EPSRC IAA Indoor Air Quality in Primary Schools Project delivers first workshops in schools
1 February 2022
The EPSRC IAA Indoor Air Quality in Primary Schools Project team has designed and delivered a number of workshops with pupils from Foundation Phase and Key Stage 2 to discuss what they know about buildings and sustainability as a way to empower them to take actions that foster good indoor environment in sustainable ways.
Indoor Air Quality in Primary Schools is an interdisciplinary impact project that aims to support Councils and primary schools in maintaining good indoor environmental conditions in classrooms and indoor spaces. It also aims to produce learning resources for children and teachers and guidance for schools and councils to maintain good indoor environmental conditions classrooms and indoor spaces.
The first stage of workshops, ‘Building Doctors’, included hands-on activities where pupils used monitoring instruments to develop numeracy skills and explore concepts about building performance. The workshop activities and resources were tailored to the knowledge, abilities and skills of different age groups and the complexity of concepts related to building performance, indoor environment and comfort in buildings and energy in buildings. These practical STEM workshops encourage children to practice numeracy skills. Children produced materials such as drawings, tables, crafts and charts as part of the workshop and used monitoring devices to explore concepts about building performance using their own schools as Living Labs. Extended activities are being undertaken by pupils after the workshop which will be followed by a second stage of workshops to be delivered in February and March.
The project team is planning an event in spring to present key highlights and findings of this project and discuss with teachers, schools, representatives from Councils who work on building monitoring, management and performance and education about how the lessons learned can support ongoing efforts of schools and councils to promote good indoor environment in classrooms in sustainable ways and foster sustainability education among primary school children.
If you would like to know more about this project or would like to take part in future activities, please contact Dr Zapata-Lancaster.
Dr Gabriela Zapata-Lancaster
- +44 (0)29 2087 0643


The Basic Package contains one copy of each of the following (a total retail value of over $100.00):
• First Steps in Music for Preschool and Beyond Curriculum Book (G-5880)
• Keeping the Beat (CD-493)
• There’s a Hole in the Bucket (CD-645)
• Had a Little Rooster (CD-646)
• Old Joe Clark (CD-647)
Written by a national leader in early childhood music education, this creatively illustrated book contains everything you need to lead a music class for preschool and early elementary students, including:
• Echo Songs, Call-and-Response Songs, Simple Songs, SongTales, Action Songs, Circle Games, Beat Motion Activities, and more.
• Repertoire based only on folk or traditional songs and rhymes, because of their natural melodic expressiveness and language flow, and for their texts filled with wonder.
• Complete lesson plans for a three-year curriculum.
• Full coordination with high-quality recordings that contain all the rhymes and music from this book—perfect for parents to play at home or in the car.
• Suggestions on setting up a class, preparing parents, record keeping, expanding your music program, and planning ahead.
• A classical music component, perfect for movement and exploration.
Advanced research continually points to the importance of music in the lives of young children. You can further their musical growth with First Steps in Music!


By Gerald F. Lordan, O.P., Ph.D., Social Studies Teacher and Faculty Mentor
There are five principal educational philosophies in America:
- the Idealism of Plato
- the Realism of Aristotle
- the Experimentalism of Dewey
- the Existentialism of Sartre
- the Thomism of Aquinas
Philosophy is the love of wisdom. A philosopher seeks to ask the right question — and not to give the right answer. Philosophy has three principal questions: a) What is real? (metaphysics), b) What is true? (epistemology), and c) What is good? (axiology)
The axiological question is so broad that it often is divided into two subsections: What is right? (ethics) and What is beautiful? (aesthetics)
Approximately 90% of American children attend public schools. They are usually taught under more than one of the first four philosophies. Approximately 10% of American children attend private schools. Of that amount, about nine of ten are in parochial schools, and some 90% of them are in Roman Catholic schools. These children are usually taught under Thomism.
The private-sector students who do not attend a parochial school usually attend an independent school. These schools usually have a focus on either Idealism or Existentialism. I believe those schools which focus on one philosophy better serve their children. Furthermore, it is my opinion that those schools which focus on Thomism best serve their children.
In the Chicago metropolitan area, we have schools which are examples of all five educational philosophies. The curriculum model of an Idealist-philosophy school is Scholar Academic. The Scholar Academic School trains the next generation of academic discipline scholars – that is chemists, poets, mathematicians, etc. Students are valuable for what they know.
The curriculum model of a Realist-philosophy school is Social Efficiency. The Social Efficiency School trains the next generation of workers – that is engineers, accountants, architects, actuaries, librarians, etc. Students are valuable for what they do.
The curriculum model of an Experimentalist-philosophy school is Social Reconstruction. The Social Reconstruction School trains the next generation of change agents dedicated to the advancement of a democratic, capitalist, political-economic order. Students are valuable for what they believe.
The curriculum model of an Existentialist-philosophy school is Human Development. The Human Development School prepares the next generation of self-actualized individuals. Students are valuable for the people they may become.
The curriculum model at Fenwick is Thomism. Fenwick prepares the next generation of virtuous servant leaders of society. Students are valuable as human beings with the potential to be full of God’s grace. There are neither superiors nor inferiors in a Thomist-philosophy school, but rather superodinates and subordinates. They are trained to be members of the Hero Generation.
The Hero is the poor boy or girl made good; the person on horseback who rides into a polis, a city, in the midst of anarchy, a situation in which there is bad government by the many with mob rule and wildness in the streets – a scenario in which nobody’s life, liberty and property are safe. The Hero says, “I know what to do. I have a plan. Follow me.” The Hero inspires the people and leads society to serenity.
About the Author
Dr. Lordan is entering his 27th year of teaching at Fenwick. Originally from Massachusetts, Lordan completed his under-graduate studies at Northeastern University and received a master’s degree in elementary education from the University of Maryland. He earned his Ph.D. in curriculum and instruction from Boston College.


MATH 203 - Mathematics for Elementary Teachers II
This course is the second in a two-course sequence designed to enhance the conceptual understanding and processes of the common content in elementary mathematics curricula. Topics include proportional reasoning, algebraic reasoning, geometry, measurement, data analysis, and probability. The use of manipulatives and technology will support learning and teaching of the topics studied. Enrollment is only open to students seeking a degree in elementary education or a related degree. Meets The University Core Curriculum A2: Mathematics category. Prerequisite(s): MATH 103 (grade of C or better).
Check course availability in Spring 2023
Check course availability in First Summer 2023
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The violin is a challenging instrument to learn, requiring dedication and practice. Excellent playing skills generally take many years to develop. However, observant students realize that a few specific ideas and approaches can speed up their learning. This article presents five helpful rules to learn violin quickly for those interested in making faster progress.
1. Find a Great Teacher
Choosing an exceptional violin instructor has an extraordinary impact on a student’s dedication to learning the instrument. The best teachers are those who are not afraid to challenge a student to push themselves and set lofty goals. A friendly relationship with the instructor is nice but knowing they will offer thorough instruction and sincere feedback is most important. Look for an instructor who is passionate about seeing students succeed and willing to provide excellent opportunities for musical growth.Students wishing to move quickly in learning the violin benefit from a teacher who encourages regular recital performances, competitions, and music theory studies.
2. Apply Feedback and Constructive Critique from Lessons
Each violin lesson is an opportunity for students to make progress and improve their technical skills.Diligent students listen carefully to all feedback, suggestions, and input from their violin instructor. It requires self-discipline, but students who take constructive criticism seriously from teachers, masterclasses, or competition judges will experience great success in their violin playing.Correcting mistakes, learning from others, and applying instruction given by violin experts will rapidly improve a student’s music education and violin playing. Faster learning happens when students are open and willing to accept objective critiques.
3. Watch Tutorials and Listen to Performers
Another method that leads to quicker success in learning the violin is to attend performances, or at least watch videos, of great violinists. Students who immerse themselves in violin repertoire combined with observing the technical skills of advanced musicians often find inspiration.Listening to outstanding violin works can be an excellent source of motivation, propelling students to practice more to reach an advanced level.Today’s students have unprecedented access to video performances of many of the world’s top performers,which they can watch at any time.
4. Practice Daily with Focus and Commitment
Undoubtedly, committing to daily practice is the most important rule for learning the violin quickly. Each day’s practice session must be free of distractions so that maximum focus and concentration can take priority.Creating an optimal practice environment without phones or devices is essential to productive practice. Successful students understand the importance of consistent practice each day, implementing all improvements suggested by their instructor. Faster learning can be achieved through continual self-assessment and practicing correctly, efficiently, and artistically in each session.
5. Study Music Theory and Utilize It
A deep understanding of music theory and how it applies to studying pieces is crucial to rapidly learning any instrument. As students advance in their musical studies, analyzing pieces provides an understanding of their structure, along with their technical and artistic requirements.Extensive knowledge of music theory,artistic interpretations, and connections to the composer’s intentions,substantially enhance the learning process.
Learning the violin is a demanding yet rewarding endeavor.Ideally, students would love to play their instrument quickly and easily, enjoying all the remarkable benefits music brings.Although there is no effortless path, students will significantly speed up their learning through dedication to practice, assessing needed improvements, and continuing their music studies.


DKfindout! KS2 Science Pack 5 Books Set
About DKfindout! KS2 Science Pack
Ignite curiosity in your children or students with this collection of books covering Key Stage 2 science topics!
Gain access to the most engaging online and offline science content with DKfindout! This science education pack is a discounted bundle for teachers and parents that includes 5 key stage 2 science books from the DKfindout! series - Animals, Earth, Energy, Human Body, and Science - and access to extended supporting resources online meaning that you can be prepared for teaching in the classroom as well as remote learning.
Perfect for use by teachers or parents supporting children ages 7-12, the DKfindout! KS2 Science Pack provides:
- Print and digital materials and activities for hybrid learning
- Engaging, high-quality content aligned to the national curriculum
- Flexible teaching resources, lesson sequences, and planning
- A range of engaging core science topics for students to explore in-depth
See science learning come to life through dynamic and interactive DK online content that includes videos, quizzes and interactive diagrams. Supporting STEM-based learning in an easy-to-follow, digestible format, this fact-filled science pack can be revisited throughout the school term and is perfect for children in school years 3, 4, 5, and 6. Filled with fun facts for kids, stunning photography and lively illustrations, the DKfindout! KS2 Science Pack will satisfy any child who is eager to learn and keep them coming back for more!
Making key stage 2 science fun for teachers and students!
This science education bundle makes things easy for teachers, too. With instructions on how to obtain access to six free learning pathways - each outlining between eight and twelve lessons written by an experienced educator - and at-home support materials for guardians with additional activities and science experiments, this pack serves as an affordable, one-stop resource for several weeks of teaching. And the free-to-use, child-safe encyclopedic online resources allow both you and your students to take learning even further.
While at home, the five books are designed to expand children's knowledge as far as their curiosity will take them. It's perfect for parents who want to have easy-to-use Key Stage 2 science learning resources to support primary school education.
What do you want to find out next?
Perfect for help with homework, the DKfindout! Series uses clear, reliable, and highly visual content that covers primary school curriculum subjects and more! Read awe-inspiring facts about the Solar System in DKfindout! Solar System. Learn amazing facts about the animal kingdom in DKfindout! Animals. Discover explosive facts about the world of volcanoes in DKfindout! Volcanoes.


With the passage in December 2015 of the Every Student Succeeds Act (ESSA), also known as the Elementary and Secondary Education Act, music was named as part of a “well-rounded education.”
Each time the term “well-rounded education” is referenced in the law — over 20 times! — it reinforces the fact that music, as well as all of the other subjects listed, is essential.
In December 2019, ESSA received additional funds and among those categories that saw an increase are Title II-A, which will now receive $2.1 billion to support Effective Instruction grants, and Title IV-A, which will now receive $1.2 billion for Student Support and Academic Enrichment (SSAE) grants.
The SSAE funds are granted from the federal government to the states, which then re-grant them to districts through a grant application process. It is extremely important that educators, parents and school officials learn as much as they can about these resources and how to apply for them.
Here are a few steps to help educators get started.
One of the best places to get relevant information is through the “Everything ESSA” section of the National Association for Music Education (NAfME) website. The material provided is well-written and easy to understand.
Identify what types of SSAE grants have been awarded in past years (or enlist the help of a parent to do this). These are public funds, so the information can be accessed by calling the federal grants department at your state’s department of education. It might help to know if other districts in your state are receiving SSAE support. States may not be able to provide specific information on how the grants will be used at the district level, but once you find out which districts received funding, you can contact that district’s federal grants department for details.
Once you have some understanding of what is in the law and how past grants have been awarded, meet with your principal or supervisor and ask about their knowledge of these resources. Remember, grant funding provides support for the entire school, so you will be considered a hero for bringing great information to your school leaders. If they are not aware, determine who in your district is responsible for writing federal grants then ask to meet with them for additional information and guidance. There are more than 13,500 school districts in the United States, and the vast majority of them has someone on staff whose job is to apply for federal grants. States may have varying application processes, and your federal grants staff person will be able to provide detailed information. It literally pays to find out all you can about the application process because some covered expenditures could include salaries, purchased services, instructional supplies and materials, professional and technical services, and instructional and non-instructional equipment.
Meet with your music education colleagues and figure out what is lacking in your music program and what can be done so more students can be provided with access to music? NAfME provides a comprehensive resource to help with this process. The “Opportunity to Learn Standards” document provides recommendations for curriculum and scheduling, staffing, materials and equipment, and facilities.
Use the guidelines provided by the grants professional in your district and put together a detailed proposal.
Wait for a response from your state but don’t be discouraged if funds are not awarded on the first try. These are annual grants so applications can be resubmitted in subsequent years. Do, however, follow-up to see how to better organize your application for the next round.
This is our time. Music education has never been in a better place to determine its own future. But it is up to us. Former Speaker of the House Tip O’Neill said, “All politics is local.” His quote accurately describes what lies ahead. So, familiarize yourself with the details of ESSA, meet with your music department to come up with a game plan and make that appointment with your principal.
This article first appeared in the Music for All National Festival program.
Yamaha is an active advocate for music education, and we want to empower music educators to strengthen their programs in any way we can. Please register for the Yamaha Educator newsletter to read up on advocacy, professional development, information about instruments, resources, partnerships in education and more. Join the Yamaha Music Educator Community on Facebook or email us at email@example.com.
Top photo by chrupka/Shutterstock.com
Copyright © 2023 Yamaha Corporation of America and Yamaha Corporation. All rights reserved.


Tumble Premium is a collection of TumbleBooks (animated, talking picture books) with fiction, non-fiction and foreign language titles, Math Stories, Read-Alongs (chapter books with sentence highlighting and narration but no animation), Videos (from National Geographics), TumbleTV which consists of pre-set playlists of a sequence of books, Tumble Puzzles & Games, and TumbleResources for teachers and students. TumbleBooks are created from existing picture books which we have licensed from children's book publishers and converted to the TumbleBook format.Click here for Tumblebooks!
About Media Center
Welcome to Mrs. Kehl's Media Center page. I would like to take this opportunity to welcome you and your child to the library!
I began teaching at Royersford Elementary School in 2000. I earned my undergraduate degree in Elementary Education from Elizabethtown College. I obtained my Master's Degree in Education from Cabrini College and certification in Library Science from Kutztown University.
I am excited to work with you and your child this school year! Please feel free to contact me with any questions or concerns. And remember to...READ! READ! READ!
Carrie Kehl, Media Specialist
Library of Congress Online Catalog
One and Only Ivan, The 2103 Newberry WinnerReading Olympics Shelfari
Kindergarten students come in once every six day cycle for a story and book exchange. Students choose their books from a shelf geared for kindergarten students only. Selections include wordless picture books, early readers, Disney favorites, and non-fiction books. Books change throughout the year.
Students receive a "library book bag" provide by the librarian to transport their library books in. This helps to develop responsibility as well as keep the book dry in the event of wet conditions. If a bag is lost or damaged, please replace the bag making sure to write the student's name and teacher on the outside.
In addition to learning to care for library books, first grade students learn to use placesavers when looking for books. Students learn how to recognize authors and illustrators on the cover of books. They also learn the difference between fiction and non-fiction books and their location on the shelves. First grade students are emerging as readers and are introduced to beginning chapter books.
In addition to learning to care for library books, second grade students are reminded of the importance of using placesavers when looking for books. Students are expected to follow appropriate school behavior while in the media center.
Second grade students are learning the difference between fiction and non-fiction books and their location on the shelves. The biography section is introduced. Students develop favorite authors and illustrators. Students are introduced to the reference section, including dictionaries, thesauruses, and encyclopedias.
Second grade students are developing skills to become better readers and are introduced to beginning chapter books. We discuss selecting books based on the "five finger" rule, as well as just right read books.
Goals for third grade students include an emphasis on library procedures, searching for library books with DESTINY, knowing the parts of a book, experiencing various genres of literature, learning the Dewey Decimal System, and an introduction to research materials. Students complete mini-research projects during library classes. Students also complete a test to become "Destiny Detectives." Destiny detectives have successfully completed a test using Destiny to locate a fiction and non-fiction book AND finding it on the shelves.
Goals for fourth grade students include an emphasis on library procedures, searching for library books with DESTINY, knowing the parts of a book, experiencing various genres of literature, learning the Dewey Decimal System, and an introduction to research materials. Students complete mini-research projects during library classes.
Students are encouraged to read for pleasure. We review selecting just right read books, as well as continue working on the "five finger" rule. Students may select 2 library books per cycle.
Classes visit the media center once every 6-day cycle for formal library lessons, and an additional 6 days for their "bonus" library day.
- Kindergarten, first grade, and second grade students may check out 1 book per cycle.
- Third and Fourth Grade students may check out 2 books per cycle.


The only thing that separates language from noise is the presence of patterns. Likewise, the only thing that separates music from noise is, again, the presence of patterns. Music is a language and should be approached as such. When children begin to talk, we meet them at their level of communication. We do not wait to engage them in conversation until they have mastered proper grammatical structure or have even learned to read or write. That deeper understanding of language comes with time and practice of those skills. While exercises are important for the development of instrument technique, the end goal should be the communication and expression of ideas, just like a language. Music education should be fun and engaging. With that in mind, all lessons focus on the individual needs and interests of students, with all materials tailored towards keeping students yearning for the next step in their journey.


A Neuro-Developmental Model
Often, “new” science simply confirms the merits of how things have always been done.
Science often reveals new ways of doing things that improve upon the way things have always been done. Consider the computer, which has practically eliminated limitations of geography and time. Tasks which used to require large groups of people, vast amounts of time, and close proximity are now completed in a fraction of the time, regardless of a member’s location.
Yet, the more science advances, the more we realize that the “secrets” to so many things were already intuitively known to us. We just may not be consciously aware of them. Think about nutrition. There is a growing awareness that the more food is processed and removed from its original form, the less capable it is of providing what the body needs. Is it “new science” to use natural foods to maintain a truly healthy diet?
The industry that has built up around how to teach reading has been centered on one question: “How can we present reading in a new way so that more students get it?” Publishers, in search of the next new thing, have tried everything from colorful cartoon mascots to novel activities that increase engagement. During this time, however, research has continually shown how the typical child’s language and reading skills develop by building off more foundational phonological skills – intuitively known to us (though not always strong enough to allow fluent reading skills to develop).
From the time a child starts to look at adult mouth movements, to the moment when they write their first well-organized essay, the roadmap for language skills has slowly been pieced together. Is it possible that the science of language and reading is simply leading us back to the way these tasks have been done all along, but with an increased awareness of the process itself?
A Neuro-Developmental Model
Research conducted over the past 20 years sought to answer this question: If the skills necessary for reading fluency can be identified and strengthened in young students who demonstrate warning signs for weak reading skills, can they be prevented from reading failure? The answer was a resounding “Yes,” as over 97% of them dramatically improved their reading skills, and most of them were either reading at or above their grade level by 2nd grade. The same was done for students already struggling to read, again, with dramatic results. Two elements were present in the interventions used in this research:
1) The intervention followed the roadmap of skills revealed by scientific research, from individual language sounds to reading fluency.
2) The intervention used research principles necessary to build skill and function in the brain.
These two general characteristics constitute what we now call a neuro-developmental model.
Characteristics of a Neuro-Developmental Model
Using this roadmap and the principles of skill-building (accomplished via “neuroplasticity”), a neuro-developmental model should include the following specific elements:
1. Students should be able to perceive language sounds before being asked to produce those sounds
2. Begin with spoken language skills before moving to written language skills. This means strengthening foundational skills, like:
· Phonological awareness, or the understanding of what a person sees, feels, and hears when they make language sounds
· Phonological processing, or the ability to identify, manipulate, and reproduce changes in individual sounds within words
3. Instructions should only move from simple skills to more advanced skills as lesser skills are mastered
4. Instruction should be multi-sensory and make use of discovery-based learning strategies in a gradual-release model that fosters student independence
5. All activities are engaged in a way that will efficiently and effectively create and strengthen the necessary neural connections in the brain (neuroplasticity). This means that all activities must be done with the following elements:
· Frequency – The activities must be done often enough to build the skill.
· Intensity – The activities must be done with enough vigor and focus to build the skill.
· Specificity – The activities must target and build the desired skill.
· Duration – The activities must be done over a long enough time span to build the skill.
· Neuro-developmentally – The activities must follow the typical path of how that skill is acquired, as described above.
The key to effective reading instruction for people has been with us all along, and the new science has brought us back around to this realization: People don’t “learn differently” in the sense that they need content presented in different ways. Some people naturally develop certain skills, while others have to be taught those skills explicitly. Either way, the same path must be followed and the principles of skill building, required by all people, must be adhered to.


What is General Music
Abril, C. R., & Gault, B. M. (2016). Untangling general music education: Concepts, aims, and practice. In C. R. Abril & B. M. Gault (Eds.), Teaching General Music: Approaches, Issues, and Viewpoints (pp. 5-22). New York: Oxford University Press.
1. After reading the chapter there are several things I believe to problematic about general music. For example, a lot of people don't see the value of general music courses. "There is 'little consensus among school administrators and music educators about the value of general music courses for all students." (Abril and Gault, 8). A lot of the times people think of general music as singing and dancing and learning recorder. They don't see the value that taking general music courses has on students both in music and other aspects of their life. Also, I don't think people necessarily understand what general music is. I think we clump everything that isn't a traditional band, choral or orchestra ensemble into general music. Because of this, we don't know what is taught in general music courses, or necessarily a concrete definition of what general music is.
I think General music is challenging and awesome for many reasons. One thing I like about general music is how challenging it can be. As teachers we have to teach so many different aspects of music while keeping it engaging and challenging for all students. This can be difficult because you're teaching so many levels of learners in Elementary school. I also like that general music isn't just sitting in an ensemble and playing an instrument or singing. You can compose, dance, sing, and perform all in one class. It takes so many aspects of music and puts them together in one class.
2. I think there are several problems with using the words "approach" "Method" and "Eclecticism." First, using these words doesn't consider why we are doing this for students. Sometimes teachers will use a method because it worked for another class or group students in the past. I think we often use write experiences/lessons using methods that worked in the past, or approaches worked years ago but might not be relevant to students and classes now. By using a set method, there isn't much room for altering it during the lesson. As teachers we should be able to adapt while we are teaching based on what we see from students during the lesson, and sometimes using a set method/approach doesn't allow for much room to alter anything. As a music teacher I think it's important to consider "what was" and "what is" to help pave the way for the future students and classes. We should consider what worked in the past for students, and compare it to how students learn today to help determine what we can do in the future so students can be successful. To be an efficient and effective general music teacher I think you need to willing to adapt to constantly changing times and your constantly changing students. I also think you need to consider that when you write lessons and experiences it's ok to alter the plan to fit the students in front of you. As teacher we can use methods that worked in the past while altering them so they can cater to students in our class today. I think this can make us more effective and efficient teachers.
3. Why is general music so important in Elementary School? (Other than creating a basis knowledge of music)
How do we bridge the gap between catering to students who are presently in our class, while still using traditional methods (Orff, Kodaly) that worked in the past but might not be as relevant today?
I will share reflective essays, and philosophical documents on this page.


Each April, Jazz Appreciation Month (JAM) shines a spotlight on jazz music as both an historical and a living treasure. The special month aims to draw greater public attention to the extraordinary heritage of jazz and its importance to American culture.
The Smithsonian Institution’s National Museum of American History created JAM in 2002. In 2015 JAM celebrates the 100th birthday of composer Billy Strayhorn. The 2015 poster is based on a portrait of Strayhorn by artist Keith Henry Brown and depicts Stayhorn at the piano. In addition, the Smithsonian Jazz Masterworks Orchestra will host a concert on April 11th called “Lush Life: Billy Strayhorn’s Centennial.” The Smithsonian will also present information about Strayhorn’s remarkable career.
Strayhorn’s compositions include: “Chelsea Bridge,” “Day Dream,” “Johnny Come Lately,” “Rain Check,” and “Clementine.” The pieces most frequently played are Ellington’s theme song, “Take the A Train,” and Ellington’s signatory, “Lotus Blossom.”
He also collaborated with Ellington on a number of suites including: “Deep South Suite,” the “Shakespearean Suite” or “Such Sweet Thunder,” an arrangement of the “The Nutcracker Suite,” and the “Peer Gynt Suite.” He and Ellington also composed the “Queen’s Suite,” and gave the only pressing during Ellington’s lifetime to Queen Elizabeth II of England.
In April, visit the Smithsonian Jazz’s new Facebook page to request a copy of the 2015 poster and for other JAM news. Visit the JAM website for more information on Strayhorn, jazz oral histories, a calendar of events, a variety of educational materials, and the feature, “This Day in Jazz.”
NAfME Partners with Jazz at Lincoln Center
Jazz is defined by collaboration, and the National Association for Music Education (NAfME) is collaborating with Jazz at Lincoln Center to bring jazz resources to NAfME members. Jazz at Lincoln Center (JALC) produces a year-round schedule of performance, education, and broadcast events for audiences of all ages. Jazz trumpeter Wynton Marsalis is the JALC artistic director.
In 2014, NAfME and JALC formed a strategic partnership to provide NAfME members with education resources to enhance their ability to teach jazz and to better understand the importance of jazz as part of our collective history.
The first of those resources, Jazz Fundamentals from Lincoln Center are available on the NAfME website. There are a variety of educational resources on the JALC website as well.
- JALC curator Phil Schaap offers an eight-part series on the origins of jazz.
- Alto saxophonist Ted Nash shows ways to build an enjoyable and personalized practice routine.
JALC also offers other educational videos. Topics include:
- Practice techniques on the trumpet
- Playing scales using a metronome
- Getting to know your instrument
It’s Not Just for April:
NAfME Offers Jazz Resources Throughout the Year
NAfME believes in the importance of the study of jazz, and its Council for Jazz Education supports NAfME members and the jazz community by serving as an important resource to improve the quality of teaching and research in jazz education at all levels.
From 7-8 PM on Tuesday April 14, the Council will present a webinar, Building your Jazz Program from the Ground Up by David Kauffman, Fine Arts Coordinator for Allegany County, Maryland.
The session will look at challenges associated with establishing or improving an instrumental jazz program in underserved areas.
Topics will include: scheduling, setting realistic expectations and goals, equipment demands, music selection, listening, improvisation, skill development, working with your administration, and creating performance opportunities for your group.
The Council for Jazz Education is one of NAfME’s two Societies and 14 Councils that serve various NAfME constituencies.
Richard Victor chairs the council. A high school band director and coordinator of music for the State College Area School District, he began teaching at State College in 1975 and served as coordinator of music from 1988 until his retirement in 2011.
Roz Fehr, NAfME Communications Content Developer, March 12, 2015. © National Association for Music Education (NAfME.org).


The indoor area has games and activities specifically tailor-made to stimulate interest, sensory perception and creativity in children by allowing them to play with educational toys, soft toys and equipment geared towards everyday fine motor skills, gross motor skills and intellectual development. They use pretending or imaginative play to transport themselves into another world. They engage in role playing and dress up as doctors, pirates, princesses and ballerinas all the while developing social and communication skills.
Children love the outdoors! They embrace the freedom and open space. We provide a safe and well-resourced outdoor play area with mini houses, bicycles, tricycles, a see-saw, a swing, a slide and a climbing frame. Outdoor play boosts physical development and confidence. It is a time that allows forexperimenting with different roles and allows them free time to engage with their peers. The outdoor area is well-shaded and specially designed to engage, excite and enthral kids, thereby improving their physical development and social behaviour.
Children are enthralled to play in water as it delights their senses and fosters their curiosity and imagination. A water play-area promotes constructive and dramatic play that is important for the overall development of children. Water play is good for children’s physical, cognitive and social-emotional growth. This type of sensory play improves vocabulary, hand-eye coordination and fine motor skills; and provides opportunities for creative thinking.
Children enjoy one hour long water play session per week during the autumn and spring seasons at Kids Palace Nursery.
Sandpit offers sensory play that invites participation and permits children to make and test theories; stretches their imagination and provides a potentially soothing sensory experience. Sandpits encourage the imagination and creativity of children by providing the materials and space to build structures such as sandcastles; dig holes and bury toys. A sandpit therefore provides a medium in which children can explore, construct, and experiment in three dimensions. It is an excellent avenue for children to learn physical, cognitive and social skills. Sand pit play is open-ended and the child determines the path and direction of his or her own play. This freedom then clears the way for the child to build developmental concepts.
Reading is one of the most important tasks every child must undertake during the learning process. If children develop their reading and comprehension skills, they will be able to succeed in school and in everyday life. At Kids Palace Nursery, there is a library specially set up to encourage the habit of reading in every child. This unique feature was added in coherence to our holistic approach towards early childhood learning.
Information and Communications Technology (ICT)
Children are surrounded by technology in the immediate environment and would even be adept in operating a few electronic devices. The Foundation Stage curriculum for this area of learning emphasizes on children continuing to find out about the purposes of ICT in the ‘real world’.
Teaching ICT in preschool is very important as it sets the tone for the use of computers and technology in schools. ICT is an integral part of early learning that uses appropriate expertise to provide opportunities that develop independent learning skills in children. Apart from imparting technical literacy, it also improves creativity and learning through exploration.
Each class at Kids Palace Nursery has two ICT sections per week, supervised by a professional class-room teacher.
We believe that good, sound sleep is an absolute necessity for the children to participate in our activity-based curriculum. Our understanding of balanced lifestyle translates into careful designs that suit each activity of the nursery. The carefully structured sleeping area with attractive interiors, comfortable cots and soft beds create the perfect ambience for children, making them feel happy and relaxed as they take their rest.
We have a clinic on site with a full-time nurse. The clinic is open from 7.30am until 4.00pm. We also have a Doctor who visits once a week to carry out routine check-ups on all children and who is available as a point of reference in the event of any particular queries or concerns.


What Is the Best Age to Start Piano Lessons?
If you have a young child and have been thinking about getting him or her started in piano lessons, you have probably heard many reports about the benefits of starting at a very young age. It is true that crucial musical development takes place in babies and toddlers starting at birth, and that children need musical stimulation from very early on in their lives.
But when you take a look at your two-and-a-half-year-old, it might be hard to imagine him or her sitting patiently on the bench through a thirty minute piano lesson. And you are probably right.
Traditionally, most piano teachers have suggested waiting until a child has started learning to read before starting them with piano instruction- around the age of five or six. The reason for this is that most methods of piano instruction have centered around teaching children to read notes off of the page from the very beginning. Younger children tend to get frustrated very quickly when faced with understanding musical symbols and trying to make their little fingers cooperate all at the same time.
But this does not mean that you should hold off on your child’s music education until they start school. Enrolling your son or daughter in an early childhood music program such as Music Together or The Music Class is a great way to offer them a fun introduction to music. At the same time, they begin to develop fundamental skills in areas such as pitch and rhythm that will give them a much greater chance of success when they start formalized instruction.
The absolute earliest age I would recommend starting a child in piano lessons would be three-and-a-half years old. This should be considered only with a teacher who has lots of experience working with children at this age. A child this young will have a much shorter attention span and will need a variety of activities, both at and away from the piano, to keep that young mind interested and involved during the lesson.
The worst thing we could possibly do is make music study into a chore. For the pre-school child, music making should be a creative and fun activity. The discipline and persistence needed to succeed will be developed over time. For now, it’s enough to concentrate on kindling in them a love for music and helping them to master basic musical concepts that will set the groundwork for future success.
So, what is my final advice on this subject?
First, start by exposing your child to music from the time they are born. Sing constantly to them. Play your favorite music (in all styles) on the stereo. Dance with your child. And as he or she gets a little older, around the age of one year, look for an opportunity to start an early childhood music program.
Piano lessons can wait until the child is five and he or she will do just fine. However, if you are adamant about starting at a younger age, look for a teacher with experience and training in working with younger beginners.
And most of all, for you the parent- be patient. Learning a musical instrument is a lifelong pursuit. Take your time and enjoy the journey.


Things you need to know
-During birth, many newborns sustain minor injuries.
-Nerves and bones are usually not harmed or fractured.
-The majority of injuries heal on their own but doctors supervision is required.
Keeping the baby with the utmost care possible, a mother prays day and night for her baby in good health. In this nine month period, there are uncountable negative and positive thoughts that go about in a mothers mind. Therefore, the time just before, during and after delivery is very critical for the new borns.
And birth injuries turn that exciting and happy time into a stressful and chaotic period full of sadness and confusion about what would be the next step of treatment with respect to the injury caused.
Causes of birth injuries
Sometimes there are situations that are beyond your control and birth injury is one such situation in which all depend on certain circumstances during the delivery.
Common risk factors that may cause birth injury:-
- Abrupt position of the baby in the womb
- Large size and more than usual weight of the baby
- Errors resulting in premature delivery
- Abnormal fetal presentation
- Prolonged labour
- Maternal obesity
- Maternal pelvic anomalies
- Misdiagnosis of pregnancy conditions
- Applied excessive force while delivering the baby
- Exposure to bacteria leading to infections
Types of birth injuries
Brachial Plexus Injuries
It’s a nerve injury that affects the neck, shoulder, arm, and hands.
During delivery, incorrect use of forceps or vacuum is frequently the cause of paralysis. It may cause harm that is either transient or permanent.
Due to a shortage of oxygen, this condition can result in laboured breathing, coma, seizures, shock, and long-term brain damage.
Spinal cord injuries
Can be quite severe, resulting in paralysis and neurological difficulties for the rest of one’s life.
Muscle weakness, spasms, and a lack of motor skill development are all symptoms of cerebral palsy.
A clavicle fracture happens when the collar bone breaks as a result of a difficult delivery or birth trauma.
Prevention of birth injuries
Though birth injuries cannot be avoided, but there could be possible ways in which the risk could be reduced:-
- As per the doctors’ suggestion, do exercises that are safe during pregnancy
- Perform pelvic floor exercises to strengthen the pelvic muscles
- Do fetal monitoring to find any health risks
- Provide comprehensive antenatal care
Forced trauma can affect the baby in the womb. Even a minor injury can disturb the growth and development of the baby.
If the damage is mild it can be managed with little or no treatment but in severe cases, immediate medical assistance is required.
Birth injuries are usually due to natural occurrences or in rare cases due to negligence.


In part two of this interview, Kathryn and Theresa continue the conversation with Jesse Rathgeber, a music education professor at Augustana College, about his views on planning and teaching student-centered music classes. If you missed part 1, check it out here: Crafting Student-Centered Lessons, Part 1.
Transforming an Elementary School Performance
One specific area that Jesse transformed to be more student-centered was what started as an elementary school Christmas program. After purchasing a pre-packaged program the first year, the next year he did a program based on the Carnival of the Animals and worked together with students to create the movements. The next year’s program was a jazz themed program, followed by a Beatles program. As the programs progressed, students began helping with video editing, choosing music, and creating speaking parts. Each year, the students took more ownership. The classroom teachers and technology teacher were also involved. As the performances evolved, so did Jesse’s role in the classroom. He moved from being a teacher/director to a facilitator. He made sure things were running smoothly in the classroom, helped to de-escalate arguments, and kept students moving in the right direction.
“I asked myself a lot of hard questions about what my role in the space was, and had a lot of uncomfortable feelings. I’ve now learned that if I’m slightly uncomfortable…I’m probably in the right space.”
Throughout the process, Jesse made incremental changes, followed the students’ interests, and asked himself a lot of hard questions about what his role in the space was. So much of teaching is learning to get out of the students’ way. Jesse points out that Lucy Green’s work in informal learning also speaks to this idea. Be with the students, besides them, but don’t be a roadblock. Always be responsive to the students’ needs. Jesse also reminds us it’s better to make small incremental changes than not make any changes at all.
Advice to Teachers
Jesse had several pieces of advice for teachers looking to craft more student-centered lessons. First, find something that you think will resonate with your students that’s also something you can see yourself doing. It has to be scaled for the teacher while also making sure the students are ready for it. If the students aren’t ready for it, the experience becomes oppressive instead of empowering. One simple thing to start with is just asking questions. Asking questions that don’t have obvious answers.
Another easy way is to get to know the students informally. For Jesse, he would talk with students during breakfast and lunch, or open the classroom in the morning for students to play music or just talk. He found these were great opportunities to get to know the students better.
Finally, Jesse says to look for other teachers in the building who are already creating student-centered lessons. Observe teachers, watch their collaboration, and join the conversations. Don’t assume that strategies and activities “aren’t for music teachers.” Much of what stands in the way of something being for music teachers is the teachers themselves. Jesse learned a lot from listening to discussions about literacy, to the point where it changed how he taught music composition. Listening to discussions about bilingual education taught him about how language works and metaphors, and how they can hide understanding.
Jesse reminds us to be vulnerable and open to other ideas that don’t seem musical. We should ask the hard questions of ourselves and be ok being uncomfortable. Conversations about student agency and empowerment aren’t new. John Dewey began talking about the concepts 100 years ago!
To hear even more about these topics, check out the full interview here: Crafting Student-Centered Lessons, Part 2.
If you missed part 1, watch it here: Crafting Student-Centered Lessons, Part 1.
If you are interested in learning more about Jesse’s work, be sure to check out his website and follow him on social media:
- Twitter & Instagram: @Jesse_Rathgeber
- Email: email@example.com
- Website: www.jesserathgeber.com


Look up in the sky at night and you’ll notice thousands of small lights. Some lights are bright, others are dim. Some look white or blue, while others look red or orange. Some of these lights aren’t stars, but aircraft, satellites or even planets. Many of them are stars though. For thousands of years, humans have watched the stars and wondered about them. Ancient people told stories about the stars.
Stars are giant balls of gas. Clouds of dust and gas swirl through the universe. Sometimes this dust and gas begins to collect in one area. As more dust and gas collect, the mass becomes heavy. It starts to swirl and becomes hot. When it gets really hot, it begins a process known as nuclear fusion. If this mass gets really big and hot, it becomes a star.
Fun Facts about Stars for Kids
- Very hot stars look white or blue. Cooler stars look red or orange.
- Scientists believe there are billions of galaxies in the universe and each galaxy has billions of stars. That’s a lot of stars.
- Stars live billions of years. During their life, they turn hydrogen into helium. As their energy runs out, they slowly cool. First, they expand and get rid of their outer layers. Then they shrink and turn white. These stars are called white dwarfs. Finally, their light goes out completely and they become black.
- Some stars go out will a brilliant explosion, called a supernova. Sometimes a supernova leaves a small, dense center behind called a black hole.
- People have used the North Star for centuries to guide them. Other stars move, but the North Star stays fixed in the sky.
- Dim: dull, hard to see
- Satellites: Manmade objects that orbit the earth or fly through space
- Galaxy: a system in space that has planets, stars, dust and gas
- Swirl: spin and turn
Learn More All About the Stars and How They Are Formed
Check out this video all about stars:
A video explanation about how stars form.
Question: What are the constellations?
Answer: Constellations are groups of stars that have been studied for centuries. The constellations might resemble animals or people and are often named after animals or Gods. Different cultures have different stories about the constellations.
Enjoyed the Easy Science for Kids Website all about the Stars info? Take the FREE & fun all about the Stars quiz and download FREE Stars worksheet for kids. For lengthy info click here.


LA 4.5 Input and Vocabulary Development
|Learning Outcome||Pedagogical Intent||Student Position|
Identify and analyze the role of input and inter-action patterns to promote language development.Develop instructional alternatives to build second language learners’ compe-tence and performance in a variety of contexts.
Assessment: 25 pts.
TA: 20 Minutes
Teachers can help students to increase vocabulary knowledge, especially in collaboration with other teachers. They will share ideas and strategies with one another, especially in content areas.
Students have learned about input by reading, teaching eachother, and viewing video segments. They are prepared to discuss their understanding of some strategies for improving input and consider applications of those strategies.
- As a group, review your VS 5.1 Response Sheet for content on student work and teacher work relating to vocabulary development.
- Read the Vocabulary Fact sheet.
- Review and discuss the SPC-T levels for Standard 2, Language and Literacy Development.
- Examine and discuss the student work and teacher work columns on the Input row of the Second Language Acquisition Chart.
- Discuss connections between what you know about the principle of input and vocabulary development. How does vocabulary development relate to applications you have already recorded on the Input Summary worksheet?
- Record two applications for vocabulary learning on the worksheet.
End-of-Chapter Survey: How would you rate the overall quality of this chapter?
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BABY LEARNS TO MOVE HER HIPS
The motor skill of rolling emerges one piece at a time. A baby may learn to roll from her belly to her or her back to her belly first. Then she may repeat the pattern she has learned several times to develop confidence and skill so she may perform it when she wants. This is when parents ask, “She can roll from her back to her belly, but not from her belly to her back (or vice versa).” How does baby learn to roll from her belly to her back? She needs to learn to move those hips! In the above video from Peter Shankman’s youtube channel, you can see the baby wiggle her hips. She lifts one side of her hips off of the floor, then the other side. The pelvis is a very heavy part of the body, and when it is moved enough it shifts the weight of the body so it moves in space. For example, in this video it moves the baby onto her side and then eventually onto her back. This is an excellent example of the exploration that goes on when a baby is on the floor which soon results in a motor milestone.
BENEFITS OF FLOOR TIME
One of the reasons why it is so important for babies to spend time on the floor and in tummy time is because it provides them with an opportunity to learn to move their body parts and discover where that takes them. They discover that they can go onto their side, or onto their belly, and each position gives them a new perspective on the world around them. In a piece of baby gear such as exersaucer those discoveries are much more difficult and that is one reason why I do no recommend them. Babies learn to move through their relationship to the floor. By lifting heavy bones in a direction that brings them to lean more on the floor and they learn to master tummy time and the motor skill of lifting the head. By pushing against the floor with their legs they learn to propel themselves forward in space, which is the motor skill of belly crawling. By lifting one hip away from the floor the opposite one goes down toward the floor so they can lean on it and find themselves on their side, and eventually on their belly or back. Movement exploration during floor time is key to motor skill development.
My baby (just turned four months) has just started rolling from belly to back, but though she tries she can’t quite manage to do back to belly. I think part of the problem is that she doesn’t seem to realise she can bend at the hips and lift her legs in the air. She always sticks them straight out. (When she’s on her belly she often ‘surfs’ on her tummy with both her shoulders and her hips off the ground.)
I’m making a game of lifting her legs during nappy changes when I have to lift them anyway. Is there anything else I can do to encourage her to fold in the middle?


Curriculum Studies and Teacher Education (CTE) offers doctoral degrees with the following specializations: Elementary Education; Literacy, Language, and English Education; History/Social Science Education; Mathematics Education; Science and Environmental Education; and Teacher Education. In addition, two cross-area specializations—Learning Sciences and Technology Design, and Race, Inequality, and Language in Education—enable doctoral students in those specializations to ground their studies in the CTE academic area.
CTE is designed to prepare scholars and practitioners to address a number of fundamental educational questions: What should be taught, to whom, for what ends? How can school programs be organized to optimize the educational development of students? What processes can be employed to enable teachers and policy makers to understand the strengths and weaknesses of schools?
CTE is based on the premise that schools are most likely to improve when those engaged in their improvement recognize the highly interactive nature of school processes. How science is taught, for example, is not independent of the time teachers spend planning their programs or how they believe their efforts will be evaluated. How school subjects are defined and the time allocated to them influence what students are able to learn. What options exist for the organization of the school curriculum? How do evaluation practices influence the priorities of both teachers and students and how can such practices be designed so that they support, rather than inhibit, the achievement of educational aims? CTE helps graduate students learn how to think about such questions and how to develop the specialized understanding and research skills needed to study and improve educational practice.
The CTE doctoral qualifying paper (or QP) has two purposes: The first is to provide second year doctoral students with a direct experience in conceiving, designing, carrying out, and writing up an original piece of research before setting out on a dissertation. The second is to demonstrate that students are capable of undertaking a doctoral dissertation that meets the academic standards of this university. (See "GUIDELINES FOR CTE QUALIFYING PAPER" for more detailed information about the content and expectations for the QP.)
The qualifying paper (QP) should be a work of original research. The QP study addresses a research question by collecting and analyzing original data, primary materials, or by analyzing an existing data set. In structure, format, and length, the QP should be modeled on articles in a scholarly journal that the student, in consultation with the adviser, has identified as appropriate for the research undertaken.
Updated March 2019
Assistant Professor, University of Michigan
Assistant Professor, University of Washington
Assistant Professor, SUNY, New Paltz
Assistant Professor, Southeastern Louisiana University
Assistant Professor, University of Colorado, Boulder
Assistant Professor, University of the Andes, Bogota, Colombia
Assistant Professor, Notre Dame University
Assistant Professor, Sonoma State University
Assistant Professor, Purdue University
Assistant Professor, University of Maine
Visiting Assistant Professor, Teachers College Columbia
Associate Professor, Educational Policy and Planning, The University of Texas at Austin
Associate Professor, University of Connecticut
Associate Professor, University of Minnesota
Associate Professor, University of Michigan
Post-doc at Center for the Support of Excellence in Teaching, Stanford
Research Scientist, SK Partners, LLC


N2 - K2
Thinktank has been our partner in educating our children the last 8 years in Math, Science and English. Thank you to teacher Liping for all her hard work and dedication over the past few years.
Thinktank's Preschool Programme will prime your child for primary education by establishing the foundational aspects of reading, listening, speaking, writing and numeracy. Class sizes are kept to a maximum of 4 children to allow our teachers to customize lessons to suit each child’s learning pace.
English Language Arts
Our Preschool English Language Arts Programme treats Thinktank preschoolers as holistic learners, developing their comprehension and critical thinking skills. The Thinktank classroom comes alive with laughter and fun, intentionally injected to cultivate the love for learning from a young age. With our small class sizes, the Thinktank preschooler is empowered with the foundational skills of reading, listening, speaking and writing through story-writing and well-crafted visual stimuli, honing the important skillsets that will be critical to their success in primary education.
Our Preschool Mathematics Programme helps our young children to be mathematics-ready for Primary Math. We believe in the use of interactive methods to engage our preschoolers and help them experience Math in a more tangible form. Activities and games are incorporated into a day’s lesson to enhance learning. The use of materials, such as beads, counters and sticks, provide concrete experiences in learning to count and comprehend numbers. In addition, our preschoolers hone their accuracy in estimating measurements of length, height, weight and time, thereby building a strong mathematical literacy and foundation from a young age.


Peer-to-peer literacy projects are transforming the lives of people in Portlaoise Prison.
Forty-one per cent of incarcerated people in Ireland left school before the age of 14. As a result of educational and wider inequalities, the average literacy level of prisoners is much lower than the general population. During the last two years, the National Adult Literacy Agency (NALA) has been involved in several projects aimed at building the literacy skills and confidence of people who are imprisoned.
The first year
In February last year, following discussions between Laois and Offaly ETB, NALA and teachers from Portlaoise Prison’s Education Unit, it was agreed that NALA would provide training sessions to support the development of a peer-to-peer literacy ambassador programme. The project involved the students raising awareness of literacy among their peers and promoting how literacy can help build confidence, support relationships, health and general feelings of wellbeing.
In summer 2019, the literacy ambassadors planned a project to promote the prison’s Education Unit. They designed posters and flyers in plain English and displayed them on different floors, known as landings, throughout the prison. Promotional flyers were also distributed in prison laundry bags when they were collecting their laundry. One of the slogans the ambassadors used in the promotional materials was “We are here to help”.
The literacy ambassadors said that they gained a lot through their participation in the programme. They felt it helped them share the love of learning they had developed during their time in prison.
Many spoke of feeling like this was there opportunity to give something back to their community and to support others to develop their literacy skills and confidence. Their positive experiences as literacy ambassadors inspired the group to become even more ambitious. Teachers in the Education Unit have encouraged them to consider training as peer-to-peer literacy tutors.
Progress in 2020
A year later, six men from the group are about to graduate as literacy tutors. Despite the summer of lockdown and many hours of isolation in their cells, they have kept their determination to finish their portfolios. They have successfully completed their certificate in the NALA/WIT Developing Literacies 1, a module of the level six Higher Certificate in Arts in Literacy Development.
In their own words
Feedback from the students who have taken part in the tutor training programme has been overwhelmingly positive. The participants call themselves ‘The Peers’ and they are known throughout the prison for helping to remove the stigma associated with literacy and going back to education. On the prison landings, it is now a good thing to be seen with books under your arm. The positive impact of ‘The Peers’ is confirmed by teachers from the Education Unit who say that the numbers of people turning up for support has increased.
Here’s what some of the participants taking part in these prison literacy projects have to say:
“Others wouldn’t have an opportunity to come back to education without the work we are doing here.”
“Some people won’t go to the prison’s Education Unit to ask for help, but they will come to us.”
“Us doing this work is breaking down the stigma about literacy.”
“In the beginning, people see education as a quick way out of prison. They think ‘I’m going to play that game!’ But when they come to the Education Unit they see how it is here and they begin to enjoy it. It’s time away from the negativity of the landings, it’s completely different.”
“People who stay on the landings need to take drugs to survive it, but education can be a way of stopping that.”
“People say we are doing the right thing using our time here like this. Using it to be educated. Many see it as the best way to do time.”
“For me tutoring has been an opportunity to sit with people and to create a friendship with someone.”
For more information
To find out more about the prison literacy projects that NALA is involved in, please contact Ann Hegarty, NALA’s Training Co-ordinator at email@example.com
Message from the Minister for Further and Higher Education, Research, Innovation and Science Simon Harris TD for the graduating students


What is land-based?
[usually before noun] located on or living on the land. land-based missiles. land-based animals.
What are land-based activities?
Land-based outdoor and adventurous activities are widely used by many providers of outdoor experiences to fulfil the needs of their programmes and clients. The core land-based activities include mountain walking, rock climbing, mountaineering, caving and orienteering.
What is land travel?
Land transport is the transport or movement of people, animals or goods from one location to another location on land. The two main forms of land transport can be considered to be rail transport and road transport.
How can I show my passion for learning?
A few suggestions from some awesome educators to encourage passion-based learning in your school:
- First few days of school.
- Get to know your learners and their interests.
- Share interests.
- Explore interests.
- Identify a real-world problem.
- Plan learning.
- Make learning meaningful.
- Build a new culture of learning.
How do you keep your passion?
7 Tips to Keep the Passion Alive in your Work
- Set long term goals.
- Set short term goals.
- Strike a balance.
- Build your networks.
- Find your happy place.
- Take risks.
- Take a break.
What is land based learning?
Land-based learning typically uses an Indigenized and environmentally-focused approach to education by first recognizing the deep, physical, mental, and spiritual connection to the land that is a part of Indigenous cultures.
What were the land based empires?
The era between 1450 and 1750 saw the appearance of several land-based empires who built their power on the use of gunpowder: the Ottomans and the Safavids in Southwest Asia , the Mughals in India , the Ming and Qing in China , and the new Russian Empire.
Why is play based learning so important?
Play-based learning helps children develop social skills, motivation to learn, and even language and numeracy skills. Taking initiative, focused attention, and curiosity about the world are all a part of play. Children are naturally wired to do the very thing that will help them learn and grow.
Why is place-based education important?
It boosts student achievement and improves environmental, social, and economic vitality. In short, place-based education helps students learn to take care of the world by understanding where they live and taking action in their own backyards and communities.
What do you like about technology?
I love technology because I believe in progress. People inevitably use technology to improve lives and help others. We spread knowledge, make tasks easier, and make systems more efficient. I love technology because it’s the triumph of the human intellect.
What is place based education and why does it matter?
Place-Based Education is an approach that connects learning and communities with the primary goals of increasing student engagement, boosting academic outcomes, impacting communities and promoting understanding of the world around us. These benefits can impact students, teachers, families, communities and society.
What is passion in the workplace?
“Passion” entails a number of factors; being in the right job is critical. That means loving what you do and being charged up about around the main aspects of the work. Working in the right team is also a key factor in the level of motivation. Having the right work environment facilitates passion.
What is your passion for technology?
Technology is a passion of mine and I enjoy nothing more than learning the trends that technology is taking in order to work more efficiently and see progress and success. Whether its cloud services, or the future needs of a department’s wireless technology.
What is land-based healing?
BEING. Land-based treatment and healing can take place when we return or reconnect to the land while utilizing supports to relearn, revitalize, and reclaim our traditional wellness practices.


Using music schools as platforms for peace in Colombia
Meet Rosaura Peña Rivero, an 11-year-old girl living in Arauca, Colombia. Rosaura is one of the hundreds of children being trained as part of the “Voices of Reconciliation” project being rolled out by the Kofi Annan Foundation, Alianza para la Paz and Fundación Nacional Batuta in different regions of Colombia. In this project, Rosaura and other participants are learning about peace, tolerance, and gender equality through the medium of music.
“I believe we should all have the same opportunities, the same rights.”
– Rosaura Peña Rivero
Rosaura’s municipality of Arauca is considered one of the most violent areas in Colombia, along with Puerto Asís and Putumayo. In these municipalities, local communities are highly vulnerable to armed groups and forced displacements. The multiple clashes and conflicts resulting from this disproportionately affect young people, who are prime targets for recruitment by armed groups. This phenomenon has been exacerbated by the COVID-19 pandemic, which brought about the closure of schools and increased insecurity and poverty.
In addition, young people from these municipalities are exposed to high levels of domestic and sexual violence in their families and communities. According to the Colombian Medical Examiner’s Office, sexual violence has increased by 19.3%, and domestic abuse has increased by 25.8% since 2021 in Colombia. These statistics imply that a girl or woman suffers domestic abuse every thirty seconds.
In response to this, in 2022, the Kofi Annan Foundation and its partners Alianza para la Paz and Fundación Nacional Batuta launched a pilot project, “Voices of Reconciliation”, which aims to promote a culture of peace and provoke positive change in these communities affected by violence. The project is supported by the Migros Foundation and the Republic and the State of Geneva.
“Voices of Reconciliation” integrates the dimensions of peace, reconciliation, and equity into music education. Peace and gender training, dialogue sessions, musical practice, psycho-social support and an awareness campaign have helped young people most affected by violence, as well as their families and the authorities, improve social cohesion in their communities. These activities have also helped them develop a sense of shared belonging and a strategy for resilience to violence.
As of December 2022, and since the start of the project in April 2022:
- 235 children and young people, 108 families and 35 Batuta music teachers and national staff have been trained in peace and gender equality;
- The children have organized 2 community concerts;
- 4,733 community members have been reached through an advocacy campaign to raise awareness of violence prevention, gender-based violence and avenues for peace and reconciliation;
- 28 local authorities, national institutions and civil organizations have engaged in dialogue to create a strategy for a protective environment for children, adolescents, and young people.
Our broader objective is to strengthen cooperation between local authorities, national institutions, and civil society organizations to create an ecosystem of protection against violence. This aims to support children and young people in vulnerable conditions.
The Kofi Annan Foundation and its partners want to replicate the programme in 14 municipalities in 2023-2024, with the potential to expand even further to Batuta’s 230 music schools in the following years. With additional funding, we can impact thousands of children, families, and communities across the country.
Help us help more children like Rosaura and build peace through music education
Donate to support youth in Colombia


Middle School Teacher
Also known as: English Teacher, Language Arts Teacher, Mathematics Teacher (Math Teacher), Middle School Teacher, Music Teacher, Physical Education Teacher (PE Teacher), Reading Teacher, Science Teacher, Social Studies Teacher, Teacher
Description: Middle School Teachers specialize in educating children in grades sixth through eighth. The help to prepare children for the challenges they will face in high school.Middle School Teachers have a Bachelor's degree and a license or certificate from the state. They may obtain a major in elementary education or focus on a subject area, such as mathematics or chemistry. Taking coursework in child psychology can be especially helpful.
|Percent Change||+0 %|
|Projected Annual Job Openings||44,600|


The Critical Thinking Classroom Meets HyperDocs!
Using the Ontario social studies/history curriculum we created HyperDocs that aligned with the Thinking Classroom, and created environments for critical thinking and engaged students with rich tasks utilizing technology to share their thinking.
Keyword(s):critical thinking, hyperdocs, social studies, technology, thinking classroom
Authentic Student Assessment Through Digital Technologies
This project aimed to identify different forms of assessment, and how they can be redefined in a digital classroom. It also aimed to increase teacher efficacy by deepening their understanding of assessment, while building their capacity to do so.
Deepening Equity Through Literacy
As teachers, we collaborated and explored teaching literacy through a more equitable lens (including FNM, LGBTQ education and the “isms”).
Keyword(s):equity, intermediate, literacy
Pedagogical Documentation in ELD Classrooms
Using pedagogical documentation, portfolios and collaboration to support language and literacy acquisition, inclusion, and reflection in the secondary ELD (English Literacy Development) classroom.
Keyword(s):eld, literacy, pedagogical documentation
Exploring 21st Century Learning/Global Competencies Through an IB Lens
As a team, we explored the links between our board’s Global Competency framework, the Ministry’s 21st Century Competencies and Transferable Skills, and our school’s IB Global Contexts and IB Approaches to Learning.


The Effect of Educational Technology Variables on Elementary Education Student Achievement (Instructional Materials, Educational Media).
Date of Award
Doctor of Philosophy (PhD)
The purpose of this study was to determine whether educational technology variables differentiate between "effective" and "ineffective" elementary schools. It was hypothesized that "effective schools" use educational media in instruction more frequently than "ineffective schools". It was also expected that "effective schools" use educational media in qualitatively superior ways to "ineffective schools". In addition, it was predicted that "effective schools" would have better prepared teachers in educational media and teachers with more years of teaching experience than "ineffective schools". The sample consisted of fourteen elementary schools located in 12 school districts throughout Louisiana. Each school was determined to be either an "effective school" or an "ineffective school" by the level scored above or below predicted achievement test score on the Louisiana Basic Skills Test, and were paired on racial composition and location. The 3'R's Test of reading, language, and mathematics achievement was administered to all third grade students in each school. A questionnaire on the use of educational technology in the schools was administered to all of the teachers in the sample schools. An instrument was used to record the quality of use of educational media in the classroom, and approximately 36 hours of observational data was collected in each school. The data were analyzed at the school level using paired t-tests, and results indicated that "effective schools" used transparencies more frequently that "ineffective schools". It was found that teacher and adult-lead interactive teaching with books was greater in "effective schools" than "ineffective schools". Off-task behavior was observed more frequently in "ineffective schools". Additionally, teachers who had taken an undergraduate course in educational media were more likely to be on the faculty of "effective schools". A discriminant function analysis using predictor variables identified from a stepwise regression was computed and correctly classified the schools as effective or ineffective. The predictor variables entered into the model were the same as the significant variables identified from the paired t-tests. The results are discussed with respect to the effect of educational technology variables on elementary school student achievement.
Miller, Deborah Scruggs, "The Effect of Educational Technology Variables on Elementary Education Student Achievement (Instructional Materials, Educational Media)." (1986). LSU Historical Dissertations and Theses. 4195.


Assessment for All (AfA) – An Inclusive Assessment Tool
To read more about the AFA Tool, download the following document in PDF format ….
The latest census (2011) revealed that in India, 2.1% of the population experiences some disability; of which 45% are illiterate. Further, 600,000 children aged between 6 and 13 years are out of school. Learning levels of these children who are in the school or out of school remain unknown since various national level surveys were not equipped to assess the learning levels of children with disabilities (CwDs), and there were no assessment programmes that report on their progress or ensure their meaningful inclusion.
To address this concern and meet the various National and International commitments and recommendations, Assessment for All (AfA) Tool is developed by Pratham in India. The AfA tool assesses learning levels of children aged 6-14 years on their foundational skills in literacy and numeracy skills. These skills involve the child’s ability to make sense of letters, words, and numbers that are presented to them.
Purpose of Developing AfA tool
- To holistically measure children’s development in foundational skills
- Gather cohesive and ongoing data and evidence about the children’s learning
- Develop a holistic, rigorous, open source instrument that is feasible and easily adapted to different national and cultural contexts
- Measure foundational literacy and numeracy skills
- Facilitate flexible learning opportunities based on child’s learning level
The AfA Tool comes in a toolkit which comprises of,
- Assessment tool in various Indian languages
- Instruction Manual
- Adaptation Guidelines
- Material Kit
- Data Collection Format
Adaptations in AfA Toolkit
The following adaptations have been made in the toolkit,
- To cater to the needs of the children with visual impairment, the tool has been developed in Braille script and with that appropriate font size and colour contrasts have been selected.
- For children with hearing impairment or deafness, a series of videos has been created in which all the instructions related to each task have been recorded in sign language. In addition, subtitles are also provided in the videos so they also have an option of reading the script and understanding what is expected from them.
- For learners with deaf-blindness, the toolkit also includes number cards, letter cards, number strips and related material, all in tactile form.
- Lastly, for children with cognitive disabilities, the instructions for each task have been framed in simple and short sentences, in order for them to grasp and act upon them.
The adaptations in the assessment tasks have been developed in a manner that the integrity of the task is preserved, at the same time providing opportunities to children with disabilities to showcase their abilities through means that are accessible to them. The tasks have been adapted for CwDs based on the Universal Design for Learning (UDL) principles and been reviewed for all children, hence the tool has potential to be used to assess children with and without disabilities at the same time.
Here’s the link to know more about the AfA Toolkit, www.assessmentforall.org


Taken in Lebak (Indonesia), this image depicts children in peril while crossing a partially collapsed bridge over an overflowing river while trying to get to school. When asked, children said they’d rather take this risk than walk another 30 minutes to use the next bridge. The image has often been brought up as a shocking example of how arduous “the road to education” can be.
This picture went viral in early 2012 and the bridge was mended soon after. Yet many other bridges are still waiting to be fixed. One should not think only about physical or technological infrastructure. Poor quality of instruction; shortage of suitable content, and the lack of qualified teachers are just a few of the core issues to solve when it comes to education in emerging markets worldwide. This is especially evident in early childhood learning. The imbalance in science and maths instruction in rural schools due to lack of qualified teachers in India, Indonesia, Malaysia or the Philippines remains largely unresolved.
The road to equity in education is long and winding. Fortunately, many stakeholders in the education industry are determined to bring balance and sow the seeds of social and personal growth for current and future generations.


Planning Group 2
Planning Group 2 – developing and strengthening learning
Planning Group 2 currently consists of four classes with children from Years 3 and 4 (Yellow, Green, Pink and Lilac classes). There are children on all three pathways, Daffodil, Poppy and Bluebell within the planning group with a significant focus being placed on strengthening literacy and numeracy skills. Some of our learners will continue to need an exploratory, sensory environment, while others will now be able to cope with a more formal learning style.
In Planning Group 2 we seek to inspire children to learn and thrive in a nurturing and welcoming environment. We cover a broad range of topics, which encompass the six main learning areas within the curriculum, and these change as part of a two year rolling programme . We select topics with a view to specifically engage with the interests of our children and in this way we hope to captivate their imaginations and promote a real love of learning. Some of the topics we cover include: Toys, Dinosaurs and Fantasy stories and Animals and Climates! Enshrined within all of our topic choices and everyday curriculum delivery is a key desire to support children to develop independence (for example, in moving around the school environment or managing classroom resources), grow in confidence, foster emotional intelligence and promote social development at a level and pace that is suited to each individual child. At this point, children begin to explore the community beyond school, such as the library, local shops and parks.
Planning Group 2 - Two Year Overview


Furthermore, Digital platforms, some schools base their the salary of teachers on their degree and experience of study. EU funded projects and online services. The Courses in Education. To aid in ensuring continuity in learning and training To ensure continuity in training and education, Online education courses provide education and teaching fundamentals. there’s a vast variety of online learning resources accessible on the internet. Learners who seek degrees in education are able to understand theories of education and develop practical knowledge of how to teach in classrooms. The upcoming examination of the Digital Education Action Plan in mid-2020 will further encourage the growth of online learning across different levels of education in Europe.
Learners write lessons plans, Related content. develop curriculum and test students. The common European response to COVID-19. Some programs offer specific courses in fields like teaching diverse groups and English learning. The European Commission has been coordinating the common European intervention to combat the outbreak of coronavirus. High school teachers who are aspiring could specialize in a specific subject, "Shaping Europe’s digital future" such as science or mathematics.
The European Commission has been working to coordinate, Some programs do not offer the classes listed below. strengthen and implement measures to combat all aspects in the coronavirus epidemic. But, The media, students do often come across these classes through the online educational program. telecoms, Educational Foundations. and digital play an important role. Psychological Education and Child Development. Digital Education Action Plan. The Elementary Reading Methods. The Digital Education Action Plan sets out steps to assist EU member States face both the demands essay and possibilities that come with education in the digital era.
Specializations in Education. Hackathon for Digital Education. A lot of online education programs provide specializations, The Digital Education Hackathon Global Awards help to develop solutions for the educational challenges of today’s digital age. which are also known as tracks or concentrations. The School of Education. Some schools also have specializations that are distinct in certain areas, Banners that adorn the light posts in the School of Education honor some of our most notable alumni who made major contributions to the field of education. like secondary or elementary education. The Faculty & Staff Directory. Students from many programs finish basic education courses prior to choosing one of the specializations.
Take a tour of the schools. Students who are not in a program with specializations may choose to concentrate on specific areas by selecting appropriate electives. It is essential that we continue to promote the culture of excellence in equity, Many online education programs provide the following specialization choices. diversity, However, equity and inclusion. the available specializations will vary depending on the particular program. Find out how we’re pursuing the same goal each and every day in our School of Education. Special Education. The Latest News. English as A Second Language.
CEEP returns to provide input to educational policy as well as research. Elementary Education. Wednesday 23rd September 2022. How to Become a Teaching. A research center focusing on providing evidence for the public and policy debates around education is back present within the IU School of Education.
For a position as a teacher, The Center for Evaluation and Education Policy was founded by the school in 2005. graduates of educational programs must comply with the state’s guidelines to obtain licensure. It will investigate an array of concerns, Teachers must be licensed to work in public schools, including schools’ choice and fair access. as well as at certain private schools. Community of Diverse Educators welcomes the start of a new semester and sets new goals. Different states have licensing requirements for high school teachers and elementary school teachers. Wednesday, Typically, September 21, the requirement for licensure to teach is the completion of a bachelor’s in education. 2022.
Certain states, IU students seeking engagement and community involvement and the security and comfort to be themselves are welcome to be part of The Community of Diverse Educators. however, Common Read program to engage School of Education community. grant licensure to people who have completed non-education bachelor’s degree or an alternative teacher-preparation program. Thursday 15th September 2022. Teach.org lists the licensure requirements of every state. Common Read Common Read is an opportunity for students new to take part with the intellectual challenge of discussing and reading the same book that is selected by the SOE staff.
Teachers’ duties include teaching students, Students as well as the SOE community can be fully engaged in the broad array of discussions and activities that will be conducted around the book during the fall semester.


ScienceDaily (Feb. 11, 2009) — A new study in the journal Social Science Quarterly reveals that music participation, defined as music lessons taken in or out of school and parents attending concerts with their children, has a positive effect on reading and mathematic achievement in early childhood and adolescence. Additionally, socioeconomic status and ethnicity affect music participation.
Darby E. Southgate, MA, and Vincent Roscigno, Ph.D., of The Ohio State University reviewed two nationally representative data sources to analyze patterns of music involvement and possible effects on math and reading performance for both elementary and high school students.
Music is positively associated with academic achievement, especially during the high school years.
However, not all adolescents participate in music equally, and certain groups are disadvantaged in access to music education. Families with high socioeconomic status participate more in music than do families with lower socioeconomic status. In addition to social class as a predictor of music participation, ethnicity is also a factor. Asians and Whites are more likely to participate in music than are Hispanics. While young Black children attended concerts with their parents, they were less likely to take music lessons.
“This topic becomes an issue of equity at both the family and school levels,” the authors conclude. “This has major policy implications for federal, state, and local agencies, as well as knowledge that can help families allocate resources that are most beneficial to children.” (More)
One reply on “Link between music and academic achievement”
Good post. Thanks for sharing


Read the following questions and answer them by clicking on the links in not more than 200 words
Time: 30 Minutes
Kindly review each others answers
Q.1) What do you understand by Agriculture Extension? How Agriculture Extension can lead increased farm productivity?
Q.2) Discuss India’s No First Policy. Analyze the effectiveness of “Credible Minimum Deterrence” in changing global scenario?
Q.3) What is Off-Budget Financing? Analyze recent CAG report on Off Budget Financing by government?
Q.4)Poor Learning Outcomes in elementary education is attributed to No Detention Policy under Right to Education Act. Critically Analyze?


Young children learning to play the drums, or a tiny violin, or the piano might not be making music to their parents’ ears, but they definitely are making their brains grow, says a new study.
Young children learning to play the drums, or a tiny violin, or the piano might not be making music to their parents’ ears, but they definitely are making their brains grow. New research proves that music training in children aged younger than 7 years significantly enhances white matter in their brains that controls sensorimotor abilities.
Investigators seeking to establish how early music training might be related to white-matter organization in the corpus callosum, the area of nerve connections between motor and sensory areas of the brain, tested 36 adult musicians on a nonmusical movement task and then scanned their brains. Half the participants had begun their music education before age 7; the other half had started at a later age. Both groups were identical in numbers of years of training and experience. Both were compared with a control group that had little or no music education.
Brain scans showed that the musicians with early training displayed more white matter in the posterior midbody/isthmus of the corpus callosum than the other groups, and the younger the age when they began their training, the greater the nerve connections. Brain scans showed no significant difference between nonmusician controls and those musicians who began training when older.
In addition, early music training was found to affect other motor skills. The skill test given to all participants was not related to music or playing an instrument, yet those musicians who learned to play before 7 years showed more accurate timing compared with the other groups, even after 2 days of practice.
The researchers say that the findings confirm that brain developments related to music training occur early or not at all, and the years between ages 6 and 8 are when the child’s brain is most sensitive to the music-related boost in maturation of connections between motor and sensory regions.
Parents can be reassured that those disturbing sounds emanating from their 7-year-old’s violin are strengthening the sensorimotor framework on which his or her skills and behavior will grow.


Special Educational Needs & Disabilities
Creative Futures delivers specialist arts programmes with children in mainstream and special schools, and has a particular focus on deaf children of primary and secondary age.
Sounding Out is a music programme with deaf and hearing impaired children. Its first phase ran from 2015-18 in two London specialist secondary schools and one primary. Since spring 2019 it has been running in two mainstream primary schools with deaf units. The programme involves a partnership with researchers at the UCL Institute of Education to assess the programme’s impact on aspects of the children’s musical and communication development.
“Overall, our data suggest that Sounding Out programme has been a success musically, with clear evidence of virtually all pupils achieving more advanced musical behaviours as their academic year progressed. This is very commendable and provides a solid evidential foundation from which to argue that all HI pupils should have access to appropriate music education provision, whether in Primary or Secondary schools to support learning in and through music.” - Welch & Saunders, UCL IoE, 2018
A feature of Sounding Out is that is explores different approaches to music-making with deaf children, and shares our approaches and learning in a free online Toolkit. This online resources is aimed at teachers of the deaf who want to try out music delivery, and for musicians working with deaf children. A refreshed and updated version was published in April 2021. The Toolkit is available here.
“I saw your toolkit last week and think it’s great. As always, Creative Futures produces high-quality and outstanding resources that are rooted in real practical Teaching & Learning. Superb!” - Stuart Whatmore, Head Tri-borough Music Hub
Two project reports are available:
Other S.E.N.D. projects
We have delivered a number of other projects in Special Schools including with pupils with profound & multiple learning difficulties (PMLD).
“The teacher seized every opportunity to develop pupils’ skills and deepen their understanding by moving very adeptly from one activity to another and keeping a clear focus on practical activities. Pupils’ learning was exceptionally well supported by the use of pictures, signs and symbols.” – Quotation from an Ofsted inspector’s report about a Creative Futures music and movement lesson for pupils aged 11-18. The session involving young people with profound & multiple learning difficulties (PMLD) was judged “outstanding.”