a rise in the level and quality of life of the population, and the creation or expansion of local regional income and employment opportunities, without damaging the resources of the environment. Development is visible and useful, not necessarily immediately, and includes an aspect of …
What is the importance of studying human behavior?
The study of human behavior has played an important role in improving the lives of people who have mental health and behavioral disorders. It has also facilitated advancements in areas such as early childhood education, organizational behavior management, and public health.
Why is growth and development important?
Growth is universally used by health care professionals and caregivers to judge the physical condition of babies and children: poor growth in early life has a negative impact on cognitive development and morbidity, whereas rapid and excessive growth is associated with a higher prevalence of obesity and cardiovascular …
What are the 5 main areas of child development?
5 Main Areas of Child Development
- cognitive development,
- social and emotional development,
- speech and language development,
- fine motor skill development, and.
- gross motor skill development.
What are the four major developmental areas of child development?
Children grow and develop rapidly in their first five years across the four main areas of development. These areas are motor (physical), language and communication, cognitive and social/emotional.
What is the importance of child development?
Early child development sets the foundation for lifelong learning, behavior, and health. The experiences children have in early childhood shape the brain and the child’s capacity to learn, to get along with others, and to respond to daily stresses and challenges.
What is the ultimate goal of development?
. In principle, human choices can be infinite and change over time. But at all levels of development, the three essential ones are for people to lead a long and healthy life, to acquire knowledge, and to have access to resources needed for a decent standard of living.


When you hear about early childhood education, what do you perceive? Does it worry you to place your child in a formal setting when you know it is too early for that? Does it bother you how your child can manage the separation? Do not worry about things like that as a kids early learning centre, in no time, will support your child to cope with everything.
It pays to send your child to a day-care center that specializes in early childhood education and development. Study shows that early educating them at an early age is one of the best ways for your child to be prepared for preschool and beyond to improve cognitive, emotional, and social skills.
Why Is Early Childhood Learning Good for Your Children?
Once children are introduced to shapes, letters, and numbers, they benefit from early childhood learning. More specifically, they acquire other hidden skills and learn how to get along, participate, and interact with other kids.
When your child reaches 3-6 years old, they are like sponges. They can go too far more than what you think. It would be best to use this to develop your child’s potential and skills, which they need through their journey.
Here are some things your child can gain if you enroll him or her in kids early learning center:
Your Child Will Develop Good Habits
Daily routines make a child feel safe and secure. It is indeed an ideal way to teach healthier habits to children, such as washing their hands or brushing their teeth. Kids can be settled, calm, and get into good sleeping patterns when they know exactly what to expect every day.
Your child might start taking responsibility for daily tasks over time, such as packing their bags and preparing their clothes.
Your Child Will Develop Emotional Resilience
Early childhood learning provides an outlet for your child to acquire social skills to develop positive relationships with other children. They can learn how to get along, socialize, feel comfortable with other kids, listen to everyone else, and share their opinions while becoming independent.
They can use these skill sets when your child grows to establish relationships that will shape their sense of self-identity and the wider world.
Your Child Will Develop Numeracy and Literacy Skills
The foundation of education is literacy and numeracy skills, so it’s more than just counting, writing, and reading. Including drawing shapes on paper, learning about pictures, and listening to stories, kids develop literacy skills. Through playing and singing music or putting sand into pots of various sizes, they can learn numeracy skills.
Your Child Can Establish a Deep Appreciation for Learning
Not only can a high-quality childcare center take care of your child comfortably as you work, but it would also encourage them to develop a love for learning. Introduction to early childhood education includes cognitive and social opportunities for children, which help them, become confident and develop a healthy learning mindset.
These abilities help your child move into preschool and accelerate their academic achievement.
Early childhood education’s advantages will last a lifetime. Children with more excellent early childhood education aged 0-5 years are more likely to be working regularly and graduate from university when they grow up. The skills your child gains are crucial for their emotional, social, and academic success in the early years of their lives.


Ten-month old infants at an elevated likelihood of being diagnosed with autism or ADHD reach across their body less than those who are not, shows new research led by AIMS-2-TRIALS partners at the Birkbeck Baby Lab in London.
Previous research has shown that general motor skills differ between infants with an elevated likelihood of autism or ADHD diagnosis and those with typical likelihood. The present study aimed to take this further, by investigating whether a specific type of motor skill – ‘midline crossing movements’ – follows this same pattern. Midline crossing movements describe, for example, using the left hand to pick up an object situated on the right side of the body.
Autism has a strong genetic component and is known to be heritable within families; infants considered to be in the elevated likelihood group were those with a first-degree relative, such as a parent or sibling, with a diagnosis of autism and/or ADHD. The other group of infants did not have a first-degree relative with any known diagnoses and were considered to be of a typical likelihood of receiving such a diagnosis. Both groups were studied at three key ages: 5, 10 and 14 months. At each time point, the infants were observed playing independently with toy blocks, while researchers recorded the number of toy interactions and amount of cross-body movements at a ‘rate per minute’, for a maximum of 3 minutes.
At around 5 months of age, infants typically begin to learn motor skills involved in reaching, enabling them to play and interact independently with the world. The study found that at this time-point, both ‘elevated’ and ‘typical likelihood’ groups made similar amounts of cross-body movements. However, at 10 months, those in the typical likelihood group made significantly more than those in the elevated likelihood group. By the time the infants reached 14 months of age, the amount of cross-body movements were again at a similar level in all groups.
Some might assume these findings suggest that infants at an elevated likelihood of autism/ADHD are slower to develop motor skill development because they make less cross-body reaching movements at 10 months old. Dr Jannath Begum Ali, who led the research explains this is not necessarily the case; “It may mean that they’re using more efficient and comfortable ways of learning motor skills”.
The research team believes that midline crossing movements may be linked to how information is combined from multiple senses. It is suggested that infants with an elevated likelihood of autism and/or ADHD may have difficulties with combining complex sensory information. For example, to make a midline crossing movement, infants need to combine information from what they see of their hand, what they feel from the muscles in their arm and what they touch when they complete a reach. If infants have trouble combining this information, they may decide to not engage in midline crossing movements.
It is hoped that this research will inform further investigation into motor skill development in what is known as a transdiagnostic approach, which considers developmental differences shared across neurodevelopmental conditions, rather than focusing on specific conditions alone.


School of Music
Master of Arts in Music Education (MA)
Fred Rogers, Music Education, Social and Emotional Learning, Early Childhood, Elementary Music
Education | Music | Music Education
Conceison, Julia, "Hello, Neighbor! A Curriculum for the Instruction of Social and Emotional Learning in the Early Childhood Music Classroom Using the Pedagogical Strategies of Fred Rogers" (2021). Masters Theses. 745.
Modern music educators are faced with many unique challenges while teaching in the early childhood and elementary classroom. With these challenges come the added stressors of students’ individual and collective experiences as they learn to process and regulate their behaviors and emotions through a variety of often unfamiliar social, political, and familial challenges. Currently, while many university teacher preparation programs focus on teaching content differentiation, curriculum creation, and content knowledge, they do not often focus on cultural relevance and responsiveness. One champion of cultural relevance and responsiveness in music education is composer, educator, minister, and children’s television host, Fred Rogers, most commonly known as the man behind the acclaimed show, Mister Rogers’ Neighborhood. This study seeks to examine and apply the life, works, and pedagogical approaches of Fred Rogers to propose a curriculum to help collegiate music educators foster a culturally responsive environment for young students in the early childhood music classroom.


Primary and Secondary Schools
Brisbane schools are internationally recognised for providing high-quality education to all students and provide a wide range of both government and private schools.
Primary school is compulsory education delivered from Year 1 to 6. Students are taught a range of foundational skills and knowledge based on a combination of the Australian Curriculum and the Queensland Curriculum.
Secondary (also known as senior or high school) is delivered from Year 7 to 12. It’s the final period of compulsory education for Queensland students.
Brisbane schools also offer a Prep Year, a one-year, full-time program available to children in the year before they start primary school.


ART TEACHERS’ PERCEPTIONS ABOUT VISUAL ARTS GIFTEDNESS.pdf
thesisposted on 13.11.2019, 14:19 by Ting Ting Tay
In 1972, visual arts giftedness was recognized as an aspect of giftedness that needed to be nurtured and developed (Marland, 1972). However, students with gifts and talents in visual arts continued to be overlooked in the field of gifted education. Addressing these gaps in the field of gifted art education, I conducted a mixed methods study to examine the issues. The quantitative part of the study consisted of developing a survey instrument, Perceptions about Art Giftedness, and conducting an exploratory factor analysis (EFA) to investigate construct validity of the instrument. The initial instrument consisted of 23 items. Due to the focus of the study and the specificity of the survey, it was necessary to be selective in recruiting the participants. The inclusion criteria are: (a) they must be art teachers in an arts school or a public school that serves middle or high school grade levels; and/or (b) they must be teaching visual arts or fine arts. A total of 150 participants completed the survey. For the qualitative part of the study, I contacted the participants who completed the survey and asked if they were willing to be interviewed (n=11). Since this was an exploratory study, I began with the qualitative analysis. Three major themes were developed from the qualitative analysis: (a) attitudes and behaviors aligned with Art, (b) attitudes and behaviors aligned with giftedness, and (c) the participants’ use of the selection process and the limitations. These themes highlighted how differently art teachers perceived visual art giftedness from the common understanding about giftedness and the importance of creative behaviors in art giftedness. Additionally, these art teachers also commented on the similarities between visual arts giftedness and conventional understanding of giftedness. They shared examples of characteristics, such as being self-directed and able to work independently that they observed among their gifted art students. From the quantitative analysis, the EFA results indicated a two-factor model with Factor 1 had a Cronbach's Alpha of .89 and Factor 2 has a Cronbach's Alpha of .91, suggesting that they were reliable estimates of the data’s internal consistency. After examining the factor loading for the items, four items were eliminated due cross-loading and low communalities. Of the 19 items were retained, 10 items (.467 to .895) loaded onto Factor 1 and nine items (-.451 to -.937) loaded onto Factor 2. After examining the items for each of the factor and based on the results from the qualitative analysis, new descriptors were developed. Factor 1 (dispositions towards creative giftedness) consisted of items focusing the artistic attitudes and behaviors demonstrated by students who were gifted in visual arts. Factor 2 (dispositions towards conventional giftedness) contained items focusing on attitudes and behaviors that were traditionally associated with giftedness. In summation, results from qualitative and quantitative analysis helped to illustrate how participants were looking for characteristics in gifted visual arts students that goes beyond those highlighted by researchers in gifted education. The participants were not only focused on creative behaviors when identifying gifted art students, but they were also looking for conventional gifted characteristics; such as self-directedness, independence, and task commitment. The participants recognized that for students with gifts and talents in visual arts to develop their potential, they would need to possess both sets of characteristics. Interestingly, although there was consensus among the participants about the characteristics and behaviors observed in gifted art students, there was no agreement among them when asked about specific art making skills.


Elementary schools in the United States facts for kids
An elementary school is a primary school which is the main point of delivery of primary education in the United States, for children between the ages of 5–11 and coming between pre-kindergarten and secondary education.
In 2001, there were 92,858 elementary schools (68,173 public, 24,685 private) in the United States, a figure which includes all schools that teach students from First Grade through Eighth Grade.
According to the National Center for Education Statistics, in the fall of 2017 almost 35.6 million students attended public primary schools.
It is usually from kindergarten through fifth grade.
Originally, elementary school was taking children from kindergarten through grade 8; and secondary school was the high school grades 9–12. This system was the norm in the United States until the years following World War I, because most children in most parts of the rural United States could go no further than Grade 8. Even when the high schools were available, they were often not accessible.
As the population grew and became increasingly urban and suburban instead of rural, the one-room schoolhouse changed to the multi-room schoolhouse, which became multiple schools. This produced the junior high school – which was designed to prepare children to transition from primary school to secondary school, acting as a bridge between elementary school and high school. Elementary schools were usually from Kindergarten through to grade 6; the junior high school, was often in the same building as the senior high school, that covered grades 7 through to 9; and the senior high school operated grades 10 through to 12. At the same time, grade 9 marked the beginning of high school for the purpose of GPA calculation.
Teachers had credentials to work in either primary or secondary education. A Primary School Certificate qualified the holder to teach any subject in grades K through 8, and their major and minor subjects in grade 9. A Secondary School Certificate qualified the holder to teach any subject in grades 7 and 8, and their major and minor subjects in grades 9 through 12.
By the late 1960s the junior high school started to get replaced by the middle school. This change saw grade 9 considered as (senior) high school, with grade 6 sometimes included in middle school with grades 7 and 8. Now, the 20th-century American education began with the elementary school finishing at grade 8, the 21st century begins with the American elementary school finishing at grade 5 in many jurisdictions, though the older systems are still operating in some areas.
Over the past few decades, schools in the USA have been testing various arrangements which break from the one-teacher, one-class model. Multi-age programs, where children in different grades (e.g., Kindergarten through to second grade) share the same classroom and teachers, is one increasingly popular alternative to traditional elementary instruction. Another alternative is that children might have a main class and go to another teacher's room for one subject, such as science, while the science teacher's main class will go to the other teacher's room for another subject, such as social studies. This could be called a two-teacher, or a rotation. It is similar to the concept of teams in junior high school. Another method is to have the children have one set of classroom teachers in the first half of the year, and a different set of classroom teachers in the second half of the year.
- See also: Education in the United States
Primary education tends to focus on basic academic learning, skills that help a person master a trade or a job and skills we use everyday to interact and communicate with others, introducing children to the broad range of knowledge and skills they need to succeed in life – and, particularly, in secondary school.
Learning standards are identified for all areas of a curriculum by individual states, including those for mathematics, social studies, science, physical development, the fine arts, and reading. The No Child Left Behind Act has made sure that standards in curriculums exist at the state level.
Basic subjects are taught in elementary school, and students often remain in one classroom throughout the school day (until starting different blocks), except for physical education, library, music, and art classes. However, in some schools, especially primary, physical education, art and music are not taught.
The school district selects curriculum guides and textbooks that reflect a state's learning standards for each grade level.
Teachers typically earn either a Bachelors or master's degree in Early Childhood and Elementary Education.
Public Elementary School teachers typically instruct between twenty and thirty students of diverse learning needs. A typical classroom will include children with a range of learning needs or abilities, from those identified as having special needs to those that are gifted in some areas.
Teachers use a variety of ways to teach, with a focus on getting pupils attention. Humor is sometimes used. Cartoons, for example, can capture ideas in one image.
Elementary schools in the United States Facts for Kids. Kiddle Encyclopedia.


Gain a Richer Understanding of the Interdependent Relationship Among Culture, Language, and Learning
Learn how to implement intentional practices that nurture children's bilingual identities and augment their growth in all developmental domains. Educators working with children ages 3 through 6 can apply the concepts and strategies explored in this valuable resource in a variety of early childhood settings and contexts.
Using current and foundational research, this book provides developmentally and linguistically appropriate guidance for intentional and purposeful practices with children, their families, and other members of the school community.
In each chapter, you'll find
For faculty! A sample syllabus and sample activities connected to each chapter can be found online at NAEYC.org/essentials-supporting-DLLs
Iliana Alanís, PhD, a native of South Texas, is a professor of early childhood and elementary education in the department of interdisciplinary learning and teaching at the University of Texas-San Antonio. She taught children in bilingual first- and second-grade classrooms while earning a master's degree in curriculum and instruction with a concentration in bilingual education from the University of Texas-Pan American.
María G. Arreguín, EdD, is an associate professor of early childhood and elementary education in the department of interdisciplinary learning and teaching at the University of Texas-San Antonio. She earned her doctoral degree in Bilingual Education at the Texas A&M University-Kingsville. Her research on dual language education, early childhood education, dyad learning and dialogue, and critical science pedagogy illuminates the intricacies of cultural and linguistic factors that influence minority children's access to education in early childhood and elementary bilingual settings.
Irasema Salinas-González, EdD, is an associate professor and coordinator of the early care and early childhood studies program at the University of Texas-Rio Grande Valley (UTRGV). During her 29 years in the bilingual and early childhood education fields, she has been a preschool and kindergarten teacher and reading specialist, and has worked with preservice and in-service teachers. She received her MEd in Early Childhood Education from the University of Texas-Pan American and her EdD in Bilingual Education from Texas A&M University-Kingsville. Her work focuses on language and literacy development of young dual language learners through play, the development of cognitive skills of dual language learners through play-based learning, and creating engaging classroom environments for young dual language learners.
About the Book
Part 1: Understanding the Essentials


International Electronic Journal of Elementary Education
This study examined teachers’ zone of proximal development for classroom physical activity breaks by assessing teachers’ knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n=346 teachers) took part in a short online survey. Descriptive statistics were calculated and chi-square analyses were used to identify differences between districts. Almost all teachers utilized classroom physical activity to some extent. A third of teachers who stated they implemented classroom physical activity, experienced barriers to implementation. A majority of teachers were interested in learning more about classroom physical activity. There were significant differences between districts on the number of days per week classroom physical activity was integrated, the frequency of collaboration that occurred between teachers, the percentage of teachers who experienced barriers, and preferred delivery method of professional development. These findings support the importance of identifying teachers’ zone of proximal development to increase the use of classroom physical activity breaks. Understanding teachers’ knowledge and capacity for implementing classroom physical activity breaks can allow educational professionals to shift the implementation of classroom physical activity beyond sporadic use by isolated teachers and schools to a more systematic and consistent delivery across classrooms and throughout districts.
Dinkel, Danae M.; Lee, Jung-Min; and Schaffer, Connie, "Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks" (2016). Journal Articles. 1.


Mulvane Art Museum
Backstory and Context
A history of the museum from its official website:
"Joab R. Mulvane, 1837-1929, came to Kansas in 1876 and distinguished himself as one of the most successful Kansan's of his generation. The breadth of his interests has shaped Kansas and beyond especially in shipping logistics given the strategic advantage of Kansas as a single point distribution hub for North America. He was president of at least nine railroads and presided over the Chicago, Kansas and Western Railway Company, as its President, when it built over 900 miles of rail lines for the Santa Fe. In 1922 Mulvane pledged a gift to build the Mulvane Art Museum and the building opened to the public in 1924. In 1946, through the encouragement of Alexander Tillotson, Director of the Washburn Art Department, the Topeka Junior League sprearheaded the formation of a group now known as the Friends of the Mulvane Art Museum.
Accredited by the American Association of Museums in 1988, the Mulvane Art Museum, one of the oldest art museums west of the Mississippi, houses a collection of approximately 4,000 objects from around the world including paintings, prints, drawings, sculptures, photographs and decorative art. While international in scope, the Museum's collection focuses on the works of artists from Kansas and the Mountain Plains region of the United States. In addition to exhibiting works from the collection the Museum also presents changing exhibitions featuring artists from around the world.
Following a tornado in 1966 that destroyed most of the buildings on campus, the present art complex was built. Due to the nature of the Mulvane Trust, the building's native limestone exterior was unchanged; however the severely damaged interior was gutted and connected to the new Garvey Fine Arts Center which also houses the Art History, Music and Theater Departments. A Women’s Board was organized in 1968 to generate more interest in the Museum, provide volunteers to staff the Mulvane Store and raise funds for acquisitions and programs. In 1981 the Mulvane Art Center’s name was changed to the Mulvane Art Museum. The Mulvane Art Museum underwent another renovation project, completed in 2006, that increased exhibition space to 5,000 sq. ft., provided secure storage for the collection and art preparation areas, and significantly enlarged the art education program with the creation of the Judith Lennox Sabatini ArtLab, a 1,500 sq. ft. hands-on art experience center and the renovation of four education classrooms."1


Travel as a subject has inspired painters. The excitements of journeys offer them visual possibilities, and departures and arrivals are often full of emotion.
Travel as a way of life has appealed to many artists, because before the age of photography they had the role of bringing back to their compatriots the reality of far away places.
Painters have always sought to travel in search of climates with different light and colours. The Mediterranean has had strong appeal for northern artists. The vividness of works done there often contrasts with those of a stay-at-home such as Thomas Gainsborough.
This is an art education resource in e-book pdf format for schools, higher education, art classes and lifelong learning.
Contents: 41 pages, 30 paintings and teaching notes. See contents
On purchase click the download link on the order form sent to your email to receive your ebook.
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Here’s an idea many families may be wise to note: Research shows letting your kids learn music can help them do better in other subjects and enhances skills they’ll need in other areas.
Lend An Ear To Expert Advice
“The development of language over time tends to enhance parts of the brain that help process music,” explains Dr. Kyle Pruett, clinical professor of child psychiatry at Yale School of Medicine. “Language competence is at the root of social competence. Musical experience strengthens the capacity to be verbally competent.” What’s more, a study by E. Glenn Schellenberg at the University of Toronto at Mississauga, as published in Psychological Science, found an increase in the IQs of 6-year-olds who were given weekly voice and piano lessons.
Another study, led by Ellen Winner, professor of psychology at Boston College, and Gottfried Schlaug, professor of neurology at Beth Israel Deaconess Medical Center and Harvard Medical School, found children who had just 15 months of weekly music instruction and practice had improved sound discrimination and fine motor tasks.
According to many music teachers, the piano can be a great first instrument. There are several reasons. First, pianos are simple to play; children can begin their music studies as soon as their fingers can reach all the keys. In addition, a piano can help students learn to read music because it’s easy to see the relationships between pitches in both melodies and chords and the way they look written out on the staff.
Regular piano playing sharpens fine motor skills and improves hand-eye coordination in the young. Plus, studying piano has been shown to improve memory and build good habits such as focus and perseverance, diligence and creativity.
Keys to Piano Success
If you’re considering investing in music education for your child and purchasing a piano, there are three things you should learn first.
Invest in a good acoustic piano. Look for a high-quality tone, not tinny or shallow, but round and warm that fills the room with vibrations. An acoustic piano can last longer, have more aesthetic appeal, and provide a better music educational experience. For example, touch sensitivity of an acoustic piano lets you play the more subtle musical expressions and dynamics required in most musical genres.
As one professional music teacher put it: “Learning to play on an acoustic instrument offers a range of dynamics, responsiveness, tone color and action that a digital piano cannot match.”
Although acoustic pianos tend to be more expensive than digital, the Boston and Essex piano models designed by Steinway bring the world-class tone within financial reach. Furthermore, should your child become more serious about his or her piano studies, you can trade in the instrument toward a more expensive Steinway piano. If you think you can’t afford a piano at this time or you’re not sure you and your child want to commit to the instrument, consider renting a piano—a smart option provided by authorized Steinway dealers.
Even more important than the quality of the piano is the quality of the teacher. It’s important to find someone who is the right fit for your child and willing wholeheartedly to invest in your child’s success. One way to find a good teacher is to reach out to your Steinway dealer for suggestions.
Finally, the best teacher and the best piano can’t help your child learn to play if he or she doesn’t practice. Consistency is key, and a daily routine is by far the most effective practice structure.


A country in western Africa, bordered by the Atlantic Ocean. It became independent of France on the 4th of April 1960. It is one of the most politically stable countries in Africa. Nevertheless, it remains among the countries with the lowest level of social development. Almost a half of the country’s area is occupied by farming land, but farming is becoming increasingly difficult due to frequent climate shocks. The highest temperature of 48.8 °C has been recorded in Matam.
- 38% of the society lives below the threshold of poverty, that is, for less than 1.90 USD per day
- the employment rate in Senegal is 50.6%
- 44% of the working population is engaged in farming
- only 13.9% of the population aged 25 or more has any post-elementary education
- the literacy index among the youth aged 15 to 24 is 69.8%
Good Factory makes dreams come true! Do you remember Emma, a student from our school in Dakar, whose biggest dream was hip surgery? We shared her story with you on November 20. Emma’s dream was to be able to walk like other girls. She was born with a deformed hip joint and spent years knocking on the doors of various organizations, asking for help wherever possible, losing time and hope in the process. She finally arrived at the Franciscan Sisters school, which is when we shared her story with you. It took you just one day to raise the money needed for her surgery!
See for yourselves just how happy this made Emma!


From September 2017, we will offer the OCR Physics A course. In Year 12 students will study Forces and Motion and Electrons Waves and Photons. In Year 13, they will move onto the Newtonian World and Astrophysics, and then Particle and Medical Physics. Whilst the course builds on many of the GCSE topic areas, the demands are far greater, especially in terms of the maths skills you are expected to use, but also in terms of concise explanations of difficult concepts.
Physics A-Level traditionally leads into the study of Physics, Engineering or Maths at university. However, it is also an extremely useful course for those wishing to pursue a career in Medicine, as it allows a fuller understanding of both the world that living organisms interact with and how many of the diagnostic and treatment devices used in hospitals and clinics work. After university, Physics is also one of the best ways of proving that you have the numeracy skills required for a career in banking and finance - a very high percentage of people working in these fields have Physics or Engineering degrees.
The course has a significant practical element. There are a certain number of experiments and investigations which you are required to undertake, as well as many more which are used to help you understand concepts or develop important skills. There is an expectation that you will do a great deal of work as homework so that lesson time can be devoted to clearing up any problems you have encountered in your private or small group study. When students prepare properly in advance, much of your lesson time can then be spent discussing science instead of doing written work.
Content is split into six teaching modules:
At the end of Year 13, you will have three exams. The first paper assesses content from modules 1, 2, 3 and 5. The second paper assesses content from modules 1, 2, 4 and 6. The final paper assesses content from all modules (1 to 6)
Students gain practical skills throughout the course. These are assessed in the written examinations and in the practical endorsement.
You will be expected to do a great deal of work outside of lesson time. Five hours will not be enough for most people to achieve the grades they want. Realistically, you will need to spend at least 7-8 hours working to complete homework, review key concepts introduced in lessons and prepare for upcoming lessons. This, of course, includes your Directed Study time, where you are advised to work with other members of your Physics group, time after school and time at home.
OCR. In 2017, we will offer the OCR Physics A course, not the Physics B course, so be careful if you are researching the course online.
To be do well on this course, your prior knowledge is less important than your skills. You will need to be able to use a wide range of mathematical skills. The most important is algebra, which you will need to use well from the start of the course, but you will need to quickly develop fluency in standard form, logarithms, graph skills and calculus. You will need to be able to interpret very complicated diagrams, and draw clear diagrams of your own. You will need to be very literate so that you concisely explain concepts using both words and the appropriate symbols and equations.
Most important of all, you will need to be interested in the Physics that you will be taught, or you simply will not be able to motivate yourself enough to study hard enough.


THE National Association of Parents and Deaf Children, an organisation working to improve inclusive education system accommodating deaf children wants sign languages to be one of the languages taught in all schools.
The meeting that attracted the key stakeholders such as parents, heads of schools, teachers with hearing impairment and students was held at Ntinda on Saturday.
Joyce Nalujja ,the head of the organisation noted that the ministry of Education included local languages in the national education curriculum such Kiswahili, Lusoga, Luganda among others leaving out sign language.
“We want sign language to be introduced in primary school curriculum so that as the children grow, they are aware of sign language. They are aware of deafness,” she said.
She said that children with hearing impairment need to interact with other children in the society in order to promote free interaction with the aim to eliminating negativity.
“We believe that deaf children should be able to learn in an inclusive environment. They need to learn together with their counterparts because they learn a lot from each other, “she said.
She appealed to the ministry of Education to enforce policies in schools more especially those of children with hearing impairment.
“Its better you reach in these schools and get to know their needs, problems and challenges, get the ideas of these people and include them in planning,” she said.
This article was orignally posted here Source link


Kids in Transition to School
Kids in Transition to School – or KITS – is an evidence-based school readiness program developed at the Oregon Social Learning Center. The program provides a boost to children’s literacy, self-regulation, and social skills just prior to kindergarten via a system of positive teaching and behavior change strategies. The program focuses on both children and their families.
The school readiness groups are structured like a kindergarten class. Children attend 2 sessions a week for 8 weeks before the start of kindergarten and 1 session per week for 8 weeks after school starts. A 24-session school readiness group curriculum concentrates on:
- Early literacy skills (e.g., letter names and sounds, concepts about print) during the summer
- Early numeracy skills (e.g., recognizing numbers, counting)
- Self-regulation (e.g., teacher-preferred skills such as sitting still and raising hands)
- Social skills (e.g., cooperation, sharing, recognizing others’ emotions)
Parents attend workshops weekly in the summer and every other week in the fall. A 12-session workshop for parents focuses on:
- Ways to increase early literacy skills at home.
- Establishing school routines to help with transition to kindergarten.
- How to become involved with their children’s schooling.
- How to encourage positive behaviors at home and school.
- Collins Foundation
- Corporation for National and Community Service Social Innovation Fund
- Ford Family Foundation
- Institute of Education Sciences
- Jubitz Family Foundation
- Oregon Community Foundation
- National Institute on Drug Abuse
- United Way of Lane County
- Bethel Education Foundation
- Bethel School District
- Creswell School District
- Crow-Applegate-Lorane School District
- DHS Children, Adults & Families Division
- Early Childhood CARES
- Eugene 4J School District
- Eugene Education Foundation
- Junction City School District
- Lane Education Foundation
- Lowell School District
- Marcola School District
- McKenzie School District
- Oak Ridge School District
- Salem-Keizer School District
- South Lane School District
- Siuslaw School District
- Springfield Education Foundation
- Springfield School District


Equity and Cultural Awareness in Education Certificate ProgramAndrea Echelberger, ESL Training Coordinator
At Literacy Minnesota, the pursuit of educational equity is at the center of everything that we do. We strive to foster equitable learning environments for all by providing development opportunities to our volunteers and supporters. The FREE Equity and Cultural Awareness in Education Certificate Program (formerly known as the Social Justice in Education Certificate Program) is an opportunity for ABE teachers and volunteers in Minnesota to increase their awareness of social justice issues that impact the field of education and society.
Participants who earn their Social Justice in Education Certificate will:
- Help gain awareness of the cultural experiences of learners and other community members, especially related to racial, ethnic, linguistic, religious, socioeconomic or gender differences;
- Be equipped with resources and tools to advocate for important issues that affect literacy and the communities served;
- Be provided continuous learning opportunities to help make positive, informed and equitable decisions in the community.
To earn the certificate, participants must attend six different Literacy Minnesota Equity and Cultural Awareness in Education webinars. These workshops are designed for attendees to understand themselves within a cultural context and develop methods for building learning environments where all identities are affirmed and included. The certificate program and webinars are free and open to everyone.
Upcoming Equity and Cultural Awareness in Education webinar topics will include:
- Accent Bias and Discrimination in the United States
- Immigration in the United States and Immigrant Rights
- History of Native Americans in Minnesota and in ABE
- Accessibility in Adult Education
At least one training will be added each month. Check the Literacy Minnesota Training Calendar for all upcoming Equity and Cultural Awareness in Education webinars.
- Adult Career Pathways
- CCR Standards
- Cultural Competency
- Digital Literacy/Northstar
- Distance Learning/Education
- HSE/GED/Adult Diploma
- Mental Health
- Minnesota ABE
- One-Room Schoolhouse/Multilevel
- Professional Development
- Program Management
- Remote Instruction
- Social Studies
- Support Services
- Teaching Strategies


WRITTEN BY MARKETING INTERN SHANNON MCFADDEN
Augusta Savage became a gifted sculptor, significant teacher, leader, and catalyst for change. Overcoming poverty, racism, and sexual discrimination, Savage became one of this country’s most influential artists of the 20th century, playing an instrumental role in the development of some of the most celebrated African American artists. A prodigious and highly acclaimed artist in her own right, Augusta Savage created works that elevated images of Black culture into mainstream America. A central figure in the Harlem Renaissance, she worked with other leaders, writers, musicians, and artists to showcase the contributions of African American culture. As a community organizer and teacher, Savage created a bridge between the first generation of Harlem Renaissance artists and subsequent generations of artists.
Augusta Savage was born to Cornelia Murphy and Edward Fells on February 29, 1892, in Green Cove Springs, Florida. In 1921, Savage moved from Jacksonville, Florida to New York City to further her artistic skills and was admitted to the School of Art at Cooper Union for the Advancement of Science and Art. Like many Black artists of her time, Savage traveled to Paris to study er craft. After her return to New York, she opened her Harlem studio to the public, offering free art education and mentoring to a number of master artists. Because of the success of her studio and dedication to art education, the Federal Art Project of the Works Progress Administration invited Savage to open the Harlem Community Arts Center, which would serve as a model for art centers opening across the nation during the Depression. Shortly after opening the center, Savage participated in the 1939 New York World’s Fair and created her masterpiece Lift Every Voice and Sing (The Harp). After the critical success of her workin the fair, she opened a gallery, the Salon of Contemporary Negro Art, which was the first gallery in the nation to exhibit Black artists. After the closure of the Salon, she went back to teaching and moved to Saugerties, New York. She died of cancer in 1962.