View all series for LIDA LEE TALL LEARNING RESOURCES CENTER
The Lida Lee Tall Learning Resource Center originated in 1886 as a model school for students of the newly established State Normal School in Baltimore (Chapter 160, Acts of 1865). Prospective teachers at the normal school used the model elementary school as a training center where they could observe and practice effective teaching methods. The model school continued its function as the State Normal School became the Maryland State Teachers College in 1935 (Chapter 554, Acts of 1935), and Towson State University in 1976. The Lida Lee Tall Learning Resources Center, as successor to the model school, continues to serve as a laboratory environment for training students from public institutions of higher education to be teachers in elementary and secondary schools. It provides opportunities for early field experience, to observe and demonstrate effective teaching practices, and to conduct research activities. The center also identifies and addresses appropriate early childhood and elementary education research needs and priorities, and offers staff development opportunities for faculty from teacher education programs, prospective principals, and experienced teachers in elementary schools. The center is governed by an eleven member board of trustees appointed by the governor to a three year term. The board establishes policy and appoints a school principal and professional staff (Chapter 641, Acts of 1984).


The Aim of Education is the knowledge not of facts but of values”
In the heart of dedicated professionals is the belief that the primary goal of education is student achievement. The objective of education is to turn the eyes, which the soul already possesses, to light. The whole function of education is not to put knowledge in the soul but to bring out the best things that are latent in the soul.
What strategies would bring about greatest student achievement and improved outcome in our system needs to be viewed in order to maximize student learning and to implement collaborative experimental student-centered cognitive approaches.
A focused approach on this shifting paradigm from teaching to learning and making the teacher a facilitator is the demand of the hour. We, at DIET COLLEGE, firmly believe that without change something sleeps inside us and seldom awakens.
. To Provide high level of education and knowledge to students.
.To Provide information of new and upcoming technologies to the student
.To Encourage students for research and development.
.To Provide career guidance through eminent personalities from academics and industries.
.To Organize seminars, guest lectures, industrial training for the student.
.To develop personality and inculcate practical knowledge among students
To achieve the goal of universalisation of elementary education, it is necessary that the following goals are also fulfilled.
The Sarva Shiksha Abhiyan aims to provide elementary education for all children 6 to 14 age group by 2010.There are other goals to bridge social and gender gaps, with the active participation of the community in the management of schools.
The SSA programme also purposes to achieve an improved and sustainable Universal Elementary Education (UEE) system with adequate facilities for 8 years of elementary schooling of satisfactory quality it proposes provision of alternative schooling facilities in unserved habitations, effective pedagogical interventions to make school attractive, and provision of adequate and context specific initiatives to promote equity by specially targeting the most deprived children.
The objectives of SSA are as follows:
The objectives of the project are as follows:
To reduce out of school children in the 6-14 age group, with an increase in enrolment, in the process of universalising elementary education.
To narrow existing gender and social gaps so that enrolment of girls will be near parity with boys, enrolment of children of SC and ST will be near parity with that of other groups; and enrolment of children with disability will increase.
To increase the quality of education of all elementary school students so that learning will be improved and transition rates from primary education to upper primary education will increase.


The Inherent Need for Art Through the Ages: A Genetic Argument
Ellen Dissanayake is very much a pioneer in her approaches to the arts. Her undergrad degree was not in painting, sculpting, art education, or theater. She got her Bachelors of Science in biology, sparked by an interest from a required class in high school. She has a brilliant and inquisitive mind. Over the course of her life she has been encouraged to pursue various curiosities by her supportive husbands—she has had two. A major question she has spent her life chasing is whether or not creativity can be found in our genetics. I ask you, the reader, to stop for a second. If you have it, take a minute, and ponder your day-to-day existence. How creative are you? Is creativity in your genes? I would like to take you on a small journey of your own mind while also giving you a minor lesson about the fundamentals of the human mind from the perspective of various biologists.
Let’s turn back to Dissanayake and what her studies found. Ellen faced critics in the studies of sociobiology and evolutionary biology, who were more focused on a factual, non-fiction behaviors, did not favor the idea that humans thrived on “made-up” worlds. That is to say, Ellen suggests that humans are emotionally stimulated in a positive manner by art of various forms. In early times this was basic drawings on cave walls and oral stories passed down from one generation to the next. Now we have vast resources to tap into our creativity. However, some critics argue that drugs are a favored stimulant that trump the need for art because it’s faster acting yet dulls emotional receptors. So, we have the groundwork of argument against Ellen’s hypothesis.
Dissanayake is now critically acclaimed and published for a few reasons, including changing the minds of some nay-sayers. When you flip on the television, your mind enters a different world. The intent is to stop thinking about whether or not you’ll be getting that promotion and why your car brakes are squeaking. Cue the opening credits of your favorite show, and dive into the melodramatic yet comical love-triangles of fictional characters, suspending your life for a few hours. Dissanayake, who worked alongside American psychologist Leda Cosmides, made a connection to this form of storytelling and why it was a vital part of human evolution. When a person turns on the television, they subconsciously emotionally engage in the plot line and learn a lesson from what is occurring without literally taking part in the experience. They are emotionally engaged in the fictional scenarios because they have invested an interest in the fate of these characters. You return to the show weekly for a reason—to see whether or not Jim and Pam will finally get together. You are not physically present though. Your mind is simply engaging in a perceived reality outside of your own personal drama. Fiction is acting as an escape, or rather, art is acting as an escape. In other words, we are designed to experience fiction. We appreciate and grow from it. We are subconsciously learning lessons about ourselves and about the human condition through fictional engagement.
Creativity springs from many sources. For some people it is the simple act of daydreaming on the train while listening to music. For others, creativity is an entire lifestyle; the act of artistic engagement feeds their soul and fosters everlasting happiness. The important thing to recognize, and indeed what Dissanayake points to is that the arts keep the imagination churning. To remove art would be to remove color from the world. We would have a world void of music, dancing, painting, movies, books, and all that moves the soul to light up. This is why, for thousands of years and many generations, art has been a fundamental piece of our societies.


GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION LAW 2005-153
HOUSE BILL 371
AN ACT designating the university of north carolina at pembroke as North Carolina's historically american indian university.
Whereas, the University of North Carolina at Pembroke was originally established in 1887 as Croatan Normal School in response to a petition from the American Indian people in the Robeson County area; and
Whereas, the General Assembly changed the name in 1911 to the Indian Normal School of Robeson County and again in 1913 to the Cherokee Indian Normal School of Robeson County; and
Whereas, in 1926, the Board of Trustees added a two-year normal program beyond high school, and phased out elementary education; and
Whereas, the first 10 diplomas were awarded in 1928, when the State accredited the school as a "standard normal school", and additional college courses were later added with the first college degrees conferred in 1940; and
Whereas, in 1941, the General Assembly changed the name to Pembroke State College for Indians, and the school's curricula further expanded; and
Whereas, in 1945, enrollment was further expanded to include American Indians from other tribes, and in 1949 the name was shortened to Pembroke State College; and
Whereas, in the wake of the 1950s and 1960s civil rights and school desegregation laws, the General Assembly changed the name in 1969 to Pembroke State University and made the school a regional university; and
Whereas, three years later, in 1972, the General Assembly established the 16-campus University of North Carolina System, with Pembroke State University as one of its constituent institutions; and
Whereas, on July 1, 1996, Pembroke State University officially became the University of North Carolina at Pembroke; and
Whereas, The University of North Carolina System currently consists of 16 university campuses, five of which are designated as Historically Black Colleges and Universities, but the University of North Carolina at Pembroke has never been officially acknowledged as a Historically American Indian University; Now, therefore,
The General Assembly of North Carolina enacts:
SECTION 1. The University of North Carolina at Pembroke is officially designated as North Carolina's Historically American Indian University.
SECTION 2. G.S. 116-13.1(b) reads as rewritten:
"(b) Equity in University Improvements. - The Board of Governors of The University of North Carolina shall continue to study and monitor any inequities in funding for capital improvements and facilities needs which may still exist on North Carolina's Public Historically Black Colleges and Universities and North Carolina's Historically American Indian University, the University of North Carolina at Pembroke, beyond the funding of the projects provided for in this act, and shall report annually to the Joint Legislative Commission on Governmental Operations on any remaining inequities found, including recommendations as to how those inequities should be addressed."
SECTION 3. This act is effective when it becomes law.
In the General Assembly read three times and ratified this the 27th day of June, 2005.
s/ Beverly E. Perdue
President of the Senate
s/ James B. Black
Speaker of the House of Representatives
s/ Michael F. Easley
Approved 6:55 p.m. this 5th day of July, 2005


Marcel Mouly’s boldly colored semi-abstract works attract private and public collectors around the world. Whether they are still lifes, landscapes, interiors, boats, or port scenes, they are collected with equal enthusiasm. Having studied with masters of modern art, including Picasso, Mouly created a unique trademark style and developed a reputation as one of the most important modern artists of the late 20th and early 21st Centuries.
Marcel Mouly was born in Paris, France on February 6, 1918. His interest in art developed in grade school. A precocious, mischievous child, Mouly was first sent to a drawing class as a form of punishment. However, Mouly loved learning to draw and exhibited a natural artistic talent, though his path to a career as an artist proved not to be a linear one.
After leaving school at thirteen, Mouly worked as an apprentice to a local dentist and later worked for a wine merchant, carrying heavy baskets of wine to make his deliveries. In 1935, while still employed by the wine merchant, Mouly began taking night classes in the arts at the Cours Montparnasse 80, where he remained until his military duty began in 1938.
After France fell to Germany in June 1940, Mouly became a civilian again and eked out a living during these difficult economic times working odd jobs. Mouly befriended a fellow artist named Bernard la Fourcade and the two of them established a studio in Auteuil. During a trip to Normandy in 1942, the pair was stopped by German officials and they were questioned for their lack of travel documentation which was, at the time, required by the Vichy government. Mouly and la Fourcade were arrested shortly after their return to Paris and imprisoned as spies. During his solitary confinement, Mouly constantly thought about art and formed the belief that when he became free, he would become a famous artist.
Shortly after being released from prison, Mouly, along with fellow artist Édouard Pignon, rented the Boulogne studio of famed modernist sculptor Jacques Lipchitz (1891-1973). Mouly learned a great deal from Lipchitz, particularly about the style of Cubism. In 1935, after studying painting at the French Academies, he began to show his work publicly. In 1945 he participated at the Salon d’Automne, took part in the open art forums of the Ecole de Boulogne, and studied with Leger, Pignon, and Bertin. The following year, he exhibited at the Salon du Mai. By the mid-1940s, Mouly’s art began to gain notoriety from his peers and collectors and his first one-man exhibition was held in 1949 at the Libraire Bergamesque.
Mouly continued to develop his technique, expertly incorporating his formal art education and the influences of such masters as Picasso (whom he was to study with) and Matisse to create his own unique, trademark style. While one may note his use of the deep, bold colors typically used in Matisse’s Fauvist works, or the Cubism of Picasso, Mouly’s style is uniquely and unmistakably his own. By the 1950s Mouly was already looked upon as an emerging brilliant and skilled young painter. In the mid 1950s, he began to work in the printmaking medium of lithography and he was soon recognized as a master printmaker, as well.
Marcel Mouly’s work has been exhibited throughout the world and is included in the permanent collections of more than twenty museums, such as the Museum of Modern Art in Paris, the Museum of Modern Art in Japan, the Museum of Geneva, the Museum of Modern Art in Helsinki, and Paris’ Bibliotheque Nationale. He has also been the subject of numerous books and has been recognized by such honors as the “Chevalier de L’Orde des Arts et Lettres” (1957) and the “Premier Prix de Lithographie” (1973).
Though Marcel Mouly died on January 7, 2008, weeks shy of his 90th birthday, his art and his legacy live on. “His art is pure and direct in its message,” art historian and writer Joseph Jacobs said. “It is an art about beauty and life, an art about the more familiar and comfortable world we live in and know. In this respect, Mouly is quintessentially French, his roots firmly planted in the School of Paris. Picasso, Braque, Matisse, Rouault, Vlaminck, Chagall, Vuillard, and Dufy are his patrimony, and he has carried their mantel with unflagging dedication.”


Includes bibliographical references (p. -337) and index.
List of Tables List of Boxes List of Figures List of Abbreviations Acknowledgements 1. Introduction Vimala Ramachandran and Rashmi Sharma 2. State Education Policy and Institutions Rashmi Sharma and Vimala Ramachandran 3. Public Expenditure in Education in Two Educationally Backward States Jandhyala B. G. Tilak 4. Glimpses from the Villages and Schools Vimala Ramachandran, Rashmi Sharma, Nagendra Nagpal, V Sudhakar and Samatha Valluri 5. The Internal Dynamic Rashmi Sharma 6. Teaching and Learning -- The Practices Hriday Kant Dewan (Hardy) 7. Systemic Issues Framing Equity Vimala Ramachandran 8. Implications for the Future Rashmi Sharma and Vimala Ramachandran Bibliography and References About the Editors Notes on Contributors Index.
(source: Nielsen Book Data)
Focuses on the failure of elementary education since Independence, which is usually seen as the result of simplified phrases like 'lack of political will' and 'because of poverty'. This book looks at the system as a whole: infrastructure, quality of teaching, privatisation, nutritional incentives and curriculum. (source: Nielsen Book Data)


This article originally appeared in the November 23, 1984, issue of Christianity Today.
"We feel overawed by the constellation of mysterious motives prompting Providence to send to our shores, out of all the millions who inhabited Europe, just those few thousand beings who had no music in their souls."
Common misconceptions of the Pilgrims' attitude toward music and toward life in general — such as the one above, made in 1907 by Oscar Sonneck, then music director of the Library of Congress — impoverish our appreciation for their musical legacy. We owe an incalculable debt to these early Americans for their priority on worship in music, their emphasis on music in the home, their integration of secular music as part of a balanced Christian life, and their inauguration of music education in America.
We think of the Pilgrims primarily in relation to the Puritan work ethic, Plymouth Rock, and the first Thanksgiving. However, not only should we thank them for the Thanksgiving delicacies we enjoy so much (including fruit pies and popcorn!), but also for their love of music, which is an increasingly dynamic force in our contemporary society.
The Puritans "had a granite heart and a suspicious eye for music," wrote Rupert Hughes in 1900. But there is no evidence that the Pilgrims and the Puritans hated music. True, they sang only the Psalms in church, rejecting the hymns of the German Reformation. But the Puritans actually enjoyed all kinds of fine music, giving a breadth of musical culture to early northeastern America. Gilbert Chase considers their Ainsworth Psalter "a document fully worthy to be the cornerstone of America's music" (America's Music; McGraw-Hill, 1966).
Music in worship
Identical in theology, essentially two ...


The teacher in me just could not put the Easter eggs away without turning them into a fun matching game for my girls. It took me five minutes to prepare by using only a Sharpie and a pile of plastic Easter eggs, and my girls loved it.
I chose to write one upper case and one lower case letter on both the top half and bottom half of each egg. My girls are just learning their lowercase letters, and I was worried that doing only an uppercase and lowercase match might be too difficult. When both types of letters are on both halves, younger kids can match capital letters but will still have the exposure to the lowercase letters. Here are three different ways I turned the A egg to show the options for matching that your kids will have if you write both types of letters on each half of the egg:
All you have to do is turn each half of the egg to show either the upper or lower case letter to change the way your child is matching.
You can also sneak in some color identification (ask for a specific color of egg) and fine motor skill development (through opening and closing the eggs) with this activity.
After I labeled some eggs (I only did letters A through M to keep the number of eggs from overwhelming my young kids), I took them apart and dumped them on the ground with my girls. I then modeled for them how to choose one egg half, look at its color and letter, find a match and put the two halves together. I put down a basket for them to use to hold the completed eggs.
I plan on making eggs with letters N through Z in a few days, and I hope to pull out both sets occasionally for a quick and easy alphabet practice.
For more toddler alphabet activities, see https://livinginthedeepend.wordpress.com/2013/12/16/five-minute-alphabet-activity-for-toddlers/.


Four cars have different engine capacites:
Which of the cars has the smallest engine capacity?
It’s not a trick question. But over 75 percent of 15 year-old school children in Indonesia do not have the mathematical skills to answer it correctly.
Every three years, Indonesia’s education system goes through the ritual humiliation of the PISA tests, comparing the performance of 15 year-olds in 65 countries in reading, maths and science. Indonesia has more teachers per student than most much richer countries, and an amendment to the constitution guarantees that 20 percent of the national budget is spent on education. And yet the 2012 PISA results, released this week, show that Indonesia ranked at the bottom of the heap in maths and science, and did only marginally better in reading.
A full 42% of 15 year-old Indonesians in school don’t reach the lowest defined level for maths, meaning they can’t “perform actions that are almost always obvious, and follow immediately from given stimuli”. Three out of four do not reach level 2 in maths, meaning that they are not capable of making literal interpretations of the results of simply presented data, such as reading values off a bar chart. Just 0.3% of Indonesian students managed to score at level 5, the second highest grade, compared with 55% in Shanghai. Here’s the full table of results (xls),in alphabetical order, though it’s easier to find Indonesia if you look at the ranked chart below, because you just have to go straight to the bottom.
In science, a quarter of Indonesian students did not reach the bottom level of proficiency, and a further 42% were mired at level 1 (for those who can’t do the maths, that means two out of three kids are unable to draw conclusions based on simple investigations — full excel table here). Though every other country that was at Indonesia’s dismal level in the 2009 round has pulled its socks up significantly, the performance of Indonesian students in science has actually fallen since three years ago. We can’t yet blame this on the new policy, instituted recently by all those well-educated people in the Ministry of Education, to remove science from the primary school curriculum. No Indonesian managed to score at level 5 in science.
In reading, they are doing better. A whole 45% of students have managed to demonstrate “a baseline level of proficiency… that will enable them to participate effectively and productively in life” (though of course that leaves over half that have not attained this dizzy goal). Level 5 was reached by 0.1% (full excel table here).
Not one Indonesian student managed to reach the highest level, level 6, in any of the three test subjects.
There’s one table that turns everything upside down, putting Indonesian kids right on top: the proportion who report being happy in school. Over 95% of Indonesians say they are happy in school, compared with 85% in top-performing Shanghai and just 60% in South Korea, which also comes close to the top in maths and science (excel data here). I wondered if they might be happy because so little was demanded of them, and made a little graph comparing happiness in school with maths scores. Here it is:
It does seem that in general, less competent kids feel happier in school. And there’s nothing wrong with being happy. But it worries me that Indonesian children do not even realise how badly the school system is failing them. Though the overwhelming majority have not, by the age of 15, acquired even the basic skills needed to function in modern society, they think they’re all set for the future. Some 95% report that they have learned things that have prepared them for their future jobs, and almost three quarters think that school has prepared them adequately for adult life. Fewer than one in ten think that school has been a waste of time.
Which makes me wonder what kind of future Indonesia will have.
Edit: January 8th, 2014 – This post received many, many comments. Comments on this site are closed. This post is reproduced at http://www.indonesiaetc.com/indonesian-kids-dont-know-how-stupid-they-are. You can see all the old comments there. You can also leave a new comment about this post (in English or Indonesian) over there.


This course heightens teacher-education candidates’ sociocultural consciousness and expands their abilities to meet the needs of linguistically and culturally diverse learners in K-12 classrooms. Building from a social justice perspective, candidates develop pedagogical practices that are culturally responsive, theoretically grounded, and supported by empirical research. Specifically, candidates (1) explore the dynamic and reciprocal relations between first- (L1) and second-language (L2) acquisition and literacy development; (2) learn about approaches that leverage both L1 and L2 to develop literacy abilities and disciplinary knowledge; and (3) practice techniques to foster the development of academic language and the ability to code-switch between primary discourse and ‘standard English.’ Particular emphasis is placed on valuing students’ discourses and funds of knowledge. Throughout the course, candidates make connections between these specific topics and other contemporary issues in literacy education. 15+ hours of field experience, working with linguistically and/or culturally diverse learners in K-12 classroom settings, is required.


The purpose of the text you are reading right now is to gain
information. In fact, most of the text adults read is nonfiction in
order to answer questions or gather information. Half of the passages
students read in fourth grade on the National Assessment of Education
Progress is now informational text. The new Common Core Standards place
reading informational text as a top priority. Washington School for
Comprehensive Literacy has embarked on a building goal to have at least
50% of the reading students do in the elementary grades to be done with
nonfiction texts. To help the teachers begin to reach that goal for
their students, the school has recently used funds from the School of
Recognition Grant awarded last year to bring educator and consultant
Linda Hoyt to the school, September 28-30, 2011.
For two days, Hoyt demonstrated comprehension strategies that helped
students extract information from nonfiction texts. The strategies were
from her book Make It Real: Strategies for Success with Information
Text. Teachers met in grade-level clusters of K-1, 2-3, and 4-5 while
Linda presented the strategies to Washington students in their
classrooms while the teachers completed an observation protocol.
Following each demonstration, the teachers met with Hoyt to review their
observations and ask questions for clarification. For example, Hoyt
demonstrated the comprehension strategy she titled V.I.P. (Very
Important Points) for helping students determine important facts in a
nonfiction passage. Determining importance is an important
comprehension strategy that can be used with students as young as in
kindergarten. Students across the school are now using the V.I.P.
strategy in reading workshop and content workshop.
(above) Presenter Linda Hoyt presents strategies to students.
(above) Two Washington teachers work together during the session.
On the third day of her visit, Linda Hoyt led an all-day professional
development session for teachers. By the end of this experience,
teachers had a large number of reading strategies ready to use with
students, theoretical background to support the strategies, and an
action plan for implementation at each grade level. She will return in
April for another three days to support the school in teaching
informational writing to students.
(above) Washington teachers work collaboratively as part of a training on non-fiction reading comprehension strategies for students.
L to R: Amy Luedtke, Kirsten Thiel, Karin Bulkow (foreground)
Linda Hoyt has many years of experience teaching in elementary
classrooms. She has worked as a reading specialist, a staff developer, a
curriculum specialist, and a Title I Coordinator. She especially enjoys
creating environments where children engage as active participants in
the learning process. She is from Portland, Oregon, and has written
twenty-four books on teaching. More information on Hoyt can be obtained
by visiting her website at www.lindahoyt.com. Learn more about the
school by visiting www.sheboygan.k12.wi.us/washington or by calling
Principal Karl Bekkum at 920-459-3661.


expert advice MORE
Different Types of Reading Instruction
Q: My second grader is having a rough time with reading assignments. In first grade the teacher emphasized using phonics and this year's teacher is using whole-word recognition. Which technique is the better technique and how do I assist at home?
A: You have definitely selected a hot educational issue for us to discuss. Ever since the whole-word approach was introduced, there has been a heated debate over whether this approach or a phonetic approach was superior for beginning readers. Considerable research has resulted in the opinion that neither method is definitively superior to the other. Most children learn to read well using either one of the methods although neither should be used exclusively. The answer to the phonics controversy is to remember that the only effective way to teach reading is to meet the different learning styles of children. Your child may need systematic phonics instruction to discover the relationship between letters and sounds while others can learn to read through the whole-word approach and a minimal use of phonics.
We're sure that your child is receiving some phonics instruction in the second grade reading class. However, teachers using the whole-word approach do not teach structured phonics in the usual sequential order and they will not devote as much time to working on phonics as teachers who use the phonics approach.
Since you feel that your child was making better progress with the phonics approach, talk with the teacher and ask how you can supplement your second grader's classroom work with more time at home on phonics. You need to collaborate with the teacher. Otherwise, your child may be confused if the teacher is working on certain sounds and you are teaching others.
Don't limit your efforts in improving your child's reading to phonics exercises and playing phonics games. Make it a point to read to your child each and every day. Not only will it stimulate your child's interest in reading; it will also serve as a model for your child to imitate.
More on: Expert Advice
Peggy Gisler and Marge Eberts are experienced teachers who have more than 60 educational publications to their credit. They began writing books together in 1979. Careers for Bookworms was a Book-of-the-Month Club paperback selection, and Pancakes, Crackers, and Pizza received recognition from the Children's Reading Roundtable. Gisler and Eberts taught in classrooms from kindergarten through graduate school. Both have been supervisors at the Butler University Reading Center.


§ 4.22. Middle level education.
(a) The middle level planned instruction aligned with academic standards serves children who are approximately 1114 years of age. School entities may modify the grouping of students based upon student needs identified by the school entity.
(b) Curriculum and instruction in the middle level program must be standards-based and focus on mastery of academic subjects, the development of critical and creative thinking, information literacy, good health and encourage active participation in the school and community.
(c) Planned instruction aligned with academic standards in the following areas shall be provided to every student in the middle level program. Planned instruction may be provided as a separate course or as an instructional unit within a course or other interdisciplinary instructional activity:
(1) Language arts, integrating reading, writing, listening, speaking, literature and grammar.
(2) Mathematics, including mathematical reasoning, algebra and problem-solving.
(3) Science and technology, which involves active learning experiences and which may include laboratory experiments and instruction in agriculture and agricultural science.
(4) Social studies (civics and government, economics, geography and history, including the history and cultures of the United States, the Commonwealth, and the world).
(5) Environment and ecology, including social, political and economic aspects of ecology, and instruction in agriculture and agricultural science.
(6) Information skills, including access to traditional and electronic information sources, computer use and research.
(7) Health, safety and physical education, including instruction in concepts and skills which affect personal, family and community health and safety, nutrition, physical fitness, movement concepts, motor skill development, safety in physical activity settings, and the prevention of alcohol, chemical and tobacco abuse.
(8) The arts, including art, music, dance and theatre.
(9) Career education, including exposure to various career options and the educational preparation necessary to achieve those options.
(10) Technology education, emphasizing practical application of academic skills and problem-solving experiences facilitated by technology.
(11) Family and consumer science, including principles of consumer behavior and basic knowledge of child health and child care skills.
(d) This section does not preclude the teaching of other planned instruction designed to achieve a school entitys academic standards.
(e) School entities shall determine the most appropriate way to operate their middle level programs to achieve the purposes under subsection (b) and any additional academic standards as determined by the school entity.
The provisions of this § 4.22 amended under sections 121, 2603-B and 2604-B of the Public School Code of 1949 (24 P. S. § § 1-121, 26-2603-B and 26-2604-B).
The provisions of this § 4.22 amended February 15, 2008, effective February 16, 2008, 38 Pa.B. 872; amended February 28, 2014, effective March 1, 2014, 44 Pa.B. 1131. Immediately preceding text appears at serial pages (332273) to (332274) and (346981).
This section cited in 22 Pa. Code § 4.27 (relating to physical education and athletics).
No part of the information on this site may be reproduced for profit or sold for profit.
This material has been drawn directly from the official Pennsylvania Code full text database. Due to the limitations of HTML or differences in display capabilities of different browsers, this version may differ slightly from the official printed version.


Turning Trash Into Toys For Learning by Arvind Gupta who believes, "The best thing a child can do with a toy is break it !" shares simple yet stunning plans for turning trash into seriously entertaining, well-designed toys that kids can build themselves -- while learning basic principles of science and design. via ted. #Arvin_Gupta #Toys #DIY
Also on these boards
Arvind Gupta: Turning trash into toys for learning, TED - 'The best think a child can do with a toy is to break it.' Arvind Gupta is an Indian toy inventor and popularizer of science for kids. Creating simple toys out of trash and everyday goods, he illustrates principles of science and design in a memorably hands-on fashion. He works at the Children's Science Centre in Pune, India. #Arvin_Gupta #Toys #Science #TED
Science in the Kitchen- Wonderful, kid-friendly ideas were shared!


Leo Kestenberg's influence on the shaping of music education policy during the Weimar Republic represents, taken as a whole, a great moment in the often difficult relations between the state, society and art.
As a pianist who became a politician, Kestenberg was visionary in his ability to formulate music education as a socio-political task and, moreover, to anchor that vision in concrete measures for actual political reform. In so doing he always maintained a balance - both practical and theoretical - between elite and popular culture, between professional standards of proficiency and quality and a ‘people's education' approach whose goal, in the broadest sense, was to make cultural opportunities available to all social classes. With what became known as the Kestenberg Reform of the 1920s, he created structures throughout the entire field of music school education and private music instruction in Germany that have continued to define the field until today.
In keeping with his central desire "to introduce the people as a whole to productive participation in the development of music", Kestenberg aimed from the start to establish a unified system of music education from kindergarten through secondary school to the music academy and university level. In fact, it was Kestenberg who was the very first to found the modern type of music school.
Kestenberg's influence on Berlin's musical life contributed greatly to the image often conjured up of the "golden" twenties: His courageous policy of appointments brought personalities such as Schreker, Pfitzner, Busoni, Schönberg, Hindemith, Erich Kleiber, Klemperer and many others to Berlin. With the famous but also controversial Kroll Opera project, he attempted to create an accord between Modern aesthetics and the idea of a ‘people's opera'.
Kestenberg's personal fate, his intellectual biography and his pedagogic vision can generate impulses for our time that are especially necessary and highly relevant today.
Born in 1882 as the son of a Jewish cantor in Rosenberg (Roszahegy, Ruzomberok), then in Hungary, now Slovakia, Kestenberg grew up in Prague and Reichenberg/Bohemia. In Berlin he met Ferruccio Busoni, whose pupil he became, and came under Liszt's sphere of influence. The turn of the century found Kestenberg earning his living as a pianist, teaching piano at various conservatories, and working as a music organizer and editor, primarily in Berlin. In 1918, he advanced to the post of music advisor in the Prussian Ministry of Education and the Arts. He used this important office with single-minded determination to promote wide-ranging efforts of reform. Upon his dismissal by the authoritarian right-wing regime, which succeeded in deposing the last free Prussian government in 1932, Kestenberg's political engagement on behalf of music in Germany came to an abrupt end. Slandered by the National Socialists and subjected to attacks, Kestenberg went to Prague in 1933, where he devoted himself primarily to organizing an international network for activities in the field of music education. In 1938 Kestenberg moved to Palestine, where he was the general manager of the Palestine Symphony Orchestra and contributed to building the field of music in Israel. Kestenberg died in 1962 in Tel Aviv.
Today, more than sixty years after the end of World War II, and soon after the entrance of the nations of Eastern Europe into the European Union, Kestenberg's contemporary relevance, as one who paved the way for a democratically based universal concept of musical education, is apparent.


Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research
Psychology | Social and Behavioral Sciences
This study contributes to ongoing scholarship at the nexus of translational research, education reform, and the developmental and prevention sciences. It reports 2-year experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on children’s social- emotional, behavioral, and academic functioning. The study employed a school-randomized, experimental design with 1,184 children in 18 elementary schools. Children in the intervention schools showed improve- ments across several domains: self-reports of hostile attributional bias, aggressive interpersonal negotiation strategies, and depression, and teacher reports of attention skills, and aggressive and socially competent behavior. In addition, there were effects of the intervention on children’s math and reading achievement for those identified by teachers at baseline at highest behavioral risk. These findings are interpreted in light of developmental cascades theory and lend support to the value of universal, integrated interventions in the ele- mentary school period for promoting children’s social-emotional and academic skills.
Jones, Stephanie M.; Brown, Joshua L.; and Aber, J. Lawrence, "Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research" (2011). Psychology Faculty Publications. Paper 131.


Associate Professor, Art Education
"I want my students to be able to connect art to larger social, political, cultural, and economic processes in our society."
“A lineage of art and activism is very much part of my family background,” says Dipti Desai. “My father was an artist and my grandfather was one of India’s freedom fighters.” Desai herself originally trained as a textile designer at a school in India where students were encouraged to think about socially relevant design. “I use art,” says Desai, “as a vehicle to deal with social justice.”
Desai is currently working on a book that looks at six contemporary women artists who use either oral history or ethnography as a way to understand diverse communities. “These artists are using people’s memories as an integral part of their own artistic process. It’s interesting to look at this in terms of how such work might be used to teach art education, especially multicultural art education.”
Desai is also co-authoring another book with a historian and an art educator. “It looks at contemporary artists who focus on U.S. history and its relationship to our society in their art, and how this art can be used in the classroom to teach subjects like the Civil War or the Reconstruction.”
One artist Desai and her co-authors will focus on creates paintings based on the diary his grandmother kept during her time in a Japanese internment camp. “Art is rarely used as a primary document in history classrooms and almost never used as secondary source; however it is a uniquely effective tool for educators who teach history,” says Desai.
Desai received her Ph.D from the University of Wisconsin-Madison in 1995, and then taught for several years at the State University of New York at New Paltz before she joined Steinhardt’s Department of Art and Art Professions. The goal she has always set for herself as an educator is to get students to think about what art education means in the schools and communities where they work. “I want my students to be able to connect art to larger social, political, cultural and economic processes in our society.”
Desai says the students in the Art Education program, which she directs, are invigorated by the controversial discussions that sometimes ensue. “Education needs to take risks, and it’s okay for students who are dealing with social issues - such as race and gender - to feel uneasy at times. It’s important for education to put people in the space where they start to pose hard questions. Because of this, our program can be an eye-opener.”
Desai hopes that the Art Education program continues to make a profound difference in her students’ lives and the lives of the children they teach. “I want nothing less than for my students to rethink the way art education is taught in the United States.”
She also wants their teaching to have a long-term impact. That’s why she constantly asks them what they want their students to remember about art fifty years down the line. “The arts are meaningful subjects and every bit as valid as reading, writing and math. Not only that, there is a transformational power to the arts. They help us understand, experience, and make meaning of the world in ways we would not be able to otherwise.”


Enhancing the early literacy development of children at risk for reading difficulties
This paper reviews the dynamic and interactive links between the development of children’s language phonological awareness, and reading. Some of the key issues explored are procedures to enhance children’s language development, decoding and word recognition skills, along with some relevant assessment and programming strategies that can facilitate children’s early reading development. In particular, the paper supports the suggestion that deficits in phonological awareness are often a consequence of slow vocabulary development (a classic marker of language delay) and that teachers need to be able to adapt their language and dialogue interactions for children with language delays.
Impact and interest:
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2006 Learning Difficulties Australia|
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|Deposited On:||28 Mar 2007|
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Dalcroze Eurhythmics is a music education method in which students learn about and develop musical skill through movement. The body is used as a musical instrument in itself: clapping, running, swinging arms, vocalization, etc., to explore how movement affects music and vice versa. The class is full of movement, since memories based on physical experiences are comparatively more vivid in our minds than ones generated through aural or visual learning. For younger children and musical beginners, Dalcroze is used to explore all the aspects of music, whereas with more experienced music students, rhythm becomes a sort of focal point in Dalcroze training.
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Education and wage differentials in the Philippines
AbstractIn the Philippines, an important part of income inequality is associated with the wage difference between the less educated and the better educated. The majority of the least educated are employed in low-paid services jobs and the agricultural sector. Tertiary education is to a large extent a prerequisite for high-paid occupations. Using the Labor Force Survey 2003-2007, this paper examines disparities in human capital endowment, returns to education, and the role of education in wage differentials in the Philippines. The empirical results show that returns to education monotonically increase - workers with elementary education, secondary education, and tertiary education earn 10 percent, 40 percent, and 100 percent more than those with no education. The results also show that education is the single most important factor that contributes to wage differentials. At the national level, education accounts for about 30 percent of the difference in wages. It accounts for a higher percentage of the difference for female workers (37 percent) than male workers (24 percent). There are also differences across regions and sectors. As an economy develops, the demand for skills increases. In the Philippines, efforts to improve education to increase the supply of highly educated people are important not only for long-term growth, but also for helping to translate growth into more equal opportunities for the children of the current generation.
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Bibliographic InfoPaper provided by The World Bank in its series Policy Research Working Paper Series with number 5120.
Date of creation: 01 Nov 2009
Date of revision:
Labor Markets; Education For All; Tertiary Education; Labor Policies; Regional Economic Development;
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- NEP-ALL-2009-11-21 (All new papers)
- NEP-DEV-2009-11-21 (Development)
- NEP-HRM-2009-11-21 (Human Capital & Human Resource Management)
- NEP-LAB-2009-11-21 (Labour Economics)
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The John S. Watson Institute for Public Policy of Thomas Edison State College is using iPads to increase language skills and math literacy in New Jersey preschools that serve children from homes where English is a second language.
The project, which is administered by the institute’s English Language Learners (ELL) Summer Institute and Mentoring Program, is currently being piloted in Head Start programs in Trenton and Hunterdon, N.J.
“The iPads we have distributed in this first wave will be used as an interactive digital resource by educators to enhance early childhood language mastery,” said Ana I. Berdecia, senior fellow and director of the Watson Institute’s Center for the Positive Development of Urban Children, who is managing the pilot and leads the ELL Summer Institute and Mentoring Program. “We are delighted to be partnering with the Hispanic Information and Telecommunication Network’s Early Learning Collaborative (HITN-ELC) in providing these multimedia learning tools to classrooms.”
According to Berdecia, teachers do not always have the resources to link technology with early childhood learning. The Hispanic Information and Telecommunications Network teacher’s guide, parent’s guide and the accompanying materials are expected to provide a clear map to link technology with learning while promoting early childhood English language literacy and reinforcing the children’s home language, Spanish.
“From my visits to the classrooms, I can see the pure enjoyment and engagement of children exposed to these interactive learning tools,” said Berdecia.
The transmedia materials provided through the program focus on English language development, early literacy and early math. The collaborative is funded through a Ready to Learn grant from the U.S. Department of Education’s Office of Innovation and Improvement. Teachers participating in the program will be asked to record how the children are using the devices and document what learning has taken place under the auspices of ELL’s Mentoring Program.


About Fine Arts
The high school Art Gallery is one of a kind within public schools, displaying student-produced works of art in a professionally designed exhibit area.
- Visual art lessons are offered to students from the Kindergarten to the 12th grade.
- Elementary School art curriculum encompasses a scope and sequence that includes the study of historically significant world artists.
- Middle School curriculum focuses on cooperative learning in an exploratory atmosphere.
- High School curriculum offers classes in every medium: drawing, oil, jewelry, 3-dimensional design, graphic arts, and air-brush.
In 2007, KPS was designated as one of the best 100 communities in the United States for excellence in music education.
- Music lessons are offered to students from the Kindergarten to the 12th grade.
- Elementary School music curriculum includes research-based music learning theory.
- Middle School curriculum includes Band, Choir, Orchestra, and General Music, and is offered to all students.
- High School curriculum includes 7 choirs, 5 bands, and 2 orchestras that have received superior ratings at festivals for over 30 years.
- High School music classes have been show-cased at the state music conference 10 times since 1993.
There are several theater productions each year, including two plays, story-book theater, children's theater, all-school musical, and summer stock theater.
- Theater classes are offered in 9th - 12th grade.
- Theater curriculum offers comprehensive course work with novice, intermediate, and advanced acting classes.
- Acting classes are taught in a professionally designed "black box" classroom.


Research and Practice in Physical Education
Routledge – 2013 – 240 pages
Research findings in education can provide invaluable insight into how teaching practice can be improved, but research papers are often inaccessible and hard to digest. This innovative new text is designed to assist physical education students, pre-service teachers, practising teachers and teacher educators to learn how to read research and to apply it to practice in primary and secondary physical education. The text also provides insights and implications for those working with young people in physical activity and sport settings.
The book presents a clear, step-by-step guide to how to read and interpret research, followed by a series of short and engaging introductions to contemporary research studies on key topics in physical education, from classroom management and programme design to assessment and social issues. Each study is discussed from the point of view of researcher, teacher educator and primary and post primary teacher, providing the reader with invaluable insight into how to use research to generate new ideas and improve their teaching practice.
Research and Practice in Physical Education is the perfect companion to any course in research methods, current issues, learning and teaching, or pedagogy and curriculum in physical education.
Introduction to Reading Research Guidelines for Reading Research - A Commonsense View Section I – Student Engagement and Experience 1. Individual and instructional determinants of student engagement in physical education 2. Physical education resources, class management and student physical activity levels 3. How can we enhance enjoyment of secondary school? 4. Measuring secondary pupils' disruptive behaviours in physical education 5. Social preferences for learning among adolescents in secondary physical education Section II – Instruction, Learning and Assessment 6. Students and teacher responses to a unit of student-designed games 7. The gendering of abilities in physical education 8. Perceptions of middle school assessment 9. Student perception of caring teaching in physical education 10. Defining, acquiring, and transacting cultural capital through assessment in physical education 11. Students’ and teachers’ experiences of assessment for learning Section III – Curriculum Models 12. The influence of student status on student interactions and experiences during a sport education unit 13. Influence of a hybrid sport education—teaching games for understanding unit 14. Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education 15. The role of various curriculum models on physical activity levels 16. Influence of occupational socialization on preservice teachers’ interpretation and delivery of the sport education modeol 17. Adventure-based learning and reflection Section IV – Continuing Professional Development 18. Development and Maintenance of a Community of Practice 19. Professional development when introducing a novel curriculum model 20. Collaborative learning in physical education teachers’ early-career professional development 21. Collaborative professional learning: From theory to practice 22. Teacher professional development: Who is the learner? Finding Different Ways to Make Research Serve Teaching Annotated List of Selected Research Journals
Deborah Tannehill taught post-primary physical education for ten years in the USA. She is currently Senior Lecturer in the Department of Physical Education and Sport Sciences at the University of Limerick, Ireland. She is Course Director for the Professional Diploma in Education: Physical Education, and Co-Director of Physical Education, Physical Activity and Youth Sport (PE-PAYS) Research Centre. Her research interests include physical education teacher education, continuing professional development and communities of practice, and teaching physical education.
Ann MacPhail is Senior Lecturer and Head of Department in the Department of Physical Education and Sport Sciences at the University of Limerick, Ireland. Ann's main teaching and research interests revolve around physical education, teacher education, methodological issues in working with young people and school physical education.
Ger Halbert has taught post-primary physical education, civic, social and political education (CSPE) and social, personal and health education (SPHE) for the past 21 years in Ireland. She currently works as an education officer with the National Council for Curriculum and Assessment in Ireland. She is part of a team who are supporting the introduction of the new junior cycle in second-level education.
Frances Murphy taught as a generalist primary teacher for 15 years. She is currently a Lecturer in Physical Education in the Education Department at St Patrick’s College, Ireland. Her research interests include the development of appropriate after-school programmes for children to promote increased levels of physical activity, motor skill development and social development.


Spelling Instruction | Spelling Instruction FAQ
FISD supports direct spelling instruction with embedded opportunities for the authentic application of learning through writing. The goal of spelling instruction is to develop independence, fluency, and accuracy in writing. A quality program equips students with strategies for spelling words independently and proofing personal writing.
Spelling instruction should be ongoing, daily, and purposeful. Instruction should be interrelated and interconnected with all strands of language. The primary focus of instruction should be on teaching a variety of effective spelling strategies, rather than on just memorizing lists of words. Students must be given opportunities to work with words, to proofread their own writing, and to study spelling patterns. The key to spelling development is the understanding and application of spelling strategies that enable students to become independent and competent spellers.
“Expert spelling is not easy, and, for many children, it is not as natural as learning to speak. Conventional spelling is learned over a long period of time. Typically, most children will need to study the patterns and consistency of English spelling for about seven years—before they can spell like adults.” ~Richard Gentry
Realities of Spelling Instruction
- Children need opportunities to experiment with words during word work and writing.
- Correct spelling is easily learned by some children, and some even tend to be natural spellers; however, some children have trouble with spelling.
- Copying words and focusing on mechanics does not ensure the development of correct spelling.
- Expert spellers develop a memory capacity for visual images of words.
- Purposeful and authentic writing is the key to learning to spell.
- Spelling proficiency develops within progressive steps.
- Learning to spell is a conceptual process that involves thinking about and making connections with words, not rote memorization.
- Children initially learn to spell by inventing spelling.
"Inventing a spelling for an unfamiliar word --also frequently referred to as temporary spelling, sound spelling, constructed spelling, phonic spelling, or developmental spelling --is natural. We all do it. And kids do it all the time. However, contrary to what a lot of people think, invented spelling doesn't hurt kids; our failure to teach word-specific knowledge and correct spelling does..." ~Richard Gentry
Toolkit for Parents
- Know and understand that spelling is a developmental process.
- Know that authentic writing is the key to spelling instruction.
- Praise and encourage instead of being critical of spelling errors.
- Make time for writing.
- Have fun with spelling.
- Create a supportive literacy rich environment.
“Parents are important spelling teachers who play an active role in shaping their children’s attitudes about spelling.”~ Richard Gentry
Resources to Use at Home
- Dry erase board
- Magnetic Letters
- Alphabet stamps and ink pads
- Variety of paper
- Writing tools such as pencils, markers, pens, crayons, chalk
- Index cards
- Write words using rice, sand, shaving cream, salt
- Magnetic cookie sheet or burner covers
“… spelling in the home should extend beyond those frustrating Thursday night
efforts to force children to memorize a list of words for the test on Friday.
Spelling should be fun!” ~Richard Gentry
A systematic technique for learning the correct spelling of words by using a combination of visual, auditory, kinesthetic, and tactile procedures was reported in Fitzgerald (1951) and validated by Horn’s research (1954). This technique continues to be supported in research.
- Say the word.
- Look carefully at each part of the word as you pronounce it.
- Say the letters in sequence.
- Close your eyes and spell the word.
- Check to see if you have spelled it correctly.
- Write the word.
- Check to see if you have written it correctly.
- If you misspelled the word, repeat the seven steps.
“Writing allows them to add new words to their spelling repertoire and engages their thinking about spelling. In addition, writing at home gets kids to use their acquired spelling knowledge. It exercises their spelling skills and keeps them from getting rusty as spellers.” ~Richard Gentry
Gentry, J. Richard (1997). My Kid Can’t Spell!: Understanding and Assisting Your Child’s Literacy Development. New Hampshire: Heinemann.
Gentry, J. Richard (1987). Spel…Is a Four-Letter Word. New Hampshire: Heinemann.


Framed photographs (4), newspaper clippings (3), a mounted photograph and a photograph album, relating to Mme Juliette Henry, albumen / paper / wood / glass / ink / pencil, photographer unknown, Sydney, New South Wales, Australia, 1867-1920
Lucien Felix Henry was born in 1850 in Provence, in the south of France. He arrived in Paris to study art in 1867 and was accepted into Gerome's studio at the Ecoles des Beaux Arts. His studies were disrupted by the Franco-Prussian War and the siege of Paris. He played a leading role in the popular movement to defend the Paris Commune in 1871 as Chef de la Legion, responsible for the defence of the 14th arrondissement. After their defeat Henry, with some 4000 other Communards, was incarcerated in the French penal colony of New Caledonia for seven years. In 1879 the Communards were amnestied and Henry arrived in Sydney.
This coincided with the International Exhibition held in Sydney, which ushered in a decade of prosperous growth within the colony. Henry successfully argued for state involvement in art education and by the end of the decade he had become a widely respected teacher and artist at Sydney Technical College. His Parisian art education had encouraged interdisciplinary work between the arts & industry which he sought to foster locally. His major project was to be a book entitled 'Australian Decorative Arts' for which he made some one hundred watercolour designs between 1889-91. He returned to Paris to seek a publisher although the accompanying text remained largely unwritten. Unfortunately the severe economic depression of the 1890s made publication of such a lavish work impossible. Henry died in France in 1896.
Few of Henry's oil paintings survive. 'La Baie du Mirroir, New Caledonia' is the only known painting to represent his experience of seven years incarceration as a political prisoner. He painted it soon after he arrived in Australia in 1879. It was first shown at the Garden Palace when the Sydney International Exhibition was in its final month, in December 1880.
The painting appears to have been used as an exercise in teaching. Its composition reflects the legacy of Henry's Parisian training in mid nineteenth century neo-classical landscape painting. The work does not depict a specific place in New Caledonia but is a more generalised memory of the Pacific island landscape and the Kanak people. Members of a Kanak family gaze to the sea, contemplating their world at sunset - a melancholic metaphor for their imminent colonisation. The depiction of indigenous people was a popular theme for colonial landscapes, offering an exotic flavour for metropolitan viewers.
In 1911 the museum acquired Lucien Henry's unpublished book illustrations, a series of elegant and fanciful watercolour designs. His time in New Caledonia was crucial to these works, with several illustrations showing references to the South Pacific. The museum also has objects in its collection attributed to Henry, most notably a water bottle elaborately carved from a coconut shell depicting the heads of four Kanak clan leaders, one identifiable as Atai.
Henry was important as an artist and teacher in shaping visual arts ideas in Sydney in the 1880s and 1890s. His utopian vision of an Australasian 'civilisation' in the Pacific was conceived while the federation of the Australian colonies was being planned. His public stand on many issues and his strong desire to see the development of an 'Australian style' coincided with the movement towards federation.
Ann Stephen, 2002
Donor acquired various Henry family effects from Mme Henry's descendents in New South Wales in the 1970s when he purchased several of Lucien Henry's paintings.


That's how davidkremers, the California Institute of Technology (Caltech) Distinguished Conceptual Artist in Biology, describes his work-in-progress. Kremers, who has dropped the use of capital letters to follow the egalitarian 1920s Bauhaus tradition and "smashed" his name together because there are so many Davids, is collaborating with molecular biologists to make transgenic zebrafish sculptures. He expects the "living sculptures" to be ready this spring, in time to be swimming around in a fish bowl at an exhibit entitled "The Art and Landscape of Nature," which will be on view at de Verbeelding in Zeewolde, The Netherlands, from 24 January through September 2001. The goal, says Kremers, speaking by telephone from his studio in Pasadena, is to construct fish that, as well as being aesthetically pleasing, will also contain science that is "good enough to become journal papers."
And Kremers should, by now, have some idea of the kinds of data scientists need to produce publishable papers. Although he describes himself as working full-time as an artist since age 5, Kremers, born in Colorado in 1960, hails from a long line of scientists on his father's side--starting in the 16th century with Gerherd de Kremer, otherwise known as Mercator--and physicians on his mother's side. Add "an 18th-century art education" to get the current mixed bag of influences.
Kremers first started incorporating science into his art when, by accident, he met Air Force operations personnel who were struggling with space station design. Kremers, who was studying architecture at the time, says he became intrigued by what was considered an organic failure of the design: The stations should have been growing like coral reefs in space, but they weren't. Kremers worked on the project between 1983 and 1985, but it all came to a halt, he says, after the Challenger explosion.
Serendipity also led to Kremers's next foray into the realm of art-meets-science when, while out dancing, he met molecular biologists who invited him to visit their laboratory. While looking at protocols for genetic research, Kremers says he recognized "at once" that they could be used to make paintings. In 1992, he created his first living paintings from genetically engineered bacteria.
Kremers's work with basic research scientists led to his association with Caltech's Biology Division in 1992, where he has been officially on staff since 1999. Though based in biology, Kremers collaborates with computer scientists and aeronautical engineers and says he has the freedom to work with anyone at Caltech.
Kremers believes that good art is as rigorous as good science. And, although he says he has been described as "a visitor from the future," he is hard at work on what he calls "the fluid problem," a fundamental conceptual conundrum that he sees as "the biggest problem" currently faced by scientists. The fluid problem arises, says Kremers, when scientists need to analyze "something that is alive and growing," which, as Kremers points out, is as much a qualitative as a quantitative analysis.
He also believes that "art is good at capturing qualities, such as light on an apple," and that traditional techniques used by artists have much to contribute to solving problems at the frontiers of science. As an example, Kremers points to a current collaboration where, using techniques from Impressionist painting, he and his colleagues are inventing new ways to analyze MRI readings in several dimensions. Here, as in many other instances, Kremers--as an outsider--seems to have the facility to see where the puzzle piece fits in, often more quickly than those who have been deeply involved with the problem for a long time.
Kremers's work frequently appears in exhibits of digital art, and it can be found in permanent collections, including those at the San Francisco Museum of Modern Art, the Denver Art Museum, and the Hammer Museum/Greenwald Center for the Arts at the University of California, Los Angeles. His own Web site is a work of art in itself.


Education in Montenegro
|Ministry of Education|
|Minister for Education||Slavoljub Stijepović|
|National education budget (2012)|
|Budget||9,94% of government budget|
Before 1868, there were only a few elementary schools in Montenegro. But between 1868 and 1875, 72 new schools opened serving approximately 3000 students. Elementary education became mandatory and was provided free. In 1869, a teachers' seminary school and the Girls' Institute were opened in Cetinje. The Girls' Institute was a specialized school for teachers of the elementary schools. In 1875, an agricultural school was opened in the newly developed town of Danilovgrad, but the school closed two years later due to the war with Turkey. Subsequently, a similar school opened in Podgorica in 1893. Increasingly, younger, educated Montenegrins took key positions in the growing government administration. In 1880, the first 'lower classical gymnasium' (grades 5-8) was opened. In 1902, it developed into a 'higher classical gymnasium' (grades 9-12). In 1899, Montenegro had 75 public and 26 private schools.
The educational system is uniformed. The school curriculum includes the history and culture of all ethnic groups. The language of instruction is Montenegrin (Serbian Bosniak, Croatian), and so is Albanian in some elementary and secondary schools where there is significant presence of Albanians. All students up to Secondary schools are enrolled in public schools, which are financed from the republic's budget. In December 2008, Montenegrin Education Minister Sreten Škuletić said that in 2009, all school text books will be printed in the Montenegrin language as part of an educational reform. This will also include Dictionaries and grammar books.
Elementary education in Montenegro is free and compulsory for all the children between the age of 6 and 14, when children attend the nine-year school (eight-year program is no longer in use).
Secondary schools are divided in three types, and children attend one depending on their choice and their elementary school grades:
- Gymnasium (Gimnazija), lasts for four years and offer general and broad education. It is considered a preparatory school for college, and hence the most prestigious.
- Professional schools (Stručna škola) last for three or four years and specialize students in certain fields, while still offering relatively broad education.
- Vocational schools (Zanatska škola) last for three years, without an option of continuing education and specialize in narrow vocations.
Tertiary level institutions are divided into Higher education (Više obrazovanje) and High education (Visoko obrazovanje) level faculties.
- Colleges (Fakultet) and art academies (akademija umjetnosti) last between 4 and 6 years (one year is two semesters long) and award diplomas equivalent to a Bachelor of Arts or a Bachelor of Science degree.
Higher schools (Viša škola) lasts between two and four years.
- Diploma o Završenoj Srednjoj Školi (High school diploma)
- Diploma (Diploma Višeg Obrazovanja)
- Diploma Visokog Obrazovanja (Bachelor's degree)
- Magistar Nauka (Master's degree)
- Doktor Nauka (Doctorate)
- University of Montenegro Website
- University "Mediterranean" - official web presentation
- UDG University Website
|Wikimedia Commons has media related to Education in Montenegro.|


A Desert Oasis:
Unit Description before LInC
The goals and objectives of this course were met through a series of scenario/simulation activities conducted in the university classroom setting in which preservice teachers developed instructional programs for reading and literacy development based on the New Mexico state standards with benchmarks for language arts and local competencies for language arts, science, and social studies from the Gadsden Independent School District. The course was facilitated using Web-CT (Course Tools), and a number of technological tools were integrated into the course curriculum, such as Inspiration, Hyperstudio, and Powerpoint. Students maintained electronic portfolios, and CD-ROM with students' work were distributed to students at the end of each semester.
Grade Level: Preservice Teachers in their final year of coursework (juniors, seniors, & graduate students)
Subject: Reading/Literacy Curriculum & Pedagogy
Outcome 1: The preservice teacher critically reviews, selects, and adapts materials, resources, and technologies for age appropriateness, developmental level, cultural and linguistic background, exceptionalities, biases and stereotypes, connect appropriateness in regard to language arts curriculum, reading level, and relevance to students.
Outcome 2: The preservice teacher understand learning theory, subject matter, and curriculum development and uses this knowledge in planning to meet curriculum goals.
Outcome 3: The preservice teacher becomes familiar with students' families, cultures, and communities, and plans related learning activities.
Outcome 4: The preservice teacher integrates a variety of technologies into planned activities, including software, applications, and other learning tools.
Outcome 5: The preservice teacher collaborates with specialists, support personnel, parents, and administrators in an interdisciplinary manner for the success of the individual student.
Outcome 6: The preservice teacher understands children's developmental stages in learning to speak, read write, and listen effectively and models effective reading, writing, speaking, and listening, among other literacy skills, such as critical thinking and visual literacy.
Outcome 7: The preservice teacher provides opportunities for students to understand, consider, respond to, and discuss spoken and written materials.
Outcome 8: The preservice teacher is familiar with and used a variety of reading materials, including children's literature, non-fiction, stories, poems, biographies, and texts from various subject areas.
Outcome 9: The preservice teacher helps students to become aware of different purposes for reading and situations for reading, and to think critically about and respond to what they have read.
Outcome 10: The preservice teacher provides a variety of opportunities for students to demonstrate reading comprehension.
Student Task: Activities and tasks were limited to the role and responsibilities of the preservice teacher in the future. There was no opportunity for elementary education majors to partner with a class or group of grade school students.
Teacher Role: The course instructor gave lectures and workshops, assigned application questions and jigsaw activities from the textbook, facilitated the development of lesson plans, and compiled the CD-ROM at the end of semester.
Grouping: Students primarily worked individually and in small groups to complete course requirements.
Hook: The hook for the course was limited to the application of theory to practice in the future. Students were guided through scenarios in which they were required to imagine themselves in the place of the classroom teacher. To these ends, students were taught methods of curriculum development that were being used in the Gadsden Independent School District.
Student-Directed Learning: Students had few opportunities to make choices in their learning. The only option available to students was the topic for the culminating lesson plan development using backward planning, the curriculum development method implemented in the Gadsden Independent School District.
Use of Technology: Technology was used extensively in this course, and students used word processing programs, Inspiration, Hyperstudio, and PowerPoint in their projects, activities, and exams. The Internet was used in the context of locating viable online resources for use in the elementary classroom.
Assessment: Students were assessed on the basis of a journal kept throughout the semester, tests and exams, presentations of textbook chapters and lesson plans, and culminating project rubrics.
Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.
Author(s): Ellen Treadway (firstname.lastname@example.org)


Early Education | App Reviews
8 Apps to Introduce Reading
- By Graphite by Common Sense Media
Common Sense Media’s service Graphite, which offers independent ratings and reviews on learning apps and websites, has compiled this list of its top apps for introducing reading. For complete reviews, and for each app’s "Learning Rating," visit the Graphite website.
1. Beck and Bo
Concepts: Imagination, logic
Grade Levels: Pre-K
Kids build imagination and language skills as they explore neighborhood places with Beck and Bo. By dragging and dropping objects onto the screen in the right place, kids create scenes that teach them logic, cause and effect, and use of words. Read the full review.
2. Learn with Homer
Concepts: Expression, creation, thinking critically, self-reflection
Grade Levels: Pre-K to 1
Loaded with content,Learn with Homer keeps ages 3 to 6 engaged in activities where they can read or listen to stories; draw,;and record voices, plays songs and more. Phonic exercises help kids learn letter sounds, word recognition and comprehension. Read the full review.
3. Monkey Word School Adventure
Concepts: Memorization, part-whole relationships
Grade Levels: Pre-K to 1
In Monkey Word SchoolAdventure, a cute monkey takes kids through a jungle of phonics and word groups to help them learn early reading skills. As they finish a round of activities, they earn rewards to fill a terrarium and advance to the next level. Read the full review.
4. Montessori Crosswords
Concepts: Applying information, academic development
Grade Levels: Pre-K to 3
Combining Montessori principles and technology makes learning phonics simple. Matching letters to sounds, kids arrange the alphabet on the board to spell out words. Visual and auditory inputs appeal to kid users with different learning styles. Read the full review.
5. Starfall Learn to Read
Concepts: Applying information
Grade Levels: 2 to 3
Starfall Learn to Read is a complete beginning phonics instruction and practice resource. You'll find instructional songs and videos, complete-the-word activities, concentration matching games, and more. Standards content includes blending, isolating, short and long vowels, vowel pairs, and consonant digraphs. Read the full review.
Concepts: Listening, speaking, conveying messages
Grade Levels: K-3
LanguageBuilderDeluxe tasks kids with making sentences based on picture prompts. Answers can be written or verbally recorded which helps teachers and parents monitor progress and make sure kids are on pace. Read the full review.
7. Phonics Genius
Concepts: Memorization, logic
Grade Levels: K-5
Phonics Genius is a flashcard-style app that helps kids learn letter sounds and match them to words. Kids practice pronunciation and can record sight words in a library to playback their answers. Customizable features allow teachers to create and categorize lessons. Read the full review.
Concepts: Solving puzzles, following directions
Grade levels: 2-6
News-2-You brings social studies, current events, and other newsy tidbits to kids with special needs as well as beginning readers. The symbols-based and voice-supported articles make reading – and the news world – accessible and adjustable to readers of varying abilities. Read the full review.


Australian School Library Association response to The shape of the national curriculum: A proposal for discussion.
The Australian School Library Association Inc. (ASLA) appreciates the opportunity to provide feedback to the development of the national curriculum.
Our association acknowledges the need to develop ‘a continuum of learning in literacy and numeracy skills, ranging from basic competencies in the early years through to the advancement of extension of these skills in the middle and later years of schooling’ (p. 6).
Concerns that ASLA has is the limiting scope that ‘the foundations of literacy will be built primarily in English’ (p. 6) and ‘literacy will be broadened to include communications skills’ (p.9).
A common position is that literacy relates to the development of reading, writing, speaking, listening and viewing skills. These skills are essential for every learner.
Another area of concern is the assumption that information and communication (ICT) competence equates to ‘the ability to evaluate the source, reliability, accuracy and validity of information’ (p. 9). These competencies should be considered under information literacy. ‘To be information literate an individual must recognise when information is needed and have the ability to locate, evaluate and use effectively the needed information’ (American Library Association Presidential Committee on Information Literacy, 1989). ASLA’s policy statement for information literacy can be found at Information literacy
ASLA has consistently promoted a learning matrix for student learning that includes literacy, information literacy and information & communication technologies (ICT) literacy. This matrix is based on a developmental and sequential approach (a continuum of learning) to skills acquisition from early childhood through to senior secondary with a cross curriculum focus. ASLA’s learning matrix is based on common language as sourced from the eight curriculum profiles for Australian schools documents published in 1994 by the Curriculum Corporation. Teacher librarians throughout Australian schools provide school library programs that utilise the learning matrix to assist students to develop information literacy and fluency and a level of proficiency in ICT skills.
The reference to ‘annotated student work samples ... to illustrate the differences in quality of student work’ is of significant relevance to the work of ASLA and teacher librarians. ASLA’s learning matrix was a key component in the production of a professional development CD-ROM, Teaching information skills, in 1997. The CD-ROM presents 12 case studies of classroom activity in the development of information skills for students from lower primary to upper secondary. Annotated student work samples provide evidence of a student’s competency in the content area and the process of learning.*
As an association, representing teacher librarians, we would encourage the National Curriculum Board to take a strong stand on the inclusion of information literacy as a viable and visible component in the development of the national curriculum for Australia.
Submitted: 17 December 2008
*Note: A copy of the CD-ROM, Teaching information skills, was sent to the National Curriculum Board.


fort over many decades. This report builds on earlier work, yet our scope limits us only to briefly summarizing earlier efforts. We acknowledge the degree to which our report benefits from this work and draw the reader's attention to the long history of thinking about these topics.
Between 1964 and 1967, the U.S. Office of Education conducted the Cooperative Research Program in First Grade Reading Instruction; this was an early and ambitious effort at large-scale evaluation of instructional approaches. The program, coordinated by Guy L. Bond and Robert Dykstra, included classroom approaches that emphasized systematic phonics instruction, meaningful connected reading, and writing; its results surpassed those of mainstream basal programs. Conceived and conducted prior to much of the psycholinguistic research on the subprocesses and factors involved in reading acquisition, these studies were not submitted to the levels of analysis characteristic of later efforts. Nonetheless, they pointed to a consistent advantage for code-emphasis approaches while indicating that one single simple method was not superior for all children and all teachers.
Among efforts to identify factors associated with more and less effective beginning reading practices, Jeanne S. Chall's (1967) work, Learning to Read: The Great Debate, remains a classic. While producing this work, Chall visited classrooms, interviewed experts, and analyzed programs. Yet it was her review and analysis of the then-available research on instructional practices that yielded the most stunning conclusions. Chall found substantial and consistent advantages for programs that included systematic phonics, as measured by outcomes on word recognition, spelling, vocabulary, and reading comprehension at least through the third grade. Moreover, the advantage of systematic phonics was just as great and perhaps greater for children from lower socioeconomic backgrounds or with


The Pros of Bilingual Education
Bilingual education continues to receive criticism in the national media. This Digest examines some of the criticism, and its effect on public opinion, which often is based on misconceptions about bilingual education's goals and practice. The Digest explains the rationale underlying good bilingual education programs and summarizes research findings about their effectiveness.
When schools provide children quality education in their primary language, they give them two things: knowledge and literacy. The knowledge that children get through their first language helps make the English they hear and read more comprehensible. Literacy developed in the primary language transfers to the second language. The reason is simple: Because we learn to read by reading--that is, by making sense of what is on the page (Smith, 1994)--it is easier to learn to read in a language we understand. Once we can read in one language, we can read in general.
The combination of first language subject matter teaching and literacy development that characterizes good bilingual programs indirectly but powerfully aids students as they strive for a third factor essential to their success: English proficiency. Of course, we also want to teach in English directly, via high quality English-as-a-Second Language (ESL) classes, and through sheltered subject matter teaching, where intermediate-level English language acquirers learn subject matter taught in English.
The best bilingual education programs include all of these characteristics: ESL instruction, sheltered subject matter teaching, and instruction in the first language. Non-English-speaking children initially receive core instruction in the primary language along with ESL instruction. As children grow more proficient in English, they learn subjects using more contextualized language (e.g., math and science) in sheltered classes taught in English, and eventually in mainstream classes. In this way, the sheltered classes function as a bridge between instruction in the first language and in the mainstream. In advanced levels, the only subjects done in the first language are those demanding the most abstract use of language (social studies and language arts). Once full mainstreaming is complete, advanced first language development is available as an option. Gradual exit plans, such as these, avoid problems associated with exiting children too early (before the English they encounter is comprehensible) and provide instruction in the first language where it is most needed. These plans also allow children to have the advantages of advanced first language development.
Success Without Bilingual Education?
A common argument against bilingual education is the observation that many people have succeeded without it. This has certainly happened. In these cases, however, the successful person got plenty of comprehensible input in the second language, and in many cases had a de facto bilingual education program. For example, Rodriguez (1982) and de la Pena (1991) are often cited as counter-evidence to bilingual education.
Rodriguez (1982) tells us that he succeeded in school without a special program and acquired a very high level of English literacy. He had two crucial advantages, however, that most limited-English-proficient (LEP) children do not have. First, he grew up in an English-speaking neighborhood in Sacramento, California, and thus got a great deal of informal comprehensible input from classmates. Many LEP children today encounter English only at school; they live in neighborhoods where Spanish prevails. In addition, Rodriguez became a voracious reader, which helped him acquire academic language. Most LEP children have little access to books.
De la Pena (1991) reports that he came to the United States at age nine with no English competence and claims that he succeeded without bilingual education. He reports that he acquired English rapidly, and "by the end of my first school year, I was among the top students." De la Pena, however, had the advantages of bilingual education: In Mexico, he was in the fifth grade, and was thus literate in Spanish and knew subject matter. In addition, when he started school in the United States he was put back two grades. His superior knowledge of subject matter helped make the English input he heard more comprehensible.
Children who arrive with a good education in their primary language have already gained two of the three objectives of a good bilingual education program--literacy and subject matter knowledge. Their success is good evidence for bilingual education.
Reprinted with the permission of the Education Resources Information Center.


Literacy refers to the ability to read and write effectively, fluently, and with understanding. Reading comprehension worksheets
are essential tools which help students master the literacy skills necessary to become competent readers and writers.
When used as part of a balanced literacy program there are many student benefits to using worksheets in the classroom. They can be used to reinforce previously taught concepts and provide instant remediation when a student is struggling with a specific skill. Worksheets can also be used to compliment lessons targeting specific reading comprehension strategies. After a whole group lesson a reading comprehension worksheet can be used as a quick assessment to see which students have not grasped the concept presented and need more practice. They can also be used during small group time to extend the day’s lesson. The condensed nature of the passages in reading comprehension worksheets allows English language learners and struggling readers to realize success. The Content areas like Science and Social Studies can also be presented in a bite sized manner using worksheets to compliment key information students are learning in the textbooks and reinforce content area vocabulary. Besides valuable practice their format prepares students for standardized testing.
Reading comprehension worksheets are also an excellent communication link between home and school as they provide parents with the opportunity to work with their children to further what they are learning in the classroom or to remediate their child at home. When used as homework teachers can assign one sheet to each student or differentiate based on individual student need and reading level.
Creating worksheets can be quite time consuming. Thankfully, the Internet provides a multitude of free reading comprehension worksheet resources for the busy teacher or parent. Many educational websites allow the user to search based on student grade level and target skill. There are also many unit focused reading comprehension worksheets based around specific themes, picture books and chapter books.
When the reading comprehension worksheets must be teacher created it is best to choose a specific focus skill or reading strategy before writing the passages. The passage is then written around the skill or strategy. A balanced reading comprehension worksheet will include multiple choice, short answer, and extended response questions. Questions should focus on the areas of vocabulary instruction and text comprehension. Older students will benefit from vocabulary questions requiring them to use context clues. Primary students need phonics and word work practice as well to help them obtain their desired literacy objectives. Questions should be carefully scaffolded using key words selected from each of the following Bloom’s Taxonomy categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. It is important to remember reading comprehension worksheets are most effective when they complement whole group instruction and objectives.


There has been an explosion of Web 2.0 tools for educators. Recently, National Art Education Association (NAEA) launched an online interactive tool for Elementary Art Specialists. The goal is to link teachers with a common bond: young children and art. Escape the isolation of your classroom and communicate with other elementary art teachers on topics that impact art education.
Another great interactive resource is Art Education 2.0 reaching all levels of art education. Art Education 2.0 has over 3,000 members and counting. Find information on anything from teaching animation to VoiceThread to innovative teaching ideas in technology. To learn more about the Art Education 2.0 social network, watch the video below.
Learn about art or any other topic that interests you on Twitter. Not sure how to begin? An earlier post on Twitter may help you get started. Also, click on the SchoolArts icon below for some great ideas on using Twitter and other Web 2.0 tools from the March issue.
(You need to be a SchoolArts subscriber to access School Arts Digital)


Guinness World Records Reading Grade 4
You'll have no trouble getting students to practice their reading comprehension with this full-color, photographic book! Records such as the balloon-popping dog and the world's tallest snowman are leveled and written in story format so they can be used for comprehension and vocabulary practice. After each passage are questions on specific reading comprehension strategies for fourth grade students. The questions progress in difficulty and can be assigned accordingly to differentiate instruction. Optional extension activities include creative arts, research and reference skills, and critical response. 128 reproducible color pages.
©2011 Guinness World Records Limited.
- Brand: Carson Dellosa
- Item Number: CD104421
- Manufacturer Number: 104421
- UPC: 44222209858
- Recommended for ages 9 to 13+.
- Measures approximately 10.88 x 8.50 x 0.31 inches.
- Weighs approximately 0.83 lbs.


As a parent you are your kid's first and foremost teacher.
you help your kid learn to read, you open the door to a life-long love
of books and learning.
Oral language is the foundation for
Singing teaches your kid the sounds of language,
making it easier for them to learn how to read.
Singing also has a
positive impact on your kid's self-expression, cooperative play,
creativity, emotional well being, and development of social, cognitive,
communication and motor skills.
According to Robert A. Cutietta,
dean and professor of music education at the University of Southern
California's Thornton School of Music. "Several studies have shown
convincingly that singing and language skills are interconnected. The
patterns of words, rhymes, rhythms and tonal qualities inherent in songs
are incorporated easily and naturally by children as they learn to
speak and, eventually, to read."
As your child sings", Linda Page
Neelly, associate professor of music at the University of
Connecticut,explains, "he begins to explore, sequence and order sounds,
which are critical skills for reading"
So, start singing with
your kids and help them sing their way to reading success!!
Sing & Grow!www.kiboomu.blogspot.com