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[ Thread ][ Subject ][ Author ][ Date ]sandra may cheung
Tue, 20 Oct 1998 15:39:46 -0700 (PDT)
This is in response to the question about whether Leonardo da vinci was
the inventor or the perfector of scissors. I actually have no idea, but I
just want to let people know that there is a huge exhibition of Leodardo
da vinci's stuff and the Royal Victoria Museum in Victoria B.C. which is
supposed to be amazing. It is also either going to or has gone to Boston,
the only other destination. I think looking into the inventors and
contexts of the tools and equipment for art making can be really
important. By learning about how inventions came about, we can really
encourage students to think of themselves as possible inventors of some
really important things. I think it would be great to get kids to look at
tools of art making in this contextual way too.
sandra from UBC art education


Playing Nintendo's Wii Fit exercise games could aid development in children with motor skill deficiencies and Development Coordinator Disorder, according to research results shared by London's Goldsmiths' College today.
The pilot study suggests that regular participation in the Wii Fit's balance games could help improve motor skills as well as related emotional and social behaviors in affected children.
Over one month, the research team studied two groups of children with DCD and other movement difficulties. One group used Wii Fit for 10 minutes three times a week, while the second group took part in a different program focused on motor skill development. More children in the Wii Fit showed significant progress in motor proficiency and reported emotional well-being during the testing period than the group using the other program.
"This simple, popular intervention represents a plausible method to support children's motor and psychosocial development."
According to project head Professor Elisabeth Hill of Goldsmiths' psychology department, the evidence suggests successful use of the Wii Fit with therapeutic programs for afflicted children.
"The results provide interesting points warranting further discussion, particularly in view of the fact that many children have access to the Nintendo Wii Fit and may be using this system at home with minimal supervision," Hill said in a press release. "This simple, popular intervention represents a plausible method to support children's motor and psychosocial development."
Research was conducted by Goldsmiths' in partnership with Sussex Community NHS Trust, Oxford Brookes University and the teaching hospitals of Guy's and St Thomas' NHS Trust.


Teacher Education Program
in Inclusive Elementary Education
About the Program
This is a unique, innovative and rigorous program that prepares students to be extraordinary teachers and teacher leaders. Graduates are prepared to become candidates for a Vermont Initial Educator License with endorsements in both elementary education and special education (K-6) after just four years.
Dual endorsement is possible because the professional standards for both elementary and special education are woven throughout the curriculum, creating a comprehensive, fully integrated four-year program. Other programs address these two specialties separately and sequentially, requiring graduate study in special education in order to gain that endorsement.
Inclusive elementary education prepares graduates to work with all students -- the general student population as well as those with special needs and students from different backgrounds and cultures, which is the face of education today.
Students start by taking coursework in the Childhood Education program and apply to enter the Teacher Education Program in Inclusive Elementary Education during their first semester. See the Office of Educator Licensure for entry requirements, which include a minimum GPA, minimum scores on an academic knowledge exam (such as the SAT, ACT or PRAXIS I), and an interview.
Students accepted into the program complete three sets of academic requirements: Background Study in the Liberal Arts and Sciences -- the Nine Components; Childhood Education; and Liberal Arts or Science Concentration.
Background Study in the Liberal Arts and Sciences:
The Nine Components
In order to be prepared for the breadth of material that elementary teachers instruct, students complete coursework in composition, quantitative skills, literature, historical thinking and citizenship, artistic expression, scientific thinking, diversity studies, identity studies, and interdisciplinary studies. This coursework is typically satisfied by selecting specific courses in the undergraduate general education program. A list of recommended courses is available from faculty advisors. Contact the Inclusive Elementary Education program director to discuss equivalencies. Graduate students should consult with the program director regarding sufficient coursework.
Students complete coursework in Childhood Education with a 3.0 cumulative GPA or better. They also complete a set of endorsement-specific courses that satisfy both the elementary and special education requirements.
Liberal Arts or Science Concentration
With the assistance of their advisor and the program director, students complete coursework for a second major or a 30-credit concentration in an approved liberal arts or science field of study. Options include a major in liberal arts or a major or concentration in English, math, history, biology, environmental science, health science, art, music or theater and drama. Anthropology/sociology, political science, or psychology also may be taken.
Fieldwork at Partnership Schools
The best way to learn to be a great educator is to gain practical experience under the mentorship of a practicing professional at a JSC partnership school. Students accepted into JSC's teacher education programs undertake the following fieldwork experiences at our partnership schools:
Inquiry projects: Students complete 20 hours of observation and participate in teaching various courses.
Practicum I (Introductory Methods): Students teach lessons in English language arts and mathematics.
Practicum II (Advanced Methods): Students teach integrated lessons employing inclusive strategies.
Student Teaching: Students complete a comprehensive, 15-week internship (five days each week) focused on designing and instructing an integrated and inclusive unit of study.
Students are expected to complete fieldwork assignments during typical public school hours (Monday through Friday, 7 a.m. to 3:30 p.m.) and to arrange their own transportation to fieldwork sites.
Teacher Education Workshops
Teacher Education students attend five Teacher Education Workshops (EDU-TEW1 through EDU-TEW5) throughout their program. These are one-time meetings held each semester in multiple sections; see the "Course Sequence Plans" in the Teacher Education Handbook for details. Each workshop provides guidance for completing the next set of requirements for the program. Students who do not meet the benchmark requirements may not proceed in the program.


A Well-Tempered Mind: Using Music to Help Children Listen and Learn
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Peter Perret, conductor of the Winston-Salem Symphony, chronicles in A Well-Tempered Mind how a brief NPR feature about music and the brain inspired him to create an innovative music education program for first- through third-graders at two elementary schools in Winston-Salem, North Carolina. The musicians from his woodwind quintet taught the children to listen to music, detect the roles of the instruments, discern how music is constructed, and even compose their own music.
The effects of the quintets intervention reached beyond the music classes and carried into other academic subjects as well, resulting in a significant improvement in the childrens scores on annual state tests. A Well-Tempered Mind describes how the children and musicians worked together, and explores the brain research that seeks to understand how music engages the brains cognitive capabilities ranging from memory and language and emotional processing.
Perrets Bolton project inspires a host of tantalizing questions such as: Does music physically change the brain? Can music help kids with short attention spans, dyslexia, and other learning difficulties? Does music influence the cognitive abilities needed for reading and math? Perrets engaging and candid narrative, previously featured in Symphony Magazine, tells of a fascinating journey of discovery into the complexities and intricate workings of the human brain. Further, it opens the door to new and exciting opportunities for education, in its demonstration of how music can be a universal language that expands young minds in unforeseen ways.
A Well-Tempered Mind demonstrates that by working together, we can make a difference in our children's lives and replace cultural bankruptcy with a full pocket of good music. Lord knows we need it."—Wynton Marsalis, Artistic Director of Jazz at Lincoln Center
This book should persuade parents and administrators to give education in music its deserved high priority in the schools under their care.—Walter J. Freeman, M.D., professor in the Graduate School Division of Neuroscience, Department of Molecular and Cellular Biology, University of California at Berkeley
CERTAIN CONTENT THAT APPEARS ON THIS SITE COMES FROM AMAZON SERVICES LLC. THIS CONTENT IS PROVIDED ‘AS IS’ AND IS SUBJECT TO CHANGE OR REMOVAL AT ANY TIME.


- Early Childhood
- Adult Literacy
Collaborative Center for Literacy Development
In 1998, the Kentucky General Assembly unanimously passed Senate Bill 186, which established the Collaborative Center for Literacy Development: Early Childhood through Adulthood (CCLD). The CCLD is administered through the Council on Postsecondary Education and housed at the University of Kentucky College of Education. The CCLD is a collaboration among the eight state universities and the National Center for Family Literacy. Senate Bill 1, enacted in 2000, directed the CCLD to provide professional development for adult education instructors. In the same year, House Bill 502 provided additional funding for the Reading Recovery Teacher Leader Training Program at the University of Kentucky.
Literacy is defined as "an individual's ability to read, write, speak in English, compute and solve problems at levels of proficiency necessary to function on the job, in the family of the individual, and in society."
—Workforce Investment Act of 1998
The mission of the Collaborative Center for Literacy Development is to promote literacy and address the diverse needs of all learners through professional development for all Kentucky educators and research that informs policy and practice.
As a dynamic leader in literacy development, we envision a future in which CCLD:
- Is a nationally renowned center dedicated to the promotion of literacy in Kentucky and beyond
- Provides a national model for professional development, research, and statewide collaboration
- Increases the literacy levels of learners in the state while fostering a culture that values literacy
- Empowers educators to develop literacy expertise so that all learners achieve their full potential
Collaboration: We are committed to shared knowledge, expertise, and effort with diverse partnerships dedicated to common goals.
Diversity: We value diversity of thought, culture, and experience and are committed to equity in serving the literacy needs of a diverse society.
Empowerment: We believe in the power of literacy and life-long learning to remove barriers and to transform people's lives.
Excellence: We value quality programs, rigorous research, and data-driven decision making.
Integrity: We believe in honesty, openness, and accountability to ourselves and to our constituents.
Service: We are committed to listening to educators and to responding to their needs related to literacy instruction and practice.
CCLD is required to:
- Conduct professional development and coaching for educators: early childhood through adulthood
- Identify KRP Demonstration Sites
- Assist districts located in areas with low reading skills
- Develop a CCLD clearinghouse for research
- Collaborate with public and private postsecondary institutions
- Create a comprehensive research agenda.
CCLD is operated by the College of Education at the University of Kentucky.


|National Profiles in Technical and Vocational Education in Asia and the Pacific - Japan (ACEID, 1995, 40 p.)|
|Part II: Historical and Current Perspectives of General Education|
Japans educational system was reformed in the aftermath of the Second World War and great improvements were made in the quantity and quality of education. Japan is internationally known for its high level of education, and this is widely recognized as being the force behind the countrys dramatic economic progress.
Quantitative expansion, however, has brought a variety of strains and with the dawn of the 1980s there has been a steady stream of criticism directed at the educational system. In response, the government is implementing a new educational reform to prepare for the 21st century.
Modern education in Japan began in 1872, based on European and U.S. models. The government directed its efforts toward broadening the availability of elementary education, and in 1920 enrolment reached 99 per cent, similar to the levels in the advanced West. Secondary and tertiary education were also expanded based on a policy of developing human resources to meet the objectives of the state. It may well be said that education was one of the major factors in Japans success in establishing a modern state in such a short period.
The foundations on which Japans education system developed were first laid around the beginning of the 17th century. The system was a dual one with separate schools for the governing samurai and for commoners, but some scholars claim that by the Meiji Restoration of 1868, levels of school enrolment and literacy were as high as those prevailing in England or France.
The postwar reforms were aimed at democratization and took the U.S. system as their model. Under the new system rapid progress was made in improving educational standards. In 1987, no fewer than 94 per cent of students completing the nine years of compulsory education went on to high school and 36 per cent of all 18-year-olds were attending university or junior college. These figures stand among the highest in the world.
This rapid quantitative expansion, however, has given birth to a variety of strains, and in an effort to overcome them, Japan is currently engaged in a reform of education with a long-term view toward the 21st century.
The Japanese people are well known for the high value they place on education, and they have always taken great interest in this subject. For centuries, under the influences of Confucianism and Buddhism, people tried through education to realize the moral and ethical virtues of diligence, industry and harmony. Since its 17th century beginnings, education has opened the way for people of ability to move into high positions without regard to their parents status or position.
In the wake of the post-World War II reforms and the resultant democratization, the passion for education has been further intensified. The career path by which one enters a first-rate school as a prelude to joining an elite corporation has become an important measure of the individuals value system.
The reform in education that is now under way is based upon a re-examination of the present system with its excessive attention to academic background.


As your child with autism becomes an adult, he will face challenges, of course. But young adults with autism also have more and more opportunities. The key is to start planning for the transition before it comes. Here's how.
“The educational system is ‘home base’ for a family with autism,” says Kerry Magro, of Autism Speaks, who was diagnosed with the condition as a child. Your child probably has had a specialized plan called an IEP (individualized education program) to help her through the lower grades.
“As kids who are on the autism spectrum enter their high school years, they should have an IEP that is focused on the proper transition plan for after they leave school,” says Matthew Cruger, PhD, senior director of the Learning and Development Center at New York’s Child Mind Institute.
Like your child's earlier IEP, you'll craft this one with teachers, school administrators, and other specialists. It focuses on things like:
College or vocational education
Autism Speaks has many aids for adults living with autism, including transition tool kits. These provide guidance and timelines for the process in your state.
Going to College With Autism
If your child is college-bound, support is available. “Community colleges all have programs for students with disabilities," Cruger says. More than 20 four-year colleges offer services to help manage the change to college. While some are free, others cost $2,000 to $8,000 a semester, in addition to tuition.
You can also hire a coach through services like College Autism Spectrum. They can help your young adult figure out college structure and learn things like the unspoken college rules of conduct that can be hard for students with autism to understand.
You and your child can learn about college life and get advice from those who've been there in Navigating College - A Handbook on Self-Advocacy Written for Autistic Students from Autistic Adults. You can download a PDF of this handbook for free online.
Work and Day Programs
In 2012, the mortgage finance company Freddie Mac set up a paid internship program for college students with autism. Additionally, other employers are starting to see autistic adults as an untapped source of brainpower.
"Supported employment" assists in finding disabled individuals paying jobs and has proved that even those with severe disabilities are able to work.
"A workplace mentor helps to find them a job that suits their interests and abilities and checks in with them periodically to make sure it works," says Bruce Litinger, executive director of the Early Childhood Learning Center of New Jersey. The non-profit provides services to children and adults with special needs.
While supported employment helps people with special needs enter the workforce, there are also vocational programs that provide counseling and on-the-job training to high school students with autism. Check with your state’s developmental disabilities service to search for programs that suit your child.
What if your child isn't heading off to work? “Even if a young adult with autism can’t have a paying job, that doesn’t mean that he doesn’t want to have some independence,” Litinger says. Taking part in activities like volunteering, gardening, art, and music can help him enjoy a more full social and emotional life.


This book is for educators, including practising and intending teachers in schools and colleges and instrumental teachers. It will also stimulate non-teachers who are nonetheless curious about the role of music in our lives and will find its way to music lovers, musicians and those in the fields...
Published January 30th 2002 by Routledge
Intuition, analysis and music education
The understanding of music involves the mastery of its various layers of meaning. Sometimes this meaning can be acquired through human insight; at other times, it can be learned. The central concern of Musical Knowledge is the tension between intuitive and analytical ways of making sense of the...
Published March 30th 1994 by Routledge


Education Through Art
Graduate studies at Western
London, Faber and Faber (1958)
|Abstract||This article has no associated abstract. (fix it)|
|Keywords||Education Philosophy Art Psychology Art Study and teaching|
|Categories||categorize this paper)|
|Call number||LB775.R372 1961|
|External links||This entry has no external links. Add one.|
|Through your library||Configure|
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- Early Childhood
- Adult Literacy
Collaborative Center for Literacy Development
The following resources have been developed by the Collaborative Center for Literacy Development to provide Kentucky's educators, legislators, policymakers, curriculum designers, researchers, and administrators with comprehensive research and decision making tools.
The legislation responsible for the inception of the Collaborative Center for Literacy Development outlined a number of charges, one particular mandate was that CCLD would research, develop, and maintain a clearinghouse of literacy resources that can be accessed by educators. The clearinghouse includes a search engine whereby users can input keywords to identify resources. CCLD continues to investigate and compile resources to add to the clearinghouse, ensuring continual viability and growth of the clearinghouse.
CCLD has developed a web-based tools that educators can use to help make decisions about commercially-produced literacy assessments.
Although not developed in house, the resource above contains links to outside websites that align with the mission of CCLD to promote literacy and address the needs of learners across the commonwealth.


Engage your child with brainteasers, riddles and puzzles in these full-color spelling lessons. Designed by experts in elementary education, the books in this series provide systematic instruction and practice in spelling. Each book offers age-appropriate explanations and exercises in spelling patterns, spelling strategies, and spelling related to meaning and context. A speller's dictionary and proofreader's guide make this an excellent tool for spelling brush-up, as well as writing proficiency. An answer key is included with student page reductions with correct answers overlaid in red ink.
This Grade 4 book covers vowel sounds, easily misspelled words, prefixes, suffixes and compound words. 94 pages, softcover.


Helping to diagnose dyscalculia
Developed at Loughborough, the UK’s first online screener to identify adults displaying signs of dyscalculia was made commercially available in 2010.
Only recognised in recent years, dyscalculia is a hidden condition, with those affected struggling with poor numeracy skills. An estimated three to six percent of adults could have dyscalculia, but many remain unidentified as screening was previously only available in children. Dyscalculics face challenges each day with tasks such as household budgeting, checking change or helping children with homework.
Clare Trott from the University’s Mathematics Education Centre has been working on the new tool, known as DisCalculiUM, in conjunction with her colleague Nigel Beacham. Through a website and manual, DysCalculiUM creates a profile of each user using 11 categories – six focus on the user’s understanding of numbers, while the remaining five categories cover their application of numbers, such as telling the time.
DysCalculiUM offers a quick and effective method of profiling numeracy difficulties, allowing a suitable support regime or formal assessment to then be put in place.
With the help of the University’s Enterprise Office, the project has now been rolled out commercially through assistive technology specialist iansyst Ltd and public sector service provider Tribal.
The product is now helping adults all over the UK to identify why they are struggling with numeracy and enabling them to seek further assistance.


Essential Study Skills for NursingSeries Editor:
- Maggie Nicol, BSc(Hons) MSc PGDipEd RGN, Director, Centre for Excellence in Teaching and Learning, School of Community & Health Sciences, City University, London, UK
- Christine Ely, BA, MSc, Lecturer, Nurse Education, St. Bartholomew School of Nursing and Midwifery, City University, London, UK
- Ian Scott, BSc, PhD, CNAA, Senior Lecturer, Accreditation of Prior Experiental Learning, St Bartholomew School of Nursing and Midwifery, City University, London, UK
This title is directed primarily towards health care professionals outside of the United States. Study skills are essential to nursing and this easy-to-use guide will helps to develop the skills necessary to academic and professional life. This book takes a friendly approach and is written in a straightforward style. Using examples from the real experience of being a student nurse or midwife it covers vital areas such as self-motivation, why attention to detail is important, numeracy skills and how to make the most from the help available at universities and colleges. In addition it shows ways to: manage and plan your time effectively; get the most out of lectures and seminars; read effectively; remember more; make notes and use them to develop understanding; manage and succeed at assignments; develop practical nursing skills; learn from clinical experiences; and develop reflective skills.
Paperback, 240 Pages
- How to become a successful student nurse. How to manage your time and study effectively. Learning resources. How to find information. Writing and presenting. How to pass assessments. How to learn practical nursing skills. How to learn from experience: becoming a reflective practitioner. How to have confidence with numbers. Glossary. References.


Are New Education Policies Sapping Schools' Creativity?
The arts are also frequently the motivators that get kids to school and keep them there. When schools hold events to show off their kids, it is the arts that they want to demonstrate—their band, orchestra, theater department, or paintings made by the kids. When we think of the times we enjoyed in school, they are usually in these extra-curricular activities. “Music is one of the main parts of our—and every—human culture,” explains Mike Blakeslee, Deputy Executive Director of the National Association of Music Education. “It is our birthright, but it is one that needs to be taught.”
Even for those who believe that math and reading are the most important subjects, and that schools need to focus on them, teaching music still makes sense. “There is a demonstrated link that sequential music study improves spatial reasoning and spatial-temporal reasoning skills,” says Blakeslee. “These are also important for learning math and science concepts. There are over 100 studies that show that music helps kids develop this sort of intelligence.”
The Arts Education Partnership has issued a study that shows that the arts support the learning of reading, math, and science in many ways. For example, arts instruction can help children who are learning to read “break the phonetic code” and master reading and writing more quickly. In short, the human mind is complex and varied, and drilling it on topics it will later be tested on is not the same as teaching. But it’s sad that we have reached a point in our education system when we need to argue for the value of the arts by how much they help us with math because we as a society do value art. Why shouldn’t our children?
It’s news to no one that our schools are troubled. President Bush stressed the importance of education reform during his campaign. In January 2002, the Bush administration passed the No Child Left Behind education reform bill and promised record funds to spark a revolution in American schools.
Yet, according to a report by the Children’s Defense Fund, the Bush Administration’s 2003 budget made the smallest proposed education increase in the past seven years.
It’s a noble concept, this revolution, but for those parents and teachers in the trenches it is adding to the problem. That’s because it is largely about accountability based on increasing standardized testing, starting testing in earlier grades, and refusing federal funds to schools that fail to meet test goals. More questionable is the fact that each state came up with its own goals, and so they are not comparable from one state to the next. One year into No Child Left Behind, most states are falling badly behind those goals—even when they are putting a lot of effort into education, partly because of the measurement system.
The stakes on testing are now set so high that no school dares refute them or rely on creative teaching methods unless they are very sure they will result in acceptable test scores. The federally mandated tests are so expensive to implement and track that the cost sometimes rivals the funding that’s tied to them. For example, according to a report in The Wall Street Journal, New Hampshire calculated that No Child Left Behind would cost $575 per student and only bring in $77 per student in new funding.
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This display explores the role that Basic Design – a new and radical approach to training in art schools – played in revolutionising art education across Britain in the 1950s and 1960s.
Through the work of some of its key teachers including Roy Ascott, Richard Hamilton, Tom Hudson, Victor Pasmore and Harry Thubron, and their students, the display will survey the main features of Basic Design as they emerged and were taught in Britain, with accompanying archival material and video documentation.
A booklet also accompanies the display with texts on the history and development of Basic Design teaching in art school education.
This display has been devised by Elena Crippa and Beth Williamson with Jenny Powell. It forms part of Tates Leverhulme Trust-funded research project Art School Educated.


These packs of free ear training MP3s can help you learn with your computer or portable MP3 player. Practice aural skills on the move!
|Here’s a set of tracks you can download and use to practice finding notes by ear on your instrument. An excellent first step to playing by ear!|
|Want to develop your ear for music? Compose more easily or play by ear? Studying intervals can be a great help. Get off to a good start with this free intro pack of training MP3s.|
After you master the intro pack, continue with the “Perfect Fourth & Perfect Fifth” pack.
|Recognising chords by ear lets you play by ear and compose more freely. Get started with learning chords (major, minor, augmented and diminished triads) using this free downloadable pack.|
Our main download series is “Unravelling Music”, which lets you learn and improve your aural skills – just by listening to music! Download one of our free holiday specials, and then check out the first full album release, “Introducing Intervals”:
|Our first UM holiday special, “Halloween Eve’s Birthday Bash”, is a spooky Halloween track to teach you about minor intervals, minor chords, and how sound effects and audio effects are used to create those scary sounds…|
|Halloween sound effects can enhance any sci-fi track and “Halloween Horror 3000″ uses a combination of freaky sounds (creepy female whispers, alien murmurs, scream samples) to conjure up a scary sci-fi mood.|
|A Christmas special, “March of the Candy Cane Soldiers” teaches about key modulation, chord progressions, rhythmic figures, musical codas and the circle of fifths.|
|Introducing Intervals is the first downloadable album in the Unravelling Music series, and will teach you to identify intervals by ear. You’ll also learn about other important technical features like chords, rhythm and timbre. You learn by listening to real music, picking out the features as you go along and working at your own pace.|
|Popular Progressions teaches you to recognise the most common chord progressions by ear, in real music. Learn to identify these “I-IV-V” chord sequences which power thousands of 3-chord songs.|
Here are some free music teaching songs you can use for your own learning, to sing with your children, or use in the classroom to teach music students:
|Three fun free songs to celebrate Valentine’s Day – by learning about rhythm! Download the sheet music and MP3 to learn about rhythm, counting beats, and triplets.|
|Perhaps one to save for October… This song teaches you to hear major and minor scales.|
|A fun little song for early music education, “Froggy Interval Hop” runs through major scale intervals from a second up to a fifth.|
|The “Monkey Rhythm Dance” song can help introduce children to half notes, quarter notes and eighth notes. You can use it to practice singing and making noises in time with the music.|
Even more free ear training downloads!
|As part of our Music & Life series we released this set of relaxing MP3s. You can download them or simply use our online player. Expectant mothers and those with young children can use these tracks to relax their baby and start to tune its ear in to a variety of musical sounds.|
|We have a 68-page introductory eBook, “Introducting to Ear Training” which covers all the different types of ear training, what aural skills you can develop, why you would want to – and how to get started! We’re currently providing it for free when you sign up to receive our newsletter.|
|A six-episode podcast to support our Bass Tone series: train your ears for the bass guitar in all its forms. Learn to distinguish the different types of bass, and the wide variety of ways a bassist can adjust their sound. Listen now or download for later.|
|Don’t forget that you can also download the example sound clips from any of our articles – just play the clip and then use the “Download” link which appears to save the MP3 to your computer!|


Response to Intervention
The National Center for Culturally Responsive Educational Systems (NCCRESt) provides technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers, and reduce inappropriate referrals to special education. Included at this site is their position paper on Cultural Considerations and Challenges within an RTI model.
The National Association of Directors of Special Education (NASDSE) includes information about accessing the following document Response to Intervention: Policy Considerations and Implementation.
The Council of Exceptional Children contains information regarding RTI. Specific RTI information can be found under learning disabilities as well as information about Individuals with Disabilities Education Act and CECs analysis of the law.
The office of special population has developed a tool kit that includes information about teaching and assessing students with disabilities.
Heartland, Iowas manual (chapters 4 through 10) provides information about their problem-solving process, assessment and intervention and special education eligibility and re-evaluation. Forms and guidance can be found within the materials.
Illinois' ASPIRE (Alliance for School-based Problem-solving and Intervention Resources in Education) resources for general, interventions (academic, behavior, social emotional), secondary, reading, ELLs, Assessment
National Research Center on Learning Disabilities has a lot of information on Identification of Learning Disabilities research and policy. Information from the Responsiveness-to-Intervention Symposium and Research regarding Model RTI sites is included.
National Center for Learning Disabilities is designed to provide current information on the field for parents, educators and individuals with learning disabilities.
NCRTI Tool Charts
Intervention Central offers free tools and resources to help school staff and parents to promote positive classroom behaviors and foster effective learning for all children and youth. The site was created by Jim Wright, a school psychologist from Central New York. Visit to check out the CBM warehouse, newly posted academic and behavioral intervention strategies, publications on effective teaching practices, and use tools that streamline classroom assessment and intervention.
Center on Instruction provides information, exemplars and presentations regarding scientifically based research and information on K-12 instruction in reading, math, science, special education, and English language learning.
The Florida Reading Research Center provides reviews of a variety of instructional and intervention programs for reading.
The Texas Center for Reading and Language Arts researchers are actively involved in research on scaling-up the 3 tiered model of literacy instruction. Specific information on reading strategies for secondary students and for math instruction is also available.
Beginning Reading is hosted by the University of Oregon that provides general information about a school-wide model of early literacy development and instruction.
Reading Rockets is designed for parents and teachers that includes multiple strategies to help struggling readers learn to read. An informative monthly e-newsletter is available.
The Consortium on Reading Excellence contains information about evidence-based reading interventions for both elementary and secondary students available.
What Works Clearinghouse is a clearinghouse of information about effective interventions. Recent report evaluates middle school math instruction.
Positive Behavioral Interventions & Support is the official website for national technical assistance on positive behavior interventions and support.
RITAP's Social, Emotional & Behavioral Learning (SEBL) project site provides information on the RI positive behavior interventions and support project.


Department of Education
Virginia Caneo, Chairperson
Bachelor of Science in Elementary Education (BSEEd) major in Early Childhood Education
Philippine History 3 units
Educational Technology 2 3 units
General Education Subject
Introduction to Early Childhood Education (3 units)
Presents an overview of the total pre-school education. Discusses the what, the who, the why and the how of pre-school (Historical, Biological, Psychological and Legal bases).
Characteristics of Young Filipino (3 units)
Provides students with the knowledge of the characteristics of pre school Filipino children in the different areas of development (physical, cognitive, personal, social and moral); discusses ways of stimulating growth and development in these areas.
Pre School Curriculum (3 units)
Focuses on the study and preparation of developmentally appropriate curricula for the young children; discusses principles, philosophies and theories of curriculum development and presents different curriculum models and designs.
Creative Arts, Music Drama for Young Children (3 units)
Is designed to challenge, stimulate and develop creativity of the child; plans and prepares various activities of young children through games, plays, songs and the arts.
Personal and Social Development (Play and Social Experiences) (3 units)
Covers socialization approaches with focus on play; discusses basic concepts and strategies in social living and activities for daily living (ADL).
Language and Numeracy for Young Children (3 units)
Discusses and demonstrates the various strategies in helping young children acquire language skills (listening, speaking, and reading) and number concepts; includes developmental milestones in language and number acquisition.
Science, Health and Nature Study (3 units)
Discusses the strategies in guiding young children understand basic concepts in Science and Health and providing them experiences in nature study.
Preparation of Instructional Materials (3 units)
Discusses philosophies, theories and principles in the selection, preparation and utilization of materials for pre-school. Provides students hands-on experiences in preparing developmentally appropriate materials for young children.
Introduction to SPED (3 units)
Discusses the historical, philosophical ethical and legal bases of special education; the different categories of learners with special needs.
Observational Child Study (3 units)
Develops students’ competencies in observing behavior through actual use of different observation techniques; discusses appropriate ways of recording observations and disseminating them to parents.
Assessing Behaviors of Young Children (3 units)
Discusses the what, the who, the why and the how of assessing children; develops competence in using formal and non-formal test for young children
Classroom Management (3 units)
Employs effective procedures in the classroom functioning such as routinary activities handling materials, classroom rules, wholesome teacher-pupil and peer relationships.
Guidance and Counseling in Early Childhood Education (3 units)
Familiarizes students with approaches and strategies on the development of healthy self-esteem and socio-emotional adaptation to school life; discusses approaches in creating on environment/climate conducive to learning and development of healthy self-esteem.
Organization and Management of Child Development Programs (3 units)
Describes procedures in organizing early childhood programs and classes based on DEP-ED requirement and rules.
Technology in Early Childhood Education (3 units)
Acquires competence in using technology in teaching young children.
Home- School Relationship (3 units)
Acquires knowledge and skills in working collaboratively with the parents for the young learner’s growth and development in the different areas.
Trends and Issues in Special Education (3 units)
Introduces trends and issues in early childhood education such as multiple intelligences, teaching multi-age, multicultural teaching, parental involvement, peer teaching, and emergent literacy
Directed Study in Early Childhood Education (3 units)
Provides the students with opportunities to understand basic concepts, principles and methods of research; conducts simple studies on learning and development of children ages 0-6 years.


According to a recent survey 90% of parents admitted their children under the age of 2 watch at least some form of electronic media. Further, the average amount of TV watched for children aged 2 and under is 1-2 hours a day.
However, based on the findings of recent research, the Amercian Academy of Pediatrics (AAP) has made a “screen-free” recommendation for all children under the age of 2. The research was aimed at discovering any possible educational benefits as well as any harm in educational TV viewing for this age group. Here are a few of the key findings from this study:
- Because “educational” TV programs usually use content and context which does not yet make sense to children under the age of 2, the educational value of the program is void.
- Unstructured play trumps any form of electronic media in terms of encouraging brain development. Through unstructured play children learn creativity, problem solving, reasoning, and motor skills. Unstructured play also encourages independence by teaching children to entertain themselves.
- Young children learn best from actual interaction with humans, not TV screens.
- Even when parents watch TV and videos with their child to aid the child’s understanding, the child still benefits more from live interaction and instruction.
- “Background media” (such as parents own TV viewing) can also damage child development by distracting the parent and decreasing parent-child interactions. “Background media” can also distract a child during his unstructured play time.
- TV viewing around bedtime is especially destructive because it causes poor sleep habits and irregular sleep schedules which can negatively affect mood, behavior, and learning.
- Young children with heavy exposure to media often have delayed language development once they start school.
One of the main researchers, Dr. Brown, gave the following recommendation to parents: “In today’s ‘achievement culture,’ the best thing you can do for your young child is to give her a chance to have unstructured play — both with you and independently. Children need this in order to figure out how the world works.”
Here is an infographic on this very topic that I recently found on Pinterest:
Via: Online Courses News
To set your child up for a future of learning and literacy success, heed the warnings of the AAP and work to keep any child under the age of 2 “screen-free” as much as possible. To occupy the extra time your child has while being “screen-free” pick up some books and read to your child - further boosting their literacy development!
Download Reading Horizons Free E-Book: “Everything You Need to Know to Help Your Child Become a Successful Reader” to learn everything you need to know to ensure your child succeeds with reading.


Music lessons improve children's brain development, and memory. Even when it sounds like a budding musician is banging out little more than noise, they are actually developing intellectual skills, a new Canadian study suggests.
Even when parents hear only what sounds like random notes or nonsense, it's likely their children are developing their brains in ways that could enhance their overall thinking. Music training could improve literacy, verbal memory, mathematics, and IQ.
A study found that particular changes in attentional systems of children who took music lessons, which affected their ability to pay attention to more important things around them.
"Many studies have shown the value of music education and many parents want it for their children", said Ingrid Whyte, executive director of the Coalition for Music Education in Canada. I hope that music continues to enrich children all over the world.


13. Original experiments on, and exposition of, the principles of acoustics, as applied to churches and other public buildings.
14. Experiments on various instruments to be used as fog-signals.
15. A series of experiments on various illuminating materials for light-house use, and the introduction of lard-oil for lighting the coasts of the United States. This and the preceding in his office of chairman of the Committee on Experiments of the Light-House Board.
16. Experiments on heat, in which the radiation from clouds and animals in distant fields was indicated by the thermo-electrical apparatus applied to a reflecting telescope.
17. Observations on the comparative temperature of the sun-spots, and also of different portions of the sun's disk. In these experiments he was assisted by Prof. Alexander.
18. Proof that the radiant heat from a feebly luminous flame is also feeble, and that the increase of radiant light, by the introduction of a solid substance into the flame of the compound blow-pipe, is accompanied with an equivalent radiation of heat, and also that the increase of light, and radiant heat in a flame of hydrogen, by the introduction of a solid substance, is attended with a diminution in the heating power of the flame itself.
19. The reflection of heat from concave mirrors of ice, and its application to the source of the heat derived from the moon.
20. Observations, in connection with Prof. Alexander, on the red flames on the border of the sun, as observed in the annular eclipse of 1838.
21. Experiments on the phosphorogenic ray of the sun, from which it is shown that this emanation is polarizable and refrangible, according to the same laws which govern light.
22. On the penetration of the more fusible metals into those less readily melted, while in a solid state.
Besides these experimental additions to physical science, Prof. Henry is the author of twenty-five (1846-'71) reports, giving an exposition of the annual operations of the Smithsonian Institution. He has also published a series of essays on meteorology in the Patent-Office Reports, which, besides an exposition of established principles, contain many new suggestions; and, among others, the origin of the development of electricity, as exhibited in the thunderstorm; and an essay on the principal source of the power which does the work of developing the plant in the bud, and the animal in the egg.
He has also published a theory of elementary education, in his address as President of the American Association for the Advancement of Education, the principle of which is, that in instruction the order of Nature should be followed; that we should begin with the concrete and end with the abstract, the one gradually shading into the other; also the importance of early impressions, and the tendency in old age to relapse into the vices of early youth.


With an interdisciplinary degree and a teacher education certification, you’ll be prepared for the classroom.
But, remember, if apples and chalk aren’t your calling, this program prepares you for a lot of careers (but, a teacher education certification is never a bad idea). Here are a few career options this degree prepares you for:
A degree and teacher certification is sufficient to prepare applicants for teaching positions in pre-school, elementary, middle, or secondary education in both public and private schools. Build your résumé and increase your employability by obtaining a master’s degree.
Should you decide that an administrative position would be a better fit, a Ph.D. and certificate in school administration may be necessary.
Special service positions, such as guidance counselor, school psychologist and special education teacher, require graduate study. Requirements for certification and/or accreditation vary by state.
Higher education offers many promising job opportunities at four-year or two-year institutions, technical schools or medical and professional schools. Jobs include teaching, research, administration, student affairs and information/library services. To gain experience as an undergraduate student, seek student leadership positions, such as Residential Assistant or Orientation Leader.
Professorial positions at a Four-year institution require a Ph.D, while many two-year institutions require only a Master’s degree. To obtain an upper-level administrative position, attain a Ph. D. in higher education administration.
To attain a career in adult and continuing education, obtain teaching and instructional experience in conjunction with a Master’s or Ph. D. degree in adult education or another area of specialization. Some institutions may require certification or accreditation.
Positions in adult and continuing education include inservice education, staff development, professional development, leisure-oriented education, GED preparation, literacy development and English as a second language education. Common employers include K-12 school systems, boards of education, colleges and universities, two-year and technical schools, community organizations, correctional institutions, hospitals, museums, professional associations, nursing homes/adult day care and vocational services.
If the business world beckons you, enroll in a few general business and computer courses and become familiar with desktop publishing and other software packages. Depending on the position, consider a graduate degree in human resource development.
Positions are often available in the following departments: training and development, human resources, sales, customer service, publishing, technical writing and consulting. Common employers include public and private corporations, consulting firms, marketing companies, bookstores, publishers, test-preparation companies, software companies, and staffing agencies.
Many government positions are available in administration, planning, evaluation, management, research and writing, teaching and social work. To obtain a position, research federal, state, and local job application procedures. For top positions in government, gain experience and an advanced degree (typically Ph. D.).
Applicants interested in a position in government should consider applying to one of the following federal government agencies: Department of Education, Department of Defense, Overseas schools for military dependents, Department of Labor, Educational Resources Information Center (ERIC), Health and Human Services, Library of Congress, National Archives, National Science Foundation, National Endowment for the Arts, National Endowment for the Humanities, Peace Corps, Social service agencies, Vista, State and local government.
Give back to your community while starting a great career by working in the nonprofit sector. Before graduation, gain experience through volunteer work or internships. Develop writing and public speaking skills and learn to work with people of different ages and backgrounds. Certification in special education produces greater employability.
Common jobs include teaching or training, programming, public relations, administration, or fundraising. Employers include adoption agencies, scouts, camps, united way agencies, YMCA/YWCA, group homes, mental health clinics and community recreation centers.
*This information was prepared by the Career Planning staff of Career Services at The University of Tennessee, Knoxville. (2005)


This page is designed to help the teacher introduce reading comprehension strategies associated with Reciprocal Teaching to the students. The five strategies are:
Read this paragraph:
The weather forecasters on television look at clouds on the radar and try to predict what the weather will be like today, tomorrow, and a few days ahead. They don't just guess, they find clues that tell them what the weather will be like. They also combine those clues with what they already know to make those predictions.
Just like those weather forecasters, we are going to learn how to predict from the passages that we hear or read. We are going to look and listen for clues and combine them with what we already know to tell us what will happen next. Predicting can help us become better readers and writers. As we read, we can see if our predictions come true.
Ask the students to think of what they already know and to respond:
Ask: Where can you make predictions in a story?
The most important prediction should come as you read the title or a headline. Other predictions may happen when you read chapter headings or subtitles, when the author of the story asks a question, or when a character in a story is about to do something.
Sometimes you have to stop reading in order to get a clear picture in your mind about the ideas the writer is trying to get across. Good readers are not always fast readers. Sometimes you have to slow down and even stop to clarify or make clear what you are reading. When watching a video, you can hit the PAUSE button and REWIND if you miss something. If you miss something when reading, you have to hit the PAUSE button, go back, and REREAD until it makes sense.
Does anyone know what the word "clarify" means? (Students respond.)
Ask: What do you do when you come across a word you don't know while you are reading? What do you do when you don't understand what the text is trying to tell you? (Students respond.)
There are four strategies you can use to help you figure out the meanings of words that you don't understand. They are:
Right. After you have predicted and clarified, you should ask good questions about what you have read for at least two reasons. One reason is to test yourself to see if you really understand what you have read. The other reason is to identify what is important to remember in the story or the passage.
Let's talk about what makes a "good" teacher-like question. You have already asked clarifying questions about parts you don't understand. Now you should ask questions to help you understand the larger meanings of the lesson.
Read this passage:
Many years ago, in the days when people lived outdoors or in caves, there were no tame dogs. In fact, all the animals of the world were wild. One of those wild animals was the wolf. Wolves roamed through the fields and forests shy and suspicious of humans. Yet from these wild wolves (and maybe from jackals and foxes too) have come all the different dogs that are pets today.
Ask:What kinds of questions can you think of to test your understanding of this passage? (Students respond.)
Good questions ask who, what, when, where, why, and how. They also ask you to compare two or more things, tell why something is important, or give the order in which things happen. Good teacher-like questions are based on the information given in the text.
Suggested response: To tell the most important ideas in one or two sentences. A good summary does not include details or information that is not important.
Some practice exercises:
Now listen to this list: rabbit, dog, cat, horse, cow
What one word describes this list? (animals)
Here's another list: car parts, buses, trains, ships, planes
What one word describes this list? (transportation)
You may have to generate more lists if students still do not get the idea.


The Commonwealth of Australia working through the Department of Agriculture, Fisheries and Forestry has awarded funding to AMRRIC (Animal Management in Remote and Rural Indigenous Communities) to develop and roll out the Be a Friend to Your Dog Project to 10 remote community schools.
AMRRIC believes that the key to improving animal welfare standards lies in education and empowerment of the local community members to manage their animals themselves, with the help trained indigenous animal management workers and visiting veterinarians.
AMRRIC will be visiting your school and delivering key messages to the students regarding animal welfare, safety around dogs and zoonooses (diseases dogs can pass to people and vice versa) and will leave your school with the Be a Friend to Your Dog pack full of resources to appeal to different age groups and encourage empathy towards animals, a message that the younger students can take home to their families, as well as equip the older students with the knowledge on how to care for their dogs.
Be a friend to your dog
Included in the pack are the following resources:
For children in years 3- 5 or older children with limited literacy
- Facial Recognition Flash Cards – can be used with or without language. Aimed at helping students to empathise with dogs – dogs have feelings too. Leads onto a discussion of what you do when you feel a certain way and what makes you feel better. For younger children or children with little or no English.
- Puppy Maths Colouring Book – emphasises what can happen if you don’t get your female dog desexed – younger children can colour in the pictures
- Be a Friend to Your Dog - A picture book aimed at young children showing them the correct way to carry a dog
- The Dogs’ Needs relay race - Students have to correctly identify a dog’s need and run and fetch it This game reiterates what is necessary to keep a dog happy and healthy - first team to fulfil all their dogs’ needs wins.
- Dogs’ Needs Colouring in sheets - everything a dog needs to be happy and healthy
- Doggy Doggy Don’t Eat Me - One person plays the Doggy and the rest of the group try to get close to him/her. This game emphasises dog body language and the appropriate response of body language from the students. It also makes being nice to the Doggy a strategy for winning the game, reinforcing the message of kindness to animals.
For older children up to high school age
- Recognising Feelings - identifying emotions and understanding that animals share a lot of our emotions recognising similarities and differences.
- Dog Health Resource Project – literacy and numeracy skills for ages 10 – 12+. Includes designing and writing a pamphlet based on the discussion with the AMRRIC visitor which will include 10 things that good pet owners do for their animals. The discussion/lesson includes calculating the cost of keeping a dog (addition and fractions) and how many puppies your dog can have (multiplication)
- Dog Census – Healthy Dogs Healthy Community - Students use Excel spreadsheets to do a survey of community dogs. They use this to assist the vet with their dog program. The community are also alerted to the services on offer.
For older children, teachers, teacher’s aides and other community members:
- Kids and Dogs – an easy to read booklet/powerpoint with lots of pictures to help identify some of the zoonotic diseases that can pass from dogs to students and how to avoid them. Emphasising that healthy dogs = healthy communities
- Caring for Dogs, Community and Country– a DVD that is an educational resource for Aboriginal Communities in Australia about looking after dogs, people, country and environmental health. The DVD covers treating ticks, fleas, worms, desexing, preventing skin sores and safety around dogs. This DVD is suitable for all ages and covers the basics of keeping your dog and yourself healthy.


Guest Post by Ashley of Me and Marie Learning
Winter is here! With the cold temperature and falling snow, winter sometimes means no outdoor play for our children. Which in turn leads to our children having higher energy levels! So, why not make your own motor activities out of simple supplies you might have on hand? There are many ways to differentiate each activity for multiple age groups.
Fine Motor DIY Activity: Puff Ball Pinch
Puff Balls: Use larger balls for those beginning to work on fine motor skills and smaller balls for those who are advanced in fine motor skills.
Tongs: As you can see in the picture below, there are many different types of tongs/pinchers. Please select tongs that are the appropriate size for your child’s hand to minimize frustration.
Cups: I only use 2 cups when working with 2 year olds. You could add more cups for older children. I also make this activity a color sorting activity by only using two colors of balls and matching colored cups.
There are many ways to use this game. Try pinching balls from the table and dropping into the cup. Sort them as you pinch and drop them. You can also count the balls as you drop them in the cup. Or, you can pinch balls already inside of the cup to get them out. Pinching helps to strengthen the muscles in the hands needed for writing and cutting.
Gross Motor DIY Activity: Loofah Hit
Loofah: You can find these cheap at your local drug store or dollar store. Loofahs are great indoor alternatives to balls because they are soft and are not as likely to break something!
Yarn/String: Attach the loofah to a piece of string or yarn. Tape up to the top of a door frame or use a push pin in a low ceiling. Make sure the loofah is hanging low enough for your child to easily see and hit it.
Paddle (optional): We use a plastic paddle from a outdoor play set. The paddle is optional as you can just use your hands as well.
This Loofah Hit game encourage Eye and Hand Coordination. Strengthening your child’s hand-eye coordination will help your child when learning to write or tying shoes. The Loofah Hit game can even be played with two players, hitting the loofah back and forth.
Try making your own motor games and beat some of those indoor winter blues!
Ashley is the owner of Me & Marie Learning, a blog all about early learning. She has taken some time off teaching in a traditional setting to be at home with her young children. Ashley is now an in-home childcare provider, teaching her own and other children in her preschool room. Ashley has a degree in Elementary Education and Early Childhood Education with a Master’s Degree in Reading and Literacy.


Are they aware that standardized tests do not test what a student has been taught during the school year? “Standardized” tests are designed to create a bell curve to compare one student to another. 50 percent must score below the midpoint -- 7 percent at the bottom, 7 percent at the top. Difficult material from a higher grade level is included -- otherwise, if a teacher does a good job teaching the grade-level content, all students would score high.
The scores from a teacher's class are compared to the next year's class. If the scores go down, the teacher is considered a poor teacher; up, a good teacher. It is the students in the class that have changed -- not the teacher! One class may have capable students, another only a few.
It is important for parents to understand these changes and the new tests. (Go to pta.org for information.)
Elementary Education Faculty
Humboldt State University


A Field Guide to Student Teaching in Music
Routledge – 2010 – 152 pages
A Field Guide to Student Teaching in Music is a practical guide focused on the link between music education coursework and the field-based aspects of the student teaching experience. It addresses general topics that are common to all music placements, as well as those topics that are of specific interest to the general, choral, and instrumental music classrooms.
This text builds on theoretical materials typically covered in music methods courses, yet it is not specific to any one particular teaching pedagogy, making it flexible enough for use in a variety of music teaching settings. It will guide students through the student teaching process as they make the transition from student to music educator.
Introduction – The Many Facets of Music Student Teaching Section I: From Theory to Practice 1. Meaningful Observation 2. Curriculum and Lesson Planning 3. Effective Teaching and Rehearsal Techniques 4. Creating a Positive Learning Environment Section II: Elementary and Secondary Areas of Emphasis 5. Being a Music Educator 6. Elementary General 7. Elementary Choral 8. Elementary Instrumental 9. Secondary General 10. Secondary Choral 11. Secondary Instrumental Section III: Becoming a Professional Music Educator 12. Developing Letters, Resumes, and Portfolios 13. Seeking Employment 14. Interviewing Skills 15. Ethics and Legal Issues 16. Continued Professional Growth
Ann C. Clements is Associate Professor of Music Education at The Pennsylvania State University.
Rita Klinger is Professor of Music at Cleveland State University.


KinderCare Early Foundations® Preschool Program
As preschoolers gain more self-esteem, they feel ready to take on the world. Our Early Foundations Preschool program enhances that confidence by providing activities to help children become problem solvers and develop a love of lifelong learning.
Through independent exploration, structured activities, and hands-on learning, children develop a variety of skills and knowledge in areas like early literacy, mathematics, science, Spanish and social skills.
We're proud of the work we do. In fact, KinderCare creates its programs to align to approximately 140 learning standards that progress sequentially across six developmental domains. These include:
- Cognitive Development
- Creative Expression
- Executive Function
- Language and Literacy Development
- Physical Development and Wellness
- Social and Emotional Development
Common Core State Standards as well as early learning standards from several states helped inform the scope and sequence of our learning standards, and they’re backed by experts in each domain/content area.*
Add to this a healthy dose of running, jumping and movement to keep them active and you start to see why KinderCare is a true leader in early childhood education.
Our Preschool Program Features
- Themed units that encourage your child's curiosity, increase confidence, and support self-directed activities
- Hands-on experiences designed to boost problem solving and scientific thinking skills
- Daily small- and whole-group activities
- Observation-based assessments that track your child's progress toward developmental milestones and school readiness
- Portfolios that document growth and development through your child's work
- Regular teacher-family communication, including ways you can continue the learning in your own home
KinderCare Early Foundations Preschool Program
A guide to your child's early education
Discover how our six areas of focus give your child endless opportunities to learn and grow.Communicating with OthersWe guide your child in developing communication skills.
We use a language-rich environment to encourage children's development of early literacy skills through activities like daily read-aloud of high-quality children's literature to promote a love of reading, journal experiences that give your child the ability to practice writing letters and words, and multiple opportunities to identify and use letters and words to expand their vocabulary and practice their developing abilities to communicate. Building Brain PowerWe help your child gain higher-level thinking skills.
We encourage the exploration of the physical properties of materials; use daily calendar activities to teach about sequence of events, patterns, and routines; and support the learning of cognitive skills such as counting, making predictions, testing, and drawing conclusions. Making New FriendsWe coach your child in developing strong relationships.
We model social concepts such as "please" and "thank you," have daily classroom conversations and community-building discussions, explore similarities and differences between children, and encourage cooperation with other children.Growing a Healthy BodyWe help your child refine motor skills.
We use lacing cards, stencils, and writing activities to enhance fine-motor skills; strengthen coordination and gross-motor skills through running, jumping, and throwing activities, offer healthful food choices for snacks and meals, and encourage learning about the ways our bodies respond to the exercise and nutrition we take in. Nurturing CreativityWe inspire your child to explore creative ideas and talents.
We encourage children to express themselves through creative arts and provide daily opportunities for children to paint, move, and sing, tell stories with puppets, and build and play in dramatic scenes. Developing Lasting Life SkillsWe develop real-time problem-solving skills.
We support the application of knowledge in new ways. We encourage curiosity and choice, provide children the opportunity to problem-solve, demonstrate flexibility (in thinking) and use daily routines to promote memory.


Beyond Multicultural Art Education: International Perspectives
Boughton, Doug and Mason, Rachel
Paperback 355pp Published by Waxmann 1999
ISBN 3 89325 783 7
This book takes a new and deeper look at the notion of multiculturalism through the lens of art education. In educational terms art is a unique tool for the investigation of cultural values because it transcends the barrier of language and provides visceral and tacit insights into cultural change.It presents conceptual frameworks that should assist educators to examine their own teaching on issues of equity and diversity that are central to the multicultural education debate.
Cost (including p&p): £10.50 (U.K.)


Preparing children of all socioeconomic levels for school is about much more than helping them learn their ABCs, although language and literacy skills are an extremely important part of children's early development. But young children cannot learn to read if they have problems that distract them from educational activities, if they aren't able to follow directions, if they have difficulty getting along with others, and if they're unable to control their emotions.
Child development research over the last three decades has repeatedly shown that children's social and behavioral competence is a greater predictor of academic performance in first grade than are cognitive skills and family backgrounds.
Social skills that lead to academic success include:
getting along with others
being able to identify emotions and regulate them
knowing how to respond appropriately to conflict
engaging in social conversation and cooperative play
feeling good about one's self and others.
Once children master social-emotional skills, they are prepared to learn academically.
When parents and quality early learning programs work together as partners, they provide the nurturing and support that promote children's healthy development and enable children to enter school, and life, ready to succeed.
Families need to be able to access affordable care that will prepare their children for school and lifelong success. For low-income children, in particular, a quality early learning program is especially beneficial in promoting school readiness. A quality program provides a safe, supportive environment where teachers build relationships with each individual child and work closely with parents to provide positive feedback and encourage children's appropriate behavior.
During April, the Month of the Young Child, let's celebrate our children, thank their teachers and caregivers and commit to giving every child the opportunity to enter school ready to learn.
As a community, we can help children succeed by:
recognizing that the roots of successful learning start early -- the brain develops most rapidly in the first three years of life -- and helping children early on, before they fall behind
targeting low-income children, whose risk factors will decrease when provided with consistent, high quality early learning experiences
engaging and supporting parents in their children's development and in the parents' attainment of education and income self-sufficiency
making high-quality early childhood programs accessible to low-income families.
The social skills we help our children develop early on translate into marketable, lifelong skills that contribute to effective workplaces and healthy communities: Learning to play with others leads to language skills and teamwork. Making up games and rules builds negotiation skills. Learning to follow rules helps develop sound employee ethics. And, early exploration fosters creative thinking and problem-solving.
Developing these skills in present and future generations will help overcome adversity and ensure a brighter future for all.
This article was provided by Anne Lance, executive director, Teaching Tree Early Childhood Learning Center in Fort Collins. For more information about early childhood programs in Estes Park, please contact Estes Valley Investment in Childhood Success (EVICS) at 586-3055; firstname.lastname@example.org; Nancy Almond, director.
Estes Park families with young children are encouraged to learn more about school readiness by attending the Family Night event this Thursday, April 26: Ready or Not - School Readiness Begins at Birth! See graphic on this page and contact EVICS to register. Registration extended to Wed., April 25.


The projects listed here are examples of longitudinal projects that support the creative use of ICT in the classroom.
FÍS (literally translated as ‘Vision’) was an initiative from the Department of Education and Science (DES) in the Republic of Ireland and was a project designed to introduce the medium of film as a support to the Primary School Curriculum (Curaclam na Bunscoile). The FÍS project is now managed by the National Centre for Technology in Education (NCTE), in collaboration with Dun Laoghaire Institute of Art Design and Technology (The National Film School).
NCTE’s Soundbeam Project
The NCTE arranged for an evaluation of the use of Soundbeam in Irish special schools via case studies in four schools during the 2004/2005 school year. The purpose of the evaluation was to establish the suitability of Soundbeam for use with students with severe/profound general learning disabilities or multiple disabilities in Irish schools. The NCTE supplied Soundbeam version 2 equipment to three of the schools (the fourth schools already had its own Soundbeam version 1 equipment), three days of training for the teachers involved and a template for reporting the school’s evaluative case study of Soundbeam.
An initiative for students with dyslexia or other reading/writing difficulties.
Thirty-one post-primary schools around Ireland were involved in this innovative initiative aimed at supporting students with dyslexia or other reading/writing difficulties through the provision of laptop computers. The initiative aimed to identify how laptops can support these students and facilitate learning in an inclusive environment. http://www.laptopsinitiative.ie/Book.aspx
IMMERSE stands for Innovative Multi–Media Educational Resources for Students and Educators.A Digital Learning Partnership established in 2002 between NCTE and the national broadcaster, RTÉ, set out to develop digital content relating to the Irish curriculum. This partnership has been a fruitful one, with two DVDs produced and distributed to primary schools and four comprehensive websites created.
Creative Learning in the Digital Age
This project was a partnership between Northern Ireland Screen, the Nerve Centre and CCEA (Council for the Curriculum, Examinations and Assessment). Funded by NESTA the project aimed to encourage the use of moving image in the classroom. Digital Film Archive
Access to the site is available to all, however access to the clips is restricted to teachers and pupils studying CCEA’s Moving Image Arts and history teachers involved in the original pilot.
Further information on the project including the evaluation, which is available to download, go to: http://www.northernirelandscreen.co.uk/page.asp?id=49
The Dissolving Boundaries Programme
Set up in 1999 to use ICT to link special, primary and secondary schools together in Northern Ireland and the Repulic of Ireland for joint work in the curriculum. The website contains examples of school links, research reports and a video of the programme in 2008. www.dissolvingboundaries.org
C2k on behalf of the five education and library boards is responsible for the provision of an information and communications technology (ICT) managed service to all schools in Northern Ireland. The C2k website has case studies of pupils and teachers working with ICT. http://www.c2kni.org.uk/casestudies/casestudy.html


One of the most foundational skills in working with kids is the art of storytelling. Each one of us needs to keep in mind tips that help us be more effective in telling Bible stories so that kids get the most out of them. Consider using this simple acrostic…
Preparing and Telling…
B ecome acquainted with the story.
I n your study, plan for as many senses as possible to be involved in telling the story.
B e sure to consider your audience–age, tastes, vocabulary.
L earn the purpose for telling the story.
E liminate events/elements that are unnecessary.
S equence the events of the story with a simple outline.
T ell the story to yourself–over and over.
O rganize a captivating introduction and crisp conclusion.
R emove any competitive influences while telling the story.
I n your lap, have an actual Bible.
E nthusiasm is a must. Kids will get just as excited and you get excited about Bible stories.
S upport your preparation experience with prayer!


Interdisciplinary Literacy Education
Resources for teaching literacy skills through the arts.
Projects at NIU
- Storytelling Through Visual Art and Music - A slideshow on an integrative approach to teaching the Arts from NIU art education students with support from both School of Art and School of Music.
- Visual Culture and Art Education - Art Education faculty and their NIU pre-service students are working with the students and teachers at St. Mary School in DeKalb to create interdisciplinary art lessons that help students to understand the world they live in and to create artworks that express their interpretations of contemporary and historic cultures.
- Integrating Content Area Instruction and Literacy - Corrine Wickens is partnering with several NIU Secondary Education programs in the College of Liberal Arts and Science to incorporate literacy teaching strategies into other academic content areas.
- Digital Story Creation - Rhonda Robinson from Educational Technology, Research and Assessment, College of Education, and Kristin Brynteson from the Center for P-20 Engagement, are assisting Genoa Elementary School in the use of digital storytelling activities to impact a variety of different literacy skills.
- Reading In Motion - Founded in 1983, the Reading In Motionâs mission is to get every at-risk kindergarten through third grade student reading at or above grade level, through the power and discipline of the arts.
- The ArtsLiteracy Project - The ArtsLiteracy Project (ArtsLit) began in 1996 and "gathers an international community of artists, teachers, youth, college students, and professors with the goal of collaboratively creating innovative approaches to literacy development through the arts."
- Arts in Basic Curriculum - "Since 1987, the ABC Project has used professional development as one of its most important strategies for working towards giving every child in South Carolina (SC) access to a comprehensive arts education."
- Picturing America - An initiative from the National Endowmant for the Humanities that brings American Masterpieces into the classroom.
Curriculum and Lesson Plans
- Integration with Dance and English/Language Arts - Lesson plans from the North Carolina State Board of Education
- Arts Integration Frameworks, Research, & Practice: A Literature Review
- Critical Evidence: How the Arts Benefit Student Achievement
- Of Paint and Poetry: Strengthening Literacy Through Art
- National Art Education Association - This dynamic community of practice is where visual arts teachers, scholars, researchers and professors, students, administrators, art museum educators, and artists come together around a shared belief in the power of the arts to develop human potential. Includes lesson plans and grant opportunities.
- ArtsEdge - ArtsEdge â the National Arts and Education Network â supports the placement of the arts at the center of the curriculum and advocates creative use of technology to enhance the K-12 educational experience.
Arts and Literacy Projects at NIU
Find more NIU Arts and Literacy projects in ENGAGE!


Many parents who homeschool a child with special needs find that their son or daughter shows an interest in going to school for certain subjects or activities that interest them during their teen years. In many areas there are homeschool support groups with an interest in joint field trips, parent-taught classes, parks department programs or get togethers so that children can socialize with their homeschooled peers. School districts have created programs for homeschooled children that offer an alternative education experience in public school buildings.
Children with special needs may find that the accommodations made for mainstream homeschooled students suit their educational challenges or chronic health conditions, and may wish to enroll to try out some classes.
There may be transition programs for teens for post high school programs, job training and employment opportunities, or other federal, state or local programs or grants available through a child's school district.
Community college programs like Washington State's 'Running Start' allow teens to enroll while they are high school juniors and seniors, earning both high school and college credits for their work, supported with school district funds. Students may need to register at a district high school to qualify.
Junior and community colleges may offer excellent accommodations available for students who wish to attend regular classes, and some have specific programs tailored to students with learning challenges.
Transition services available for teens up to or including the age of 21 vary from district to district but may include a wide variety of services and options, including collaboration with federal vocation agencies, supported employment vendors, and local businesses.
It's important to research what a student's and a family's rights are when a child is enrolled in any school district program, and when a family is seeking transition services.
State and national homeschool organizations and internet groups may provide excellent resources and information on the pitfalls as well as the benefits of each option.
Browse at your local bookstore, public library or online retailer for books about high school transition for students with special needs.
Homeschooling Children with Special Needs
After School Homeschooling
Teens with Disabilities - Transition Planning
Teaching Math Skills
Art and Self Expression for Children with Special Needs
Music Education - Every Voice Heard
Teaching Your Child to Plan Meals and Cook
Do We Overtest Our Children?
The Diagnosis of Learning Disabilities
Signing, Reading and Spelling
Transition Links for Teens - Higher Education and Employment Opportunities - and Older Students Receiving Special Education Services


DELTA KAPPA GAMMA SOCIETY
DELTA KAPPA GAMMA SOCIETY. The Delta Kappa Gamma, an international honorary society for women in education, was founded by Annie Webb Blanton and eleven other Texas women on May 11, 1929, at the University Faculty Women's Club in Austin. The organization, originally called Kappa Gamma Delta, was chartered under its present name on August 15, 1929, after founders learned that the original name was being used by an aeronautics society. Exclusive rights to the name were not finally secured, however, until 1941. Blanton, a professor of rural education at the University of Texas, founded the society as a vehicle for its members to counter discrimination against women in education and to give recognition for excellence. Its purposes were also to provide women with a sense of unity and cooperation, to secure legislation supporting improvements in education, to help women gain equal representation in professional organizations, and to provide financial assistance for women preparing for careers in education. As Delta Kappa Gamma grew, it concentrated increasingly on providing intellectual and financial support for its members and on recognizing excellence.
Seventeen chapters were formed the first year; by 1987 the society had over 3,000 chapters in fifty states and thirteen countries. Nearly 300 of those chapters were in Texas. Blanton, the first president, decided that the society's name, symbols, and initiation ritual would remain secret to outsiders. Her invitations to potential members were signed with the pseudonymous initials KGD rather than with her own name. Initiates originally were required to have at least five years of experience in elementary, secondary, or postsecondary education; this was later changed to three years. Blanton hoped to attract members with a variety of experiences. Among the original twelve founders were an elementary teacher, three elementary principals, one mathematics and two history teachers, three college instructors (of physical education, elementary education, and psychology), and a dean of women.
Delta Kappa Gamma has chapter, state, regional, and international bodies, and its governance and operation are controlled by an executive board of 120 people. It holds biennial regional and international conventions. The society offers several awards and scholarships, including the annual International Achievement Award for leadership; the Educator's Award, given for the outstanding book on education by a woman; and more than twenty annual scholarships for members pursuing graduate study. It also makes several yearly awards through its World Fellowship Program to women from other countries studying at universities in the United States and Canada. The Delta Kappa Gamma Foundation was established in 1964 as a source of grants, scholarships, and fellowships and to support such educational projects as providing a reading teacher for the Navajo community college. The society publishes a quarterly Bulletin, a periodic newspaper called News, and numerous brochures and pamphlets. The group's collection of "pioneer figurines," dolls representing significant women in education, is displayed at its international headquarters in Austin. Its national headquarters are in Denton. Its membership grew from twelve in 1929 to 162,000 in 1987.
Eunah Temple Holden, Our Heritage in the Delta Kappa Gamma Society (Austin: Delta Kappa Gamma Society, 1960; rpt. 1970).


Forms and Information for Teacher Education Students
An Education that Works
Huntingdon recognizes that there is no profession that has the opportunity to shape tomorrow’s world more profoundly than teaching. Huntingdon’s programs are designed to prepare “highly qualified” teachers under the No Child Left Behind Act, as well as highly employable teachers through extensive preparation.
- Partnerships with outstanding schools provide exemplary classroom experiences
- Prior to completing a 12-hour student teaching internship, students complete a 3-hour field experience and teaching practicum
- Technology-equipped classrooms
- Alabama's only collegiate chapter of the Association for School Curriculum and Development (ASCD)
- Kappa Delta Epsilon honorary
- Professors advise students
- Professors supervise internships
Elementary, Middle, and Secondary Teachers
In order to teach in the public schools in Alabama, you must earn a bachelor’s degree, complete an approved teacher education program, and be certified. At Huntingdon, students majoring in elementary education also complete requirements to apply for certification for Collaborative Special Education (K–6), thus preparing them to teach in kindergarten-through-sixth-grade classrooms and to teach K–6 students who have special needs. Secondary educators are prepared to teach at the middle school or high school level (grades 6–12) in specific subject areas: biology, chemistry, English language arts, history, or mathematics. P–12 educators are prepared to teach a subject (such as music or physical education) throughout the spectrum of age groups, from pre-school through grade 12.
Elementary/Collaborative Special Education
Elementary Education/Collaborative Special Education is a field-based program that provides you with the knowledge and skills to have a deep and lasting impact on the lives of young children—both in the regular classroom and for those students who have special needs. At Huntingdon, you will complete a program that leads to certification in two endorsement areas: Elementary Education and Collaborative Special Education (K–6). Once the program of study is completed and certification is obtained, candidates are eligible to teach both regular K–6 students and those who have diagnosed disabilities by serving as the teacher of record in the regular classroom, or by teaching students with disabilities in a specialized resource classroom. The result: highly employable and highly qualified K–6 educators.
Secondary Teacher Certification
Secondary school teachers help students delve more deeply into subjects introduced in elementary school and expose them to more information about the world. To teach at the secondary level (grades 6–12), you will major in the area you plan to teach, and complete the Teacher Certification set of courses, along with your internship experience, in addition to your major. Huntingdon offers secondary teacher certification in Biology, Chemistry, English Language Arts, History, and Mathematics.
P–12 Teacher Certification
To teach a subject through all age groups and levels, elementary through secondary, specific majors and teacher certification courses are required. At Huntingdon, you may be certified in P–12 Music Instrumental or Vocal/Choral) or Physical Education. P–12 Music certification requires the completion of the Music major with Teacher Certification concentration. P–12 Physical Education certification requires the completion of the Physical Education major.
Huntingdon’s Teacher Education program is housed in historic John Jefferson Flowers Hall on the main campus. Teaching internships are available in Montgomery, Elmore, and Autauga Counties.
Hundreds of Huntingdon alumni are successful teachers and educational administrators in elementary schools, middle schools, junior and senior high schools, colleges, and universities nationwide. Because Huntingdon is known for producing well-prepared teachers, our graduates are sought by school systems and have enjoyed excellent placement rates into graduate and professional schools or into employment.


King, Bernard J. (2011) Poverty and literacy development: challenges for global educators. In: PAMA 2011: Global Educators for Contemporary Learning Communities, 30 May-10 Jun 2011, Toowoomba, Australia.
PDF (Published Version)
This paper investigates the links between poverty and literacy development, a topic of great concern for many who work to help low-income children develop early literacy competencies. Underscoring the importance of developing, implementing, and promoting early literacy development among these at-risk children, the paper will assist global educators to enhance parental support for children’s language and literacy development, rethink teaching practices within literacy programmes or language arts lessons, improve understanding of issues related to language and literacy development among low-income children, and help to create and maintain better learning environments.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||Licensed under a Creative Commons Attribution 3.0 License.|
|Uncontrolled Keywords:||early childhood education; disadvantaged families; literacy|
|Depositing User:||epEditor USQ|
|Date Deposited:||11 Jul 2012 01:29|
|Last Modified:||03 Jul 2013 01:14|
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Evolution classes for primary pupils
Children at primary school are to be given compulsory lessons on evolution for the first time under a shake-up of the curriculum unveiled yesterday.
The move follows protests from scientists that there had been no mention of the topic in a previous consultation document published earlier. Some said the topic, to be introduced in science lessons, was necessary to combat growing attempts to bring creationism into the curriculum.
Announcing the move, Schools minister, Vernon Coaker, said: "Lots of teachers came forward and said it should be part of the compulsory programme of study."
Under the proposals, children would start to learn about Darwin's theory on the origins of species during their later years in primary school. The new change would be brought in from September 2011. The move was welcomed by the Royal Society, the UK's national academy of science, whose vice-president, Sir Martin Taylor, said: "Teachers should aim to explain why evolution by natural selection is the only known way of understanding all the available evidence. Learning about evolution can be an extraordinary, exciting and inspiring experience for children."
The move was one of only two changes to the primary school curriculum recommended in a government review by Sir Jim Rose, a former inspector with the education standards watchdog Ofsted, which was accepted by ministers in April.
The second change is to give more emphasis to the teaching of British history in primary schools. Ministers said they had chosen to "reinforce" the subject following fears that it could be sidelined under proposals to include all subjects under six new areas of learning – which have history and geography as part of just one topic heading.
The curriculum guidance includes a reference to the Romans, Anglo-Saxons, Vikings and Normans as examples of what pupils could be taught.
Other key proposals accepted from the review include making it compulsory for every child to learn a modern foreign language from the age of seven. The proposals were included in the Education Bill introduced to Parliament yesterday.
Simon Calder looks at communities fighting back against the poachers
Guide dog mauled while helping owner deliver Christmas cards
Nelson Mandela’s complex bond with Britain
The poorest pay the price for austerity: Workers face biggest fall in living standards since Victorian era
Deadly ice storm pushes up US east coast as temperatures drop to -29C
10 stone five-year-old taken into care
- 1 Gurdwaras-turned-food banks: Sikh temples are catering for rise in Britain’s hungry
- 2 Council bans use of word ‘Commie’ – but ‘fascist’ and ‘Nazi’ are fine
- 3 The man who made Femen: New film outs Victor Svyatski as the mastermind behind the protest group and its breast-baring stunts
- 4 The poorest pay the price for austerity: Workers face biggest fall in living standards since Victorian era
- 5 Mass murder in the Middle East is funded by our friends the Saudis
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