$24.99$35.96 Excl. tax
What were dinosaurs? When did they live? Why don't we see them stomping around today? Dinosaurs: God's Mysterious Creatures answers these fascinating questions and more!
Meet some fun, fierce or frilled dino buddies like Stegosaurus, T. rex, and Triceratops. You'll also encounter some hard-to-pronounce beasts like Parasaurolophus (Pah-rah-sore-o-loe-fus). Read on to discover:
The first book of its kind, Dinosaurs will delight readers with the wonders of God's mysterious reptile creatures.
If you prefer, this resource, Dinosaurs: God's Mysterious Creatures, is also available in digital form as an eBook and can be downloaded now.
Did the universe begin with a Big Bang or God’s creative design? How did we get to the moon? Where are we going next? In Space: God’s Majestic Handiwork, you’ll find answers to these questions and more! Get to know the amazing citizens of our solar system from Mercury to Pluto and uncover their creation clues.
Dive in to discover:
The second book in the Science for Kids series, Space will wow readers with the wonders of Earth, the Milky Way, and beyond!
If you prefer, this resource, Space: God's Majestic Handiwork, is also available in digital form and can be downloaded now.
Fur, feathers, and fins - when did they all begin? Were animals designed by a genius Creator, or did they evolve by random chance?
In Animals by Design, you'll discover what the Bible and science say about the source of all life. You'll also explore the unique features of favorite, famous, and far-out creatures!
You'll find answers to these questions and more! The third book in the Science for Kids series, Animals by Design will leave you in awe of your creator as you study the wonderful creatures in His world!
If you prefer, this resource, Animals by Design, is also available in digital form as an eBook and can be downloaded now.
Though Earth is a familiar place to us, this planet contains many mysteries. What can science and the Bible tell us about its history? In Earth: Our Created Home, you'll explore our world from the beginning of its creation to what it is today. Read on to discover:
The fourth book in the Science for Kids series, Earth will give you fresh eyes to see God's glorious work in our amazing world.
|Titles Included:||Dinosaurs: God's Mysterious Creatures, Space: God's Majestic Handiwork, Animals by Design: Exploring Unique Creature Features, Earth: Our Created Home|
|Publishers:||Institute for Creation Research|
|Publication Date:||May 2017, November 2017, May 2018, July 2019|
|Audience:||2nd - 6th Grade|
|Pages / Run Time:||121 pages, 111 pages, 125 pages, 141 pages|
|Dimensions:||7" x 7" x 3/8"; 7" x 7" x 3/8", 7" x 7" x 3/8"; 7" x 7" x 3/8"|
|Total Shipping Weight:||2 lbs. 8 oz.|
|ISBN-13:||978-19-35587-93-4, 978-1-946246-03-8, 978-1-946246-12-7, 978-1-946246-32-5|
These books are amazing! They are what I have been looking for since I started Home Schooling last Fall. They are interesting, engaging, and full of information! Thank you so much for Science based Christian resources.


Ask any child what the toughest part of kindergarten is and chances are good that they will say, “Fighting!” Fighting is a part of the learning experience, but is usually viewed as negative. In truth, fighting teaches children how to stand up for themselves. In kindergarten, a child will be expected to stand up for themselves and their classmates if someone is being bullied or treated unfairly. So when does school begin for a child with behavior problems?
When Does School Start
Once the child has made it through the primary school year, it is time to move on to the next grade. It is important that children pick up the skills they have learned throughout the year. The best way to accomplish this is through in-person instruction. A trip to the principal’s office can provide children with an in-person example of what grades mean and what is expected from them. In person instructions are usually given first during the fall semester and second during the spring semester.
Beginning on the first day of September, most districts starting Mondays, children can begin receiving instruction from a teacher in the classroom. There are often a couple of choices for the teacher when it comes to the first day of September. The teacher can give the children a formal morning/afternoon/evening lesson. If a parent is concerned about the safety of the child being taught by an unknown person, the parent can find out who the teacher will be during the school year. This information should be provided to the parent in writing or emailed to the parent.
When the date of the start of kindergarten rolls around, most children will move onto the first day of September. Even though most local districts allow children to start going to school on the first day of September, some charter schools choose to wait and make the start of the new year a last day. However, most charters give students until the last day of August to begin kindergarten. These same schools also will give students the option of moving onto the next grade.
Why does Schools starts after summer ?
Most schools start Sept. 4 with grades one through six. Once the child moves into their new classroom, grades seven and eight will be determined by what happened in the previous grades. After the new grades are determined, the child will be placed in the appropriate class. At this point, most local districts require parents to sign a form acknowledging that they have received instruction in their home from the principal. Students will be tested in mathematics and reading once they reach kindergarten.
After the tests and once the child is in kindergarten, most states require a progress report in order to determine the academic progress of the child. Students will receive a grade on every point that is reached during the course of the year. Most states require that students in kindergarten complete a literacy development program and a numeracy development program. The first two subjects typically teach reading to children and the third subject teaches reasoning skills.
Starting a K-12 educational program at kindergarten is considered an important step in the academic preparation of your children. Starting a year early allows your child the opportunity to catch up before the first term begins and enables them to be ready for the first day of school in September. In case you will have an arriving student, you should provide them with a copy of the schedule for the start of the school year on Monday of the first week in September or on Monday of the second week in September.
After all of the testing is done and the schedule for the academic year has been finalized, it is time to get started. Parents should begin discussing how their children will fit into the preschool classroom. If the child has special needs, work with the school system to find accommodations so that the child can participate in the educational process. Beginning school early gives you time to prepare for the academic challenge of teaching kindergarten.


There are numerous, many different environmental science truthful tasks that can be carried out in a large variety of settings with a equally massive number of organisms and objectives. The Education Development WorkplaceÂ as the unit of the Ministry performs duties related to the work of the knowledgeable councils for training, participation within the network (Eurydice), the analysis of the schooling system, the preparation of primary parts for analysis and development associated to pre-faculty, major, secondary and better schooling, grownup schooling, music education, and training programmes for children and young individuals with special wants.
Science practices, content knowledge and pupil thinking are on the center of this New Jersey Mathematics and Science Partnership programÂ to prepare K-eight trainer leaders to serve as Science Ambassadors, helping to improve science teaching and learning within their communities.
College and vocational faculty graduates face a world reworked by expertise which in flip transforms the workplace from process-based to human-centered traits. Science honest tasks can be accomplished on your own. Taber, Ok. S. (2007) Enriching College Science for the Gifted Learner, London: Gatsby Science Enhancement Programme.
It is designed to provide information to show Manitoba students to the complexity of issues related to Lake Winnipeg and, by means of science investigations and drawback-primarily based approaches to learning, to encourage college students to develop choice-making abilities associated with the ecological and social dynamics of the Lake Winnipeg setting.
Indonesia Science Training, Education, Science, Life Science, Technology, Research, Indonesia International Institute For Life Sciences
This can be a science venture to check if fluoride truly protects your teeth from harsh beverages we eat and drink each day. The JESEH welcomes any research papers on schooling in science, atmosphere and well being using methods from and purposes in any technical information area: unique theoretical works, literature critiques, analysis reports, social issues, psychological points, curricula, studying environments, book reviews, and evaluation articles.
With a Bachelor’s degree in training science you learn to work and suppose in a multidisciplinary method. College students Learning Difficulties in Science. STEP #three: Make It Presentable Nicely introduced science projects make the first impression on lecturers. As a scholar on the Bachelor’s degree programme in training science, your teaching will fluctuate significantly.anonymous,uncategorized,misc,general,other
Schooling Science, Proof, And The Public Good
Science fair initiatives needs to be original in scientific ideas and should provide you with new methods to solving an outdated downside in a more moderen or better method.
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Ministry Of Schooling, Science, Research And Sport Of The Slovak Republic Lifelong Learning Division
An excellent science fair undertaking is an concept that drives the scholar in a journey of discovery motivated by curiosity. Whereas social sciences and education science are included (however not the liberal arts!) within the US definition of STEM which follows the guidelines of the Nationwide Science Foundation, the German (near) equal MINT – Mathematics, Information science, Natural sciences, Expertise – is extra slender.
This placement will prolong your studying in regards to the nature of Science and Arithmetic, and will allow you to experience authentic activities in one or both of these disciplines. There are a number of ways to get to know the Grasp’s programme Educational Science and Technology.
Dissection is just one of many approaches to teaching science that creates a lasting impression in the thoughts. The programme provides you with the broad experience required to work in a variety of academic settings, together with schools, museums, governance, organizations that develop academic materials, and educational advice services. The module will enable college students to discover the presuppositions of epistemology and thoughts concerned in a variety of academic questions.
After peer-reviewing course of, all papers in EnglishÂ will probably be published in the Eurasia Proceedings of Educational & Social SciencesÂ ( ) (for Schooling and Social Sciences)Â or the Eurasia Proceedings of Science, Expertise, Engineering & Mathematics ( ) (for all different ScientificÂ areas).
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Zoology is the side of science that deals with the research of the animals’ evolution, habitat and conduct. The administration of the College of Illinois are nonetheless observing the progress of the modern means of studying and the inhabitants rate of the speed of the students who will be enrolled this type of instructional learning system of their space or across the globe.


The Arts in Education Posted on February 28, 2014 by Kari McMullin Reply “It is really through the arts that we give form to some of our most powerful experiences of being human. . . I really believe that an education which omits the arts is omitting a major part of what it is that makes us human”—Sir Ken Robinson Have you seen The Monuments Men? George Clooney directed this film, a great homage to the real-life men who, in World War II, risked their lives in order to preserve the legacy of the worlds’ great artists, the works that Hitler determined to destroy if he could not have them for himself. The Book Thief touches on this subject, as well. I loved the book, but finally got to see the movie adaptation last weekend (how much did I love Geoffery Rush?). The image of people tossing books onto a burning pyre was powerful, and I couldn’t help but wonder what role this extermination of art and literature had on the devastation of the Holocaust. If the arts help us remain connected with our humanity, what happens in a world without those arts? People more well-versed than I have written a lot about the importance of arts in education. Check out some of these great insights (yes, I’m a little consumed with Sir Ken Robinson these days, as his paradigm has come up in multiple conversations of late): http://www.youtube.com/watch?v=OvxXGYXzoNo But it’s not all from Sir Ken: There’s an article from edutopia.org that examines what, exactly, is being done currently in schools to revive arts education: here Dosomething.org has a great list of facts about how important the arts are, and includes suggestions about how teens can get involved: here The National Endowment for the Arts has a lot of great resources, news, and grant opportunities: here It’s true, Kindermusik is a high-quality music program that uses all sorts of strategies and techniques to help children learn musical concepts in a developmentally appropriate way. However, it is far more than music education. It is a way of using the arts to help develop the whole child. Raising a child is an amazing, and sometimes very difficult, task. Sometimes it is hard, in the middle of the diapers and cleaning up the messes, to remember that, among the difficulties, there is great joy in raising children. Participating in Kindermusik classes with my children has been a great way for me to “give form . . . to most powerful experiences of being” a parent, and I’m grateful for it.


The world is drowning in data. Technological breakthroughs like artificial intelligence, machine learning and the expansion of analytics has led to an exponential growth in data. All of this raw information is almost impossible to keep up with, and many organisations find themselves in the novel position of having too much information to make informed business decisions!
That’s why data management is one of the disciplines getting a lot of attention regardless of the industry. Without a solid framework for how to crystallise wisdom out of raw data, it’s completely useless. That’s why the International Data Corporation (IDC) thinks that the data management market is poised to hit $203 billion in 2020.
Always in Demand
Data management is a very in-demand field nowadays. Because of this, there are many ways to begin learning about data management. Unfortunately, it has developed a reputation as a complicated discipline, only accessible to insiders and those gifted mathematically.
This isn’t true! Many of those students that find themselves struggling with statistical analysis in a traditional classroom environment may just not be using the learning strategies that they are best suited towards. eLearning provides novel opportunities to, for example, study a mathematics of data management course from your home through e-Learning.
Many institutions, such as the Ontario Virtual School (OVS) specialise in providing quality online education allowing you to learn at your own pace, and provide comprehensive teacher support, so you can always reach out for personalised assistance.
Foundational Learning is Key
It’s key to develop a foundational knowledge of data management and to apply methods of organizing and analysing large amounts of information in high school, so that these foundational skills can be applied in post-secondary studies.
It doesn’t matter what field you want to work in — the truth is you’re going to be working with data. Journalists wrestle with the metrics of how their readers engage with their articles to create more relevant, useful content. Businesses struggle with data from a myriad of discrete sources, and have the challenging task to make actionable intelligence out of a sea of data.
Of course, if you’re thinking about entering the social sciences like psychology or sociology, a lot of your time will be spent collecting, structuring and analyzing research data.
So, you’re going to need to develop some familiarity with the principles of data management, statistical analysis and modelling to truly succeed in your career. If you’re planning to be an entrepreneur, getting raw data is not enough. To be able to develop your business, you’re going to need to form it into business intelligence — that is what’s going to attract venture capital funding.
If you’re considering entering into a field like business of the social sciences, or are just planning to use data in your career, early preparation is essential. If in high school you can become familiar with data management principles, you’re going to be well prepared for higher education, where you’re going to be dealing with these topics day in and day out.
Later, when you’re entering the workforce, an early familiarity with data management ensures that you’ll be able to analyze data and provide insights with ease, a commanding lead over the competition.


Looking for a little something to fill some time in your classroom while also reviewing some numeracy skills? This Sixth Grade Math Workshop set of activities is the perfect addition to your classroom activities and to test out the Sixth Grade Math Workshop Bundle!
This FREEBIE Include:
- TEKS and Common Core Alignments for all Weekly Units
- TEKS Alignments for Sampler Activities
- CCSS Alignments for Sample Activities
- Clothesline Integers
- Order Up!
- Rolling Multiples
- Dividing Fractions Dominoes
- Integer Operations Solutions Sort
- Order of Operations Roll, Solve & Cover
- Expressions Draw & Solve
- Property Shape Puzzle
- Ordering Integers on a Number Line
- Ordering Rational Numbers
- Dividing Fractions
- Integer Operations
- Order of Operations
- Evaluating Expressions
- Properties of Operations
→ Did you know that you can get CREDITS for future purchase by leaving feedback on each of your purchases? Simply navigate to the My Purchases page and next to each download you will be able to leave a star rating and comments about the activities you have purchased. I truly value your feedback and consider each and every word left.
Personal Copyright: The purchase of this product allows you to use these activities in your personal classroom for your students. You may continue to use them each year but you may not share the activities with other teachers unless additional licenses are purchased. The license for this purchase is NON-TRANSFERABLE. Site and District Licenses are also available.
4mulaFun®, Flippables™ and Solve and Snip™ are trademarks of Smith Curriculum and Consulting (formerly FormulaFun Inc. dba 4mulaFun), and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. Copyright © Smith Curriculum and Consulting, Inc. All rights reserved.
DISCLAIMER: With the purchase of this file you understand that this file is not editable in any way. You will not be able to manipulate the lessons and/or activities inside to change numbers and/or words.


Listening Skills Platform Supports Literacy Development for All Students
While listening is critical to academic success, it is the communication activity that receives the least amount of instruction in class, according to the International Listening Association. To help bolster this skill, a division of School Specialty has partnered with Listenwise, a listening skills company that harnesses the power of listening to advance literacy for all students including English language learners (ELL).
The EPS Instruction and Intervention division of School Speciality for 60-plus years has been developing and publishing programs to assist struggling students with dyslexia and other reading difficulties build proficiency in reading and math. It will add Listenwise to its portfolio of classroom literacy and intervention resources. Listenwise offers curriculum-aligned listening content, learning tools and listening comprehension exercises that are designed to strengthen students overall comprehension. The automatically scored formative assessments, for example, test listening skills and determine areas for improvements. Content includes high-quality storytelling from NPR (National Public Radio), with more than 1,000 real-word stories in its curated library. To help all students improve their literacy skills, Listenwise offers robust literacy supports for ELL students, like interactive transcripts, tiered vocabulary and even reduced speed audio for listening activities as well.
Listenwise was 2016 SIIA CODiE Award finalist. To learn more, watch the video below.


Since women in Ethiopia traditionally are resposible for house and field work, mothers have no time to provide their children an elementary education. Many mothers cannot read or write themselves. This tradition of minimal education must end. A great number of African children must work hard at home or in the fields and have no access to playful learning. They are therefore insufficiently prepared for school attendance later on and have greater difficulty in school – if they have the opportunity to go to school at all. Kindergartens are a beginning here.
In recent years, the city of Adigrat, located in the northernmost part of Ethiopia on the border to Eritrea, has experienced an enormous increase in population. The region is still suffering from the consequences of war with Eritrea, which has deprived many families of their fathers, or has even made orphans of the children. The number of street children has increased correspondingly. Adequate supervision on the part of state kindergartens is not guaranteed in this city that is growing by leaps and bounds.
Ethiopian children learn through accompanying their mothers everywhere in the first years of life. They are therefore very far in early childhood development. In the period between 3 and 6 years, however, there is often a break in development as children are often left to themselves at this age or even need to get involved in the household chores or work in the fields.
The association’s goal is to provide kindergarten-age children, particularly from underprivileged families, with a better start in life by means of an opportunity to attend kindergarten on a regular basis. To accomplish this, Ethiopia’s specific problems must be taken into consideration.
It is important to remember that a kindergarten is not only important for children, but also for their mothers.
"Kindergartens should be established in the communities to relieve women and give them time to earn money for their families."
(Berliner Missionswerk 2008)
In the facility, children will acquire social ccompetences, develop their creativity and achieve preschool general knowledge as well as basic English. In this way, beginning school is made easier, and the children’s educational chances are thereby increased.
The kindergarten in Adigrat opened its doors in December 2012 and 110 children have attended the education facility since September 2013. The Social Departement of the city of Adigrat chose which children were able to attend the kindergarten along with the Womens Affair Departement in accordance with the criteria of “Poorest of the poor”.
All children are able to attend the kindergarten free of charge and the costs involved in running the facility are financed by personal sponsors from Germany.
The kindergarten is now already running in its 6th year and again, this time, we meet 110 happy, healthy and well-fed children. 37 of them will soon say goodbye in a festive ceremony and head off to school.
Particularly positive is the extraordinary team spirit among the employees where everyone helps everyone else no matter what the task in hand. The team makes the impression of being a friendly community. And at the traditional staff meeting several employees speak of their belonging to an AV family of sorts. This great atmosphere naturally has an extremely positive effect on the work. In addition, the kindergarten teachers are becoming increasingly creative and are developing their own ideas for engaging the children, all of which go far beyond the initial “front of class” technique.
The architectural firm Ottmann Architekten based in Munich designed a purpose-built building that matches the design of the surrounding buildings and consists of two houses located opposite each other. In the first wing of the building, there are four group rooms, one small library and the office. The second building situated opposite holds the dining room, the bedroom, the sickroom, the kitchen and the volunteer room. The sinks and toilets are located next to this building.
All the furniture and furnishings have been manufactured by local workshops in an attempt to support the businesses in Adigrat.
The staff consists of:
- one manager
- one accountant
- three kindergarten teachers and four assistants
- one cook
- one cleaning lady
- three guards (who alternate in 8 hour shifts)
The children get two warm, healthy and varied meals during the day.
The kindergarten starts at 8am and can be attended until 4:30pm.


All you have to do is bring up the page on your projector (or have students access it on their devices) and click on the proper lesson.
All you have to do is bring up the page on your projector (or have students access it on their devices) and click on the proper lesson.Tags: Answer To HomeworkMarketing Sports Women ThesisCivil Religion In America EssayTransition Words For Research PapersBusiness Retirement PlansArgumentative Essay For College Students
However, topics such as these are becoming more difficult to teach in the classroom since politics has become an increasingly-hot discussion in American culture.
Still, the Annenberg Institute does a fantastic job of staying objective in terms of political allegiances, prompting teachers to have students evaluate claims from republicans, democrats, and non-affiliated individuals.
With 24/7 news, social media, and thousands of publications of every kind, students of every age are subjected to a constant flow of information.
That means your students are responsible for discerning what’s truth and fiction in their everyday lives.
Critical thinking skills are an increasingly important element of elementary education, but teaching them can often be a challenge for elementary school teachers.
From what critical thinking is to how to incorporate it into everyday lessons, we examine the essentials of this fundamental intellectual skill below.Walden enrollment advisors can provide guidance on licensure issues; however, it remains the individual’s responsibility to understand and comply with all state licensure requirements.Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure or endorsement.With that in mind, TEDEd provides one of the most varied and diverse collections of critical thinking resources on the Internet.Best of all, they’re ready to use with a single click.Critical thinking goes beyond memorization, encouraging students to connect the dots between concepts, solve problems, think creatively, and apply knowledge in new ways.Despite myths that critical thinking skills are only applicable to subjects like science and math, the reality is that these skills—which are based on the evaluation and application of knowledge—are not only vital for success in all subject areas, but everyday life as well.These lessons tend to focus on the 2012 presidential election between Barack Obama and John Mc Cain, who, as the Annenberg Institute demonstrates, both made exaggerated claims that students can evaluate to discover kernels of truth.The lessons may be a little dated, but the Annenberg Institute does a great job of providing clean, objective, and teacher-friendly lessons that you can use to have students practice critical thinking with real-world examples.The program learning outcomes are guided by the Minnesota Standards of Effective Practice and Minnesota Teachers of Elementary Education (K–6) Standards.Prospective Alabama students: Contact the Teacher Education and Certification Division of the Alabama State Department of Education at 1-334-242-9935 or verify that these programs qualify for teacher certification, endorsement, and/or salary benefits.


PCEC “1000 X 5” Children’s Book Recycling Project
Thanks to staff, students, and families in Saanich schools!
In the past nine years, it has been possible to collect more than 120 000 children’s picture books for redistribution to babies, toddlers, and other young children whose families live on the Peninsula. That’s about ten times the number of books in most elementary school libraries! The vast majority of these books were donated through schools in Saanich District. Thank you so much…
Once the books are counted, cleaned, sorted, and packaged, they are delivered to the Strong Start Centres, Kindergarten classes, Sidney Lions’ Food Bank, Peninsula Health Unit, and 11 social agencies for distribution to children whose families cannot afford to buy books for them.
Research indicates that home libraries have a significant positive effect on the literacy development of young children and their early success in school. Success begets success. For these reasons, the PCEC “1000 X 5” Project work will continue through to the end of June and on into the next school year. Please continue to donate books your children have outgrown and encourage them to share the gift of literacy with others. Books may be left on the bottom of the cart outside the school office.
If you would like to learn more about this project, please email the PCEC “1000 X 5” Project leader, Daphne Macnaughton, at email@example.com


Art Education Classroom
- Event Time 9:30 am-11:30 am
- Event Start Date 04/04/2017
- Event Location Art Education Classroom
Homeschool Curriculum: Community Creation
Age 4 – 12yrs.
Explore art from its beginning. Learn about major art movements through history. Each class will focus on a period in art and artists within each time span (Expressionism, Surrealism, Abstraction etc.) The movements will be presented at the beginning of each class with a correlating project that uses similar techniques and mediums. This class is appropriate for ages 4 – 12. Instruction will be differentiated among the age ranges, within reason, and cooperative work will be encouraged.
Tuesdays: April 4 – May 23, 9:30 – 11:30am
Instructor: Angela Yonke
7 Weeks: $132 Emerson Members / $156 Non-Members per child – includes instruction and supplies
*For the benefit of the students we request that parents do not participate during class. All classes will follow state and national art education standards. Art education curriculums will include history, aesthetics, production and technique. All classes will build a foundation for understanding, utilizing and discussing the Elements and Principles of Art.


Parent Training and Information Center (PTIC)
WI FACETS has been funded by the US Department of Education since 2001 to support families and others with training, information and referral, and individual assistance related to children with disabilities and the Individuals with Disabilities Education Act (IDEA).
This funding also allows for FACETS to publish educational materials on raising children with special needs, especially navigating the special education system.
WI FACETS can help:
- Families and their children/young adults with disabilities from birth through adulthood
- educators and other professionals who work with students with or without disability
- parents of all children and schools looking to encourage family engagement in education
Here are some services PTIC supports:
|Information and Referral||Trainings and Parent Education|
|Individual Assistance||Parent Leadership Development|
DPI (Wisconsin Department of Public Instruction) Grant
The overarching purpose of WI FACETS’ DPI GRANT is to increase the knowledge and engagement of families to take a more active role in the education of their children with disabilities, in relation to special education, evidence-based education practices, RtI, PBIS, literacy awareness and improving literacy outcomes for students with disabilities. This grant allows for WI FACETS to collaborate with Milwaukee Public Schools (MPS), as well as other school districts throughout the state, on a variety of projects, and to host a series of parent trainings focused on supporting literacy at home.
This grant allows us to work with MPS leadership to build positive relationships, communicate effectively, and support parents to become more engaged in supporting the Response to Intervention (RTI) and Positive Behavior Supports and Intervention (PBIS) processes in their child’s school building. WI FACETS, in partnership with an MPS Grant Advisory Team, strives to develop family friendly resources surrounding important topics which include specific information for families of students with IEPs in MPS.
LITERACY SERIES TRAINING
WI FACETS’ Literacy Series Training works with school districts to instruct parents on how to support literacy development at home. The training breaks down literacy into its components, teaching how a child develops literacy, and provides useful practices that parents can do in their home to encourage their child’s literacy skills development
To access materials produced under the DPI grant for supporting Learning, Literacy and Behavior at Home click here.
SERVING ON GROUPS
Serving on Groups That Make Decisions: A Guide for Families is a tool developed by WI FACETS and partners in response to feedback from parents who were looking for the tools to gain more confidence in participating in IEP meetings, parent teacher organizations, and more. The result is a guide that focuses on developing specific skill sets using research-based strategies while being broadly applicable to a diverse audience for a more effective and robust decision-making group. Serving on Groups applies to all decision-making groups, not just in education or specifically to one state. Serving on Groups is a guidebook as well as a training available in online modules, webinars, and in person. For more information, visit the Serving on Groups website, or contact Lori Karcher (firstname.lastname@example.org).
WI Special Education Mediation System (WSEMS)
The WI Special Education Mediation System is a collaborative effort between: WI FACETS (representing parent perspective), CESA #7 (representing school perspective), Nina Meierding (representing mediator perspective), and Burns Mediation Services (providing intake and system administration) funded since 1996 by a WI Dept. of Public Instruction discretionary grant to administer the state’s system of dispute resolution for special education. WI FACETS provides outreach training and information about mediation, facilitated IEPs and facilitated resolution meetings.


During Mindful Storytelling sessions, students experience short mindfulness techniques, chosen specifically for different parts of the day, to assist them in being present, tuning in, releasing anxiety and/or tension and increasing concentration.
These mindful moments are woven into engaging sessions that integrate drama, music and movement with the regular curriculum. Each lesson, gives students the opportunity to contribute in their own unique and creative way, combining their skills and prior knowledge and applying them in a new context.
Mindful Storytelling sessions help students develop problem solving skills, confidence, calm in the classroom, and much more.
What the research says about…
Regular Mindfulness practice for children increases attention and social emotional awareness.
- Students are able to stay more focused and pay more attention in class.
- Awareness of their body, thoughts, and emotions increase.
- Classroom management improves because mindfulness improves impulse control and interpersonal skills.
- Executive function increases, a key predictor of academic success.
- Leads to structural changes in the brain that develop and enhance the qualities of: kindness, patience, compassion, attunement to others, increases executive function, better impulse control, longer attention spans.
Excerpt from http://mindfulnessforchildren.org/research/
“…Numerous researchers have emphasized the tremendous effect drama and theatre can have on children’s cognitive and affective development ….”(Furman, 2000)
“Drama can be an invaluable teaching method, since it supports every aspect of literacy development. From developing their decoding knowledge, fluency, vocabulary, syntactic knowledge, discourse knowledge, and metacognitive knowledge to comprehension of extended texts, drama and theatre in many ways educate children as a whole, and they offer children a more free and flexible space in which to grow and to learn.”
Excerpt from http://www.ericdigests.org/2004-1/drama.htm
Movement and Dance
Creative movement gives children opportunities to move in new ways and helps them learn that there can be more than one solution to a question, a problem, or a task.
Research shows that movement and exercise can spark the growth of new brain cells and facilitate learning (Ratey 2008).
Ratey, J.J. 2008. SPARK: The revolutionary new science of exercise and the brain. New York: Little, Brown.


Am I doing the right thing? Intuition, experience, and research say yes. Am I doing it the right way? Well, teaching a person to read is both easier and more complex than I thought.
My son is participating in a music program for young children, and we came home last week with a one-page informational from his teachers extolling the virtues of rhyme, rhythm, and repetition. I bought the book that was referenced in the take-home information which was written by former literacy education professor Mem Fox entitled “Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever.” Fox’s stories-first approach to literacy development, in which children first learn to make sense out of print rather than sound, resonated with me.
To read, children must experience print as much as possible; they must experience language as much as possible; and they must experience the world as much as possible. In short, says Fox, direct their attention to print, talk to them incessantly, and take them anywhere and everywhere you can.
But it’s the exposure to print, which occurs in many ways, that most interests me as an educator because while I can facilitate interaction and cultural experience with my own child, we cannot do this as easily for students who attend our schools.
One recent study published in the journal, Child Development, suggests that there may be causal links between print referencing while reading to pre-school aged children and long-term literacy achievement. Print referencing refers to helping children make sense out of print by using verbal and non-verbal techniques while participating in shared-reading experiences. Techniques include discussing book and print organization with children, asking questions or making observations about specific letters or words, and conveying the meaning of print by verbally referencing the context in which the print occurs. Tracking print with one’s finger would be a non-verbal print reference technique.
This study found that students who participated in four shared reading experiences with a teacher per week for 30 weeks in which at least four print references were employed by the teacher during each session resulted in long-term increases of approximately 1–3 standard score points in reading, spelling, and comprehension as compared with children whose teachers used their typical shared reading approach. The authors were building on earlier research (some of it their own) that found children experience significant short-term gains on print knowledge measures when shared reading experiences include adult references to print.
The students who participated in the study were predominately from socioeconomically disadvantaged households and were considered students at-risk for future reading difficulties. The authors note that by fourth grade, the literacy achievement gap between advantaged and disadvantaged students is .76 of a standard deviation. With more students from disadvantaged backgrounds than ever before entering public schools (more than 60% of students in Texas qualify for free/reduced price lunch) and achievement gaps—which can often be traced to early literacy gaps—remaining wide between those who have and those who do not, this perhaps represents, one the one hand, a low-cost strategy for cutting into those gaps (.26 to .31 SD boost), and on the other, a process for facilitating early literacy for all children.
- Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing Young Children’s Contact With Print During Shared Reading: Longitudinal Effects on Literacy Achievement. Child Development, 83(3), 810-820. doi:10.1111/j.1467-8624.2012.01754.x


School Readiness – A Definition and How Early Years Key Workers Can HelpFebruary 6, 2019 12:00 am
‘School readiness’ is a term often used to describe how ready children are socially, physically, and intellectually, to start formal schooling.
However, there are many terms and arguments about what being school ready really means for a child.
We have researched these arguments and put together a short article in an attempt to link all of the arguments and provide easy to understand and concise information about what school readiness really is.
In this article we are going to talk about:
- The definition of school readiness and how early years practitioners can help
- Different family circumstances and how practitioners can help
What does school readiness mean?
There are many ways to define school readiness which can lead to some confusion. Is it more important for a child about to start school to hold a pencil and write their name, or are speaking and listening skills at the top of the list?
The definition of children’s readiness for school has undergone major shifts during the past four decades. It has changed from a primarily maturational definition to a more socially constructed concept. However, some systems still use a narrow ‘pre-primary’ educational approach that stresses literacy and numeracy skills that would align with a primary school curriculum.
The revised EYFS framework says school readiness ‘gives children a broad range of knowledge and skills that provide the right foundation for good future progress through school and life’.
In other words, school readiness is a product of the interaction between the child and the range of environmental and cultural experiences that maximise the development outcomes for children.
UNICEF’s description of school readiness states that three elements together increase children’s likelihood of success. We will use these elements to structure this article. These elements are:
- Children’s readiness for school affects their learning and development. This is related to things such as communication skills, personal, social and emotional and physical development.
- Early years settings and schools’ readiness for children ensures learning environments are child-friendly and adapt to the diverse needs of young learners and their families. This is related to how early years professionals create learning environments that support children’s further development when they enter school.
- Families’ readiness for school promotes a positive and supportive approach to education, their children’s learning and the transition from home to school.
It is believed that these three aspects will maximise each child’s likelihood of success as they progress through their time in school.
Research carried out by Ofsted (April 2014) supports UNICEF’s definition.
All of these elements above are important and must work together as school readiness requires an interface between individuals such as early years practitioners, families and the system.
Here we’ll look at each of these elements, in turn, to see how they can be used in a practical setting to help children get ready for school.
Click next to read about Children’s Readiness for school …


Developed for younger children and targeting one of the most critical developmental periods for children, Art Lab for Little Kids is the perfect book for both parents and teachers who are seeking enriching and unique experiences to offer this age group.
Hands-on Art Experiences
As in Susan Schwake’s first book, Art Lab for Kids, the Labs can be used as singular projects, or used to build up to a year of hands-on fine art experiences. Each Lab also features the work of a prominent artist for inspiration. The book begins with an introduction on materials and setting up a space for making art.
The lessons that follow are open-ended to be explored over and over with different results each time. They are geared for children being taught or guided by adults and are successful on all levels of experience and age. They do not result in “cookie cutter” end products, but are a method of learning something new each time they are used.
Developing Personal Style
This motivational book stands out as a unique reference for creating fine art with children through finding the student s own voice, marks and style and with playful lessons that result in significant skill building. Gorgeous photography shows different results from different people using the same lesson, exemplifying the way the lesson brings out each artist’s personal style.
Art Lab for Little Kids is a fresh source of creative activities for families and community groups or will work as lesson plans for both experienced and new art teachers in home school, preschool, and kindergarten environments.
Art Lab for Little Kids author, susan Schwake, follows her wildly successful, Art Lab for Kids with another solid hit – a clear, simple guide to exploring art with small children that parents and teachers will delight in.
Rebecca Emberley, Best-selling children’s book author and illustrator
Based on the ideas and images of master artists, these art activities and experiences are developmentally appropriate, adventurous, imaginative, and thoroughly engaging while leading to the creation of artworks with meaning and significance. Art Lab for Little Kids is an important contribution to the literature of the often-overlooked field of visual arts education for preschool children.
Bill Haust, Ed. D., Professor Emeritus of Art, Instructor of Art Education
Plymouth State University


Using Technology in Gifted and Talented Education Classrooms: The Teachers’ Perspective
Journal of Information Technology Education: Innovations in Practice • Volume 14 • 2015 • pp. 101-124
Technology skills are assumed to be a necessity for college and career success, but technology is constantly evolving. Thus, development of students’ technology skills is an on-going and persistent issue. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach skills that help students adapt to changing working environments. These skills resemble the National Association for Gifted Children’s program and teacher preparation standards. Descriptive research about what is already occurring in classrooms has been done, but the information is frequently limited to a list of activities. A qualitative multi-case phenomenological study of six Alabama teachers of the gifted examined how they use and shape technology experiences with students, and promote student learning of 21st century skills. The teachers were chosen for the case study due to their reputation as teachers skilled in using technology with students. Lesson plans, interviews, and observations were used to discover themes between the teachers. Findings from the research indicate that educational technology use with students is shaped by factors such as teacher attitudes and expertise, available equipment and support, pedagogical decisions related to working with technology, and the particular student group participating in the technology use.
Educational technology, gifted, qualitative study, elementary education
778 total downloads


Literacy is an essential skill for all students. As such, the development of literacy skills needs to be a priority in every classroom.
In the book Turning High-Poverty Schools Into High-Performing Schools authors William Parrett and Kathleen Budge identify literacy development as one of the effective practices for developing a pedagogy of possibility (p. 143). They suggest that teachers prioritize literacy and implement the following:
- Preteach vocabulary: Preview each piece of text and identify key vocabulary. Expose students to the vocabulary prior to entering the text, so that students have some level of familiarity prior to reading.
- Engage in word study: Word study involves phonics, spelling, recognition, and vocabulary. Help students look for patterns in written and spoken language, so that they become more comfortable taking on text material.
- Access and build on prior knowledge: Students bring a variety of experiences in reading and literature. Meet them where they currently are and use that as a foundation for further learning.
- Embrace the reading and writing connection: It has long been considered common knowledge in educational pedagogy that reading and writing are positively correlated. Have students read a passage and respond in some way (reflection, summary, further questions, etc.) in writing. Such a practice strengthens student skills in both areas.
- Teach, model, and practice academic discourse: Lead discussions about what is being read. Ask questions. Have students lead discussions about what they are learning by reading and what more they would like to know. Make dialog part of the reading routine.
- Focus on meaning making: Words on a page need to be understood, interpreted in present and greater contexts, and assimilated. Have students demonstrate meaning through discussion and responsive writing.
- Integrate literacy across the curriculum: It is important that students develop reading, writing, and discourse skills across all content areas.
As you prepare for next week, think of ways that you can increase literacy development in your students and in your classrooms. Be creative. You and your students will be glad you did!


Looking for new activities to do with your child? Trying to find something developmentally appropriate? Try our Family Activity Cards. The cards are designed by early years professionals for families who are looking for fun and engaging things to do with their child at home. The cards focus on the five domains of early learning that are closely associated with readiness for school: awareness of self and environment, social skills and approaches to learning, cognitive skills, language and communication, and physical development.
These play-based activities are appropriate for pre-school and kindergarten-aged children.
The cards are easy to understand and engaging. The front of the card has a picture that shows the activity while the back of the card provides a description of the domain, the goal of the activity and how to play. Each developmental domain outlined below has a selection of activities designed to strengthen a child's skill within that specific domain.
Awareness of self and the environment is the lens through which all future information is filtered. It influences what children will notice and think about, and how they will organize new information gleaned from future learning experiences.
Social skills and approaches to learning influence the successful transition to school, and to later social and academic success. Research demonstrates that children whointeract well with teachers and peers form good social relationships, are perceived more positively, and do better academically.
Cognitive skills refers to pre-academic skills or 'readiness to learn at school'. These include foundational literacy skills and numeracy skills (i.e., naming letters and counting). Children who enter school with well-developed readiness skills make a more successful transition to school and achieve better academically. Early literacy research shows that kindergarten children’s ‘inside-out’ skills are strong predictors of their ability to read in Grades 1 and 2. Inside-out skills refer to children’s knowledge of features inside the printed word such as the ability to name alphabet letters or identify beginning consonant sounds.
Language and communication refers to ability to listen and understand instructions, speak and communicate and understand stories and events. Children with strong language and communication skills language are better able to understand the language of school, to follow classroom instructions and discussions, and to learn to read. Children with a good sense of story have basic narrative concepts and an understanding of story structure. Research shows that this knowledge helps them to derive meaning from print and to understand what they read. Children who communicate well find it easier to participate in classroom discussions and activities, and to form relationships with teachers and classmates.
Physical development includes both fine motor and gross motor skills. Children’s motor skills, coordination, energy level, and physical health affect their ability to successfully participate in a wide range of school experiences that foster early learning. These experiences transcend domains. They may be social (playing games at recess), or academic (having adequate fine motor skills to print, draw, and cut with scissors).
24 durable, laminated cards.
Cards are attached with a metal ring for easy removal.
Measures 11 cm by 14 cm (4.3’’ by 5.5’’)
Place cards around the home as reminders of fun activities to do day-to-day!


Introduction to Theology (TH201S)
An introduction to the Jewish and Christian scriptures, the history of Christianity, and the way these texts and traditions challenge, and are challenged by, the contemporary world.
Language and Literacy as Lens for Learning (RE219S)
In this class, we explore how the languaging process affects our understanding of literacy acquisition. By looking into our own literacy practices, we learn more about the multiple, often divergent, ways literacy develops. The goal is to build a nuanced perspective on literacy processes in order to complicate our teaching craft.
Dr. Margarita Zisselsberger is an assistant professor of literacy education. Her research focuses on the language and literacy development of young culturally and linguistically diverse learners..
I am from Monmouth County, NJ, a graduate of Loyola class of 2008 and have worked for the university since 2009. I am now in graduate school at Loyola, hoping to finish my master’s next spring. In my current position at Loyola I don’t frequently have the opportunity to work with students, so I am looking forward to Messina in the fall.


Seifried, S. (2006). Exploring the outcomes of rock and popular music instruction in high school guitar class: A case study. International Journal of Music Education, 24(2), 168-177.
This research explored the impact of popular and rock music on high school students’ music education. The researcher conducted a case study on a large suburban high school in Northern Virginia (just outside of Washington, D.C.) that had a strong music department that included a guitar program with a strong popular music component. Fourteen students in the guitar program were selected to participate in two rounds of in-depth interviews. Results showed that students improved in their musical ability, increased their knowledge and appreciation of various forms of music, and felt that the guitar courses allowed them to explore their personal identities through song in a safe and welcoming space. Students also explained that they would not have become involved in school-based music if the student-centered guitar courses were not offered.
Many students commented that the ways they listened to music and their musical preferences expanded as a result of participating in the guitar courses. They reported listening to songs with a more sophisticated and critical ear. They explained how they had improved as musicians citing the musical skills they had learned including rhythm and learning how to read music. They also found examples of “real world” applications for the skills they were learning in class.
Students’ reasons for participation in the program varied. Several shared that they found guitar class more meaningful than other academic classes. Students who reported a strong dislike of school, and were often truant, reported high levels of enjoyment and engagement in the course. The majority of students admitted that they would not have become involved in music at school if the guitar courses had not been offered. They preferred the structure of the guitar course because they were able to explore music that interested them at their own pace in a relaxed and fun environment without a large public performance as the goal.
Most students did not self-report a connection between doing well in guitar class and doing well in academic subjects, however, some reported that participation in guitar motivated them to try harder in other classes. Other students reported feeling that time spent on guitar negatively affected school work, while others appreciated a break from academic classes. Many students appreciated the non-obligatory nature of guitar class that gave them a sense of freedom.
Students reported that their musical tastes correlated strongly with their identity, so that because they could study music that was important to them through the guitar program, they felt personal validation, acceptance and a safe space to be themselves.
Significance of the Findings:
These findings suggest that by structuring a music program that allows students to find a personal connection, study what interests them, and explore music without the pressure to perform may attract students to music who would not otherwise be interested or feel they are outsiders. Positive outcomes for these students could include improved musical ability, expanded musical taste and listening sophistication, and a safe space for supportive identity exploration.
The researcher selected a sample of students by administering a survey to 99 mostly white middle class high school students who attended a large suburban high school in Northern Virginia (just outside of Washington, D.C.) and who were enrolled in either beginning or intermediate guitar. The survey asked about students’ attitudes toward school, academic achievement and grade point averages. The researcher selected 14 students to participate in the study, most of whom evidenced low achievement and negative attitudes toward school. Each participated in two sets of in-depth interviews including a short open-ended interview and a long structured interview that was based on the data analysis from the first interview. In addition, the researcher randomly selected 16 additional students from the 85 students enrolled in guitar to form two focus groups of eight. These sessions were aimed to gather additional contextual information. All interviews were recorded, transcribed and analyzed.
Limitations of the Research:
Generalizing study findings is limited due to the small sample size and the case study nature of this study. In particular, it focuses on outcomes for a particular subgroup of students—those who may feel marginalized in school—but only considers the views of white middle class suburban youth.
Questions to Guide New Research:
Would the replication of this study in several different urban, suburban and rural high schools produce similar findings? Do the implications for a music program such as this have long term effects? Are there any correlations between academic improvement and participation in a music program such as this one?


Sibelius 101: Sibelius Fundamentals I
A comprehensive approach to learning the fundamentals of Sibelius
Sibelius 101: Sibelius Fundamentals I provides a comprehensive approach for learning the fundamentals of the Sibelius application. New and up-to-date for Sibelius 8.7 software, this is the official courseware offered by the definitive authority on Sibelius. Discover foundation-building themes and ways of working in the software that have never been published until now. Develop a clear understanding of the Sibelius interface, from navigating the ribbon to inputting notes in a variety of ways. Become comfortable with using shortcuts while learning how to create, edit, and print your score quickly and efficiently.
Sibelius 101: Sibelius Fundamentals I is the first of two courses designed to prepare users for the Avid Certified Sibelius 8.7 User exam. The second course, Sibelius 110: Essentials of Sibelius, is available exclusively through Avid Learning Partners. Find an Avid Learning Partner.
This book requires Sibelius version 8.7 or Sibelius | Ultimate. Avid ebooks can be read on any Android or iOS tablet or mobile device. Please read these download instructions prior to purchase for more information.
Table of contents
- Lesson 1: Navigating and Understanding the Sibelius Interface
- Lesson 2: Score Window and Ribbon Overview
- Lesson 3: A Closer Look at the Interface
- Lesson 4: Playback Devices
- Lesson 5: Selection
- Lesson 6: Creating a New Score and Inputting Score Objects
- Lesson 7: Note Input Methods
- Exercise 1: New Score and Note Input Practice #1
- Lesson 8: Editing Pitches and Rhythms
- Lesson 9: Inputting Tuplets and Lines
- Lesson 10: Working with Text Styles
- Lesson 11: Finishing and Printing Your Score
- Exercise 2: New Score and Note Input Practice #2
- Appendix A: Legacy Lines Window
Jenny Amaya is an Avid Certified Instructor and Sibelius Master Trainer, and she is currently an Assistant Professor of music industry studies at Cal Poly Pomona. She also owns and operates The Commercial Music Lab, an official Avid Learning Partner and music technology training facility in Riverside, CA. Jenny has been a member of the Sibelius team since 2001, as a freelance product specialist and trainer. She can frequently be found leading clinics at national music education and industry conferences. Her education includes a Bachelor of Music degree in composition from Cal State University, Fullerton, a Master of Music degree in commercial music from Cal State University, Los Angeles, and Pro Tools Expert Certification from The Recording Arts Center in San Diego, CA. Jenny has composed music for a variety of ensembles and media, she loves writing and arranging music for wind band, and she has significant professional experience as a copyist, chart preparer, and arranger. When she is not sitting at a computer, Jenny enjoys spending time with her husband and their dogs, and she occasionally straps on her accordion for a polka or two.


SARVA SHIKSHA ABHIYAN (S.S.A)
Sarva Shiksha Abhiyan (SSA) is a flagship programme of Government of India’s for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right
In Odisha SSA has been implemented in 30 districts since 2001 with the following objectives
- All Children of 6-14 years age group in school by 2003.
- All Children to complete 5 years of schooling by 2007.
- All Children to complete 8 years of schooling by 2010.
- Universal retention by 2010.
- Bridge all gender and social category gaps at primary stage by 2007 and at Upper Primary stage by 2010.
- Focus on Elementary Education of satisfactory quality with focus on education for life.
SARVA SIKHYA ABHIYAN ,NAYAGARH
- No of District Project Office-01
- No. of Block Education Offices – 8
- There are 761 Primary schools, 495 Upper Primary schools & 245 high Schools in the district.
- 4961 teachers in Govt schools and 244 teachers in Govt aided schools are working in the district.
- 119379 students are reading in Class I to VIII in different Schools in the district.
- 29 996 students are reading in Class IX and X in different High Schools.
- Uniform has been distributed among all SC/ST/BPL / APL Boys and all girls of Govt and Govt aided schools.
- Text book has been provided to all children from Class I to VIII.
- Self defence training has been organised for Girls at Upper Primary level in 141 nos of upper primary schools of the district
- Computer aided learning programme has been implemented in 106 nos of Upper Primary schools.
- Subject and contain based training has been provided to all teachers for learning achievement of children.
- Ujjwal and Uthan (remediation Package) training has been provided to all teachers to ensure class wise competency of children.
- Medical assessment camps of differently abled children have been organised in all blocks to provide Aides and Appliances’.
- Parental counselling programme has been organised in all blocks to ensure regular attendance and achievement of differently able children.
- The innovative programme named ‘” SRUJAN” has been organised in all clusters for the wellbeing of SC/ST children.
- The mega Co curricular activity programme “SURAVI” of children has been organised at cluster, Block and district level.
- The teachers have been oriented on adolescent health and counselling for children at upper primary level.
- Transport and escort allowances have been provided to the differently able children as well as the children remaining far from school.
- Training has been conducted for school management committee members to ensure all round development of schools.
- Training programme has been organised for all BEOs, ABEOs CRCCs on safety and security of children at district level.
- Training programme has been conducted in all clusters for MTA members on BETI BACHAO BETI PADHAO campaign.
- National Achievement Survey (NAS) – achievement tests have been conducted in pilot school of the district.
- SIG, RMG & TLM grants have been provided to all schools.
- Skill development training & Ball JYOTI Programme have been organised for CWSN.
- Infrastructure facility have been provided to 21 nos of Building-less schools and BOYS and Girls toilets are given to all schools.
- BaLA (Building as Learning Aids has been implemented in Odagaon UGMES to ensure ideal school.


Music professors work with college students to build and refine their knowledge of music.
Students who explore music at the university level require guidance to develop their skills. Professors of music are experts in their discipline who use their knowledge to help these students reach their potential as musicians.
There are many different types of music professors; some focus on music theory or composition, while others are experts in music history and cultural impact. More performance oriented music professors may instruct students on technique or lead ensembles, and some will work with students one-on-one or in small groups.
Music professors are theorists, performers, ethnomusicologists, composers, and more, but they are also educators trained to convey knowledge and communicate effectively with students and colleagues. Many music professors pursue their own projects while teaching, and sometimes they provide opportunities for students to participate in their creative output or academic research.
Work as a professor of music history and literature may include...
- Designing courses and curricula
- Conducting independent field research
- Lecturing or leading master classes
- Instructing students in music
- Advising students
Professors of music are employed by higher education institutions such as colleges, universities, and conservatories. They may be permanent tenured faculty members, lecturers, adjunct professors, or contractual instructors, depending both on their qualifications and available roles. Jobs in academia are notoriously competitive, and landing the right one can be a difficult task. Some music professors may progress to more advisory or leadership roles, such as department heads or academic deans; others eventually become administrators who oversee entire programs.
Teaching in higher education almost always requires an advanced degree, though some institutions will hire professional musicians whose expertise in the field is so impressive that it outweighs their formal credentials. Industry experience is a big plus, as the expertise of a working musician can be useful to students. Many professors of music studied music or music education at the undergraduate level; a Bachelor's degree in either field is a good starting point for an aspiring professor. Graduate programs often provide the opportunity to work as a teaching assistant or lecturer, and most professors complete a Master's or Doctoral degree.
If you have a deep love for music and crave a career in higher education, a career as a professor of music could be for you.
The College Music Society is a consortium of college, conservatory, university, and independent musicians and scholars.
The Music Teacher's National Association is a professional organization dedicated to supporting and connecting music teachers of all levels.


As part of a Spring 2018 Binghamton University Elementary Education Curriculum Development course, Dr. Jenny Gordon assigned graduate students to craft a board game for use in a classroom. Then-student Alisha Jermayne Merrill created ‘Journey Home’, an immersive Social Studies game for grades 3-5 that focuses on Native American cultures. Ms. Merrill drew from her own experiences and culture to develop this game. She is now teaching with the Johnson City School District in Johnson City, NY. Check out our interview with Ms. Merrill here.
Your child sets the foundation for understanding multiplication and division in second grade. The first layer in building this foundation is a concrete understanding. He will use objects as counters to create equal groups. Ask your child: Can you make groups of three? Yes!
Part of using base-ten numbers correctly is understanding how to express the same number in different forms.
Let’s use: 273. This is the base-ten numeral written in standard form. Next, let’s express 273 in unit form. To help, your child may label with a place value chart. Hundreds column, tens column, ones column.
The Binghamton City School District’s new MacArthur Elementary building is set to open Monday. The school was destroyed by a flood in 2011. The new building has a huge open lobby with soaring ceilings. Its three classroom wings are color-coded: yellow, red and green. There’s a gym and a new library.
Join in the fun with Move It!. Our Blueberryanators and Ripe Bananas will take you all across Upstate New York and Northern Pennsylvania as they compete for points in challenges that test their strength, wit, food smarts and ability to stay calm under pressure. During “Move It!” segments, you’ll focus on physical activity. Learn how to power that fun during “Fuel It!”. Wrap things up with “Cool It!” and learn how self-awareness, through activities like yoga and goal-setting, can set you up for success next time.
Kids in Motion is part of WSKG Public Media’s Working on Wellness project. WSKG and partners Binghamton City School District, Broome-Tioga BOCES and the Broome County Health Department created lessons and media clips based upon Movement in the Classroom Physical Education curriculum. These video segments range in length from five to fifteen minutes demonstrating simple yet meaningful movement activities that are easily replicable in the classroom, after school or home setting. https://youtu.be/X2YmQPRGn6U?list=PLkEiFS5w2pdkyVZDhlJLu_YBmX_AZUduK
For more information, download our Kids In Motion flyer.
This collection includes over 50 videos and lessons covering a wide variety of curriculum including, Math, English Language Arts, Social Studies, Science, Physical Education, The Arts and World Languages. These videos and lessons are geared towards grades Kindergarten through 5th.


Meet Pawandeep Jandir, a former particle physicist who worked at the Large Hadron Collider andiscurrentlya data scientist. In this episode, we discuss his work at the Large Hadron Collider, where he was working at the time of the 2012 discovery of the Higgs Boson! We look at the importance of science and physics in the world today and the ways in which students become and stay interested in it.
Join our discussion in ourFacebook Group and comment to be entered in our monthly giveaway.
And remember, you’re phenomenal!
Introduction of Pawandeep Jandir, a particle physicist who worked at the Large Hadron Collider, and a description of the nature of the Large Hadron Collider.
The ways particles are controlled magnetically within the accelerator, and accelerated to 99.9999% the speed of light.
The nature of the data extracted from the collision experiments of the LHC; data from collisions with familiar results can be discarded
The nature of the Higgs Boson and its discovery in 2012 by the LHC experiments
What the properties of the Higgs Boson are and what further understanding of its properties can be reached through experiments
What life working at the LHC was like versus working in corporate America
How the software Jandir produced at the LHC works
How groups are constantly checking each other for biases at the LHC
How and why Jandir got into physics and particle physics
How the challenge of physics was part of its appeal
How Jandir came to work at the Large Hadron Collider
How and why Jandir moved back to California
How tire technology development is important at Goodyear and in the world
What foundational skills might be important for teachers teaching K-8 students interested in physics?
The scientific method
Testing and understanding of success or failure of hypothesis
What kind of questions Jandir is asked by students
How Skype a Scientist provides global access to scientists for students
How initial failure in physics confronted Jandir with what it truly takes to learn and apply oneself
How thinking through demonstration problems can allow one to reach an understanding of deeper principles
The importance of science and the importance of teaching it to children
YouTube as a powerful resource for physics learning
3 Key Points:
The work of the Large Hadron Collider involves large-scale collaboration in an array of fields and across the world and has produced groundbreaking physics.
Physics can be taught globally today in ways which were not possible in recent decades.
Initial difficulty in an academic subject can be an opportunity for a student to truly apply themselves.
-¨That’s our fundamental aim: to discover secrets of the universe.” – Pawandeep Jandir
- “Our ultimate goal is to have a precise understanding of what has happened, what’s happening, and what will happen.” – Pawandeep Jandir
- “The very first test I had in high school physics I actually got an F- in, and as a high-achieving student up to that point that was a very big shock, and it was a point in my life where I had to choose what I was going to do, whether I was going to accept that or reject that and try to better that, and I chose the latter route where I did try a lot harder.” – Pawandeep Jandir
- “[Learning physics] is not some sort of linear path, where you do this, then you do that; it’s much closer to a pyramid where you’re working on one corner and then another corner but it’s going to come together at some point” – Pawandeep Jandir


Twenty lessons to introduce Gregorian chant to children’s choirs: music educator Wilko Brouwers has put together this program based on a lifetime of learning and reflection on the past century of music education. The result is nothing short of brilliant. The program is simple, short, and focused, leading children to sing chant one step at a time.
Words with Wings is a gigantic breakthrough for the future of Catholic children’s choirs. At last now, the parish will have a place to begin, a method for getting started, a goal in mind, and materials that pull all of this together. This is more than a work of cultural reconstruction, though it is that. This is about the future of art in the liturgy, which is to say, the future of art and faith. It has to begin with the young if it is going to really take root in Catholic life. But the usefulness goes beyond the Catholic parish. Since the ancient world, people have understood that music is an essential part of education. This simple and clear program of 20 lessons allows this wisdom to enjoy a new life within any educational context.
This instructor guide is a perfect-bound softcover, 69 pages.
The student workbook and the demonstration CD are also available, and supplementary material is available on-line.
A sample of excerpts is available on-line.
Discounted pricing and shipping are available for bulk orders.


Music education has been the most important part of my academic development thus far. I was involved in school bands from fifth grade until my senior year of high school, and through these programs, I was able to make many lifelong friends. I developed a strong bond with my high school band director, someone who continues to be a large inspiration for me today. I was extremely fortunate to have had the ability to participate in band, as music education provides many benefits, such as teaching fundamental skills required in order to be successful in life and increasing test scores.
The first applicable skill student musicians learn is to work as a team from the moment they step foot into the first rehearsal. In order to function as a band, all sections need to be listening to themselves and listening to each other, all while watching the conductor. If other players in the same section are struggling with a pattern or phrase, it is the job of the musicians around them to help out.
Leadership is another invaluable skill a student musicians can learn through performing arts programs. If students are particularly skilled, they will learn to be a leader of their section, being the first others go to with questions about the music or certain fingerings for notes. Additionally, students can be leaders by providing their skill sets to others via private lessons outside of the allotted time they have for band or chorus class.
Discipline is taught from day one in performing arts programs. When children join a band program at school, they are given an instrument to be maintained and cared for. Furthermore, students are trained to always be counting in their musical pieces, as they should not have to rely on the person next to them to count for them. This is a task that some students still struggle with in high school, and the only way they can fix the problem is to discipline themselves to be more focused on the music and actively count.
The benefits of music education go far beyond simply teaching life skills. A 2007 study done by Christopher Johnson, professor of music education and music therapy at the University of Kansas, showed that elementary students who went to schools with sufficient music programs scored around 22 percent higher in English and 20 percent higher in math on standardized tests than those in schools with low-quality music programs, regardless of socioeconomic disparities among the schools or school districts.
It is extremely frustrating and unfortunate to see schools have to cut performing arts programs due to budget restrictions knowing what a positive effect they have had on me as a person. According to an article in District Administration, over 1.3 million students in the United States do not have access to music programs at their schools. In addition, a study done by the Center on Budget and Policy Priorities shows that in 12 states, the funding per student was significantly lower in 2018 compared to 2008. In an article in the Santa Barbara Independent, one teacher had been assigned to cover both the Santa Barbara Junior High School and Senior High School programs. A quote from author Jim Mooy, assistant professor at Santa Barbara City College, sums up this problem, as he said, “Imagine a PE program that schedules boys’ and girls’ varsity and junior varsity football, soccer and baseball teams on the same field at the same time. That is what the district is proposing when it forces concert band and concert orchestra classes together.”
In a perfect world, every school would have an established music education program, allowing students to express themselves in ways that academics and sports cannot facilitate. All of the skills learned in the classroom are extremely applicable to the real world and learning music can open up the minds of young students.


Some readers have brought to my attention a recent study of how typical annual earnings vary with college major. This study, by Anthony Carnevale, Jeff Strohl, and Michelle Melton at Georgetown University, relies on 2009 data from the American Community Survey.
What has received some attention in the early childhood community are the study’s findings for early childhood education majors. The study found that median annual earnings of B.A. graduates with a major in early childhood education were $36,000 (e.g., half made less than $36,000, and half made more). This was second lowest among the 171 occupations that were considered.
What needs to be pointed out is that this study significantly UNDERESTIMATES the low earnings problem of the early childhood profession. For example, from this same study, students with a major in elementary education have a median annual salary of $40,000. Therefore, from this study, majors in early childhood education end up with median earnings only about 10% less than majors in elementary education.
However, the Georgetown study only includes individuals with a bachelor’s degree. The salaries of this group with greater academic credentials tend to be greater than the salaries of other early childhood teachers.
I looked at May 2010 data from the Occupational Employment Statistics of the U.S. Bureau of Labor Statistics. (Specifically, I looked at the National Cross-Industry Estimates.) These data, unlike the Georgetown data, includes all individuals in a given occupation. The Georgetown data only looks at individuals with a bachelor’s degree and a particular major. The Georgetown data also includes individuals with a major who end up working in an occupation that is not associated with that major. The OES data are derived from surveys of employers.
Based on the OES data, median annual salaries of preschool teachers were $25,700. In contrast, median annual salaries of elementary school teachers were $51,660, over twice as much.
Even at the 75th percentile of the distribution of preschool teachers’ salaries, earnings were only $34,420. What this means is that 75% of all preschool teachers earned less than $34,420. At the 90th percentile, preschool teacher salaries were $46,830, meaning that only 10% of preschool teachers made $46,830 or more. But the 90th percentile preschool teacher still makes less than the median elementary school teacher.
With such low salaries, it is hard for preschool teaching as an occupation to be competitive with other alternative choices for prospective preschool teachers, such as elementary education.
Higher preschool teacher salaries may not guarantee higher preschool teacher quality. But it seems likely that higher preschool teacher salaries are a necessary condition for improving preschool teacher quality.


1) Language Assessments
Conducted by a Speech Pathologist, a language assessment includes – a range of tests from the CELF-5 which investigates both receptive language (comprehension) and expressive (oral) language. More specifically a language assessment looks at your child’s knowledge of and ability to use vocabulary; word meanings and relationships; speech sounds (phonology); word level grammar (morphology); sentence-level grammar; and language memory. A language assessment can diagnose a Developmental Language Disorder and the impact of a learning disability on oral and written language abilities.
In addition, our Speech Pathologist can undertake a combined developmental assessment including a Language (CELF-5) and Literacy assessment (WIAT-III and other tests) for children in the early years to support intervention at school and at home.
2) Partial Educational Assessments (Literacy / Numeracy)
Partial assessments include a variety of educational tests that focus on literacy or numeracy skills (WIAT III and other tests). The specific tests used are selected from a variety of evidenced-based testing materials determined by the child’s age, history and difficulties.
Partial assessments can occur when your child has already had a cognitive assessment (IQ) within the previous 2 years. Where a recent IQ test result is available, it is necessary for this to be sent to us prior to the assessment date for the Psychologist to review. The Psychologistintegrate the previous assessment results with the current results identifying any learning difficulties or disorders. A partial diagnostic assessment tends to take between 3 to 4 hours to complete on the day and includes the written report prepared afterward
A partial assessment includes a comprehensive assessment of either Literacy or Numeracy skills.
Where the Psychologist recommends (or parents request) both Literacy and Numeracy to be assessed comprehensively, this will require an additional Educational Assessment and will be conducted over two days.
3) Full Assessments
Full assessments include a Cognitive assessment (WISC-V) and a variety of educational tests that focus on literacy or numeracy skills (WIAT III and other tests). The specific tests undertaken by a Psychologist are selected from a variety of tests based on the child’s age, history and difficulties.
A full combined diagnostic assessment tends to take between 5-6 hours to complete on the day, with the written report being prepared afterward.
Diagnoses of specific SLDs are always made in accordance with the DSM-5 diagnostic criteria.
We do not offer a Cognitive test on its own.
4) Other Assessment Services
Preliminary Consultations: If you are unsure what kind of assessment will be the most appropriate for your child, it is possible for you to book a preliminary appointment with a Psychologist to determine the best pathway. (Cost: $90 per half-hour or $180 per hour).
Where a decision is made to proceed to an assessment, the cost of this service will be deducted from the relevant assessment cost.
Intervention Review: For families who have previously had a SPELD Vic assessment, we offer an additional service. All SPELD assessment reports will include recommendations for future learning and programming support at home and at school. Sometimes it is necessary and/or desirable to review progress once a period of intervention (6 – 12 months) has occurred. One-hour appointments are offered to review progress and refine the written recommendations for future learning. (Cost $360).
5) Assessment Costs
Assessment costs vary between $1200 and $1500 depending upon which tests are required to understand your child’s current language and learning profile, and whether they have a Specific Learning Disability. The prices reflect the time it takes to undertake the whole assessment process including preparation of the detailed report. Other services are offered on an hourly basis at $90 per half-hour.
6) Assessment Benefits
The single greatest benefit from any assessment is the identification and understanding of the individual’s learning profile, so they can fulfill their full learning potential.
However, SPELD Victoria offers families additional benefits for those investing in an assessment. These include free SPELD Victoria membership for a year, workshop vouchers and other discounts depending upon the kind of assessment undertaken.
After the consultation and a feedback session on the day
A comprehensive report is written including accommodations and recommendations by the psychologist who administered the test
This will be provided four weeks after the assessment session by email.
A report can take between 7 to 19 hours to complete


Supporting Children’s Brain Development through Music
This program has been updated.
VIEW THE UPDATED PROGRAM
In this edWeb.net webinar for the Arts & Music in Early Learning community, Lili M. Levinowitz, Ph.D., Professor of Music Education at Rowan University, and Lauren Guilmartin, Director of Early Learning at Music Together LLC, discussed the many ways in which music participation in early childhood naturally supports children’s brain development. Research continues to emphasize how important the first five years of a child’s life are for brain development. Music can be an enjoyable and easy way for educators to support the development of important structural changes, neurological processes, and cognitive skills during this very active time of brain development. Attendees not only learned about some of the recent research in this field, but also came away with a deeper understanding of music’s impact on the developing brain.
Join the free Arts & Music in Early Learning community on edWeb.net.
Arts and Music in Early Learning is a free professional learning community (PLC) that helps educators create and integrate fine arts and music into their classrooms. The community hosts online discussions that make it easy for educators to stay connected over time with fellow teachers to share ideas, practices, examples, and lesson plans. The community is a growing resource center with webinar archives, CE quizzes, and support materials that can be accessed anytime, anywhere. This program is sponsored by Music Together.
Follow us on Twitter @edWebnet to learn about all of our upcoming webinars and events!


ERIC Number: ED425360
Record Type: RIE
Publication Date: 1995
Mediation Skills for Elementary School Children.
Conflict Resolution Unlimited, Inc., Bellevue, WA.
The ability to deal effectively with conflict is an important life skill. Ways in which to teach children an understanding of the mediation process and to use the techniques of adult mediators in resolving ordinary conflicts are presented in this teacher's guide. The training is organized into 12 sessions, each lasting less than an hour. Complete guidelines for individual sessions include a timeline for demonstrations, discussion guides, role playing and other exercises. Topics for sessions are: (1) "The Ball Game" -- ways to deal with conflict; (2) "What is a Conflict Manager"; (3) "Listening Skills"; (4) "Role Play Practice"; (5) "Understanding Other People's Point of View"; (6) "Cultural Diversity and Conflict"; (7) "Feelings," and "Feelings and the Conflict Manager Process"; (8) "Being Your Own Mediator"; (9) "Mediation Techniques"; (10) "Playground Positions and the Conflict Manager Contract"; (11) "Mediation Techniques" which teach disputants to use "I" messages and to restate the conflict; and (12) "Dealing with Difficult Situations." Appendices include a vocabulary list, information on supervising role plays (long and short versions) and 17 training handouts which may be copied for use in training. (EMK)
Descriptors: Conflict Resolution, Curriculum Guides, Elementary Education, Elementary School Students, Intercultural Communication, Interpersonal Communication, Interpersonal Competence, Listening Skills, Peer Mediation, Teaching Methods
Conflict Resolution Unlimited, 845 106th Avenue NE, Suite 109, Bellevue, WA 98004, 800-922-1988; ($100). Consult http://www.conflictnet.org/cru for catalog of related print and videotape products.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: Conflict Resolution Unlimited, Inc., Bellevue, WA.
Note: For related products from this publisher, see CG 028 329-336.


Preparing for NAPLAN
NAPLAN is not a test that children can prepare for in the same way they might prepare for an end of term test. NAPLAN tests skills that develop and improve over time. These are skills that should be continuously developed throughout the year and not just in the lead-up to NAPLAN.
The best way to get your child ready for NAPLAN is to continue to develop literacy and numeracy skills. Your child’s teacher will be able to give you advice on how to help encourage development of these skills at home.
Below are links to Australian education resources that are tailored specifically to parents looking for information and support on literacy and numeracy development in children.
Literacy and numeracy


ERIC Number: ED345170
Record Type: RIE
Publication Date: 1992
Action Guide for Effective Discipline in the Home and School.
Cater, Margaret K.
This book assists in understanding and using the theories and techniques offered in the book "Effective Discipline in the Home and School" (1990). This book suggests where and when to start, how to put the ideas and methods into use, clarifying important steps, and giving step-by-step ways to put into effect each of the essential skills. In Part I, Action Guide for Parents, material is divided into 11 sections, including a first section on an organizational meeting and ten sections on week 1 through week 10. The weekly sections include individual study plans and group meeting formats and study questions, as well as information specific to the topics covered that week. In Part II, Action Guide for Teachers, material is divided into eight sections, including a first section on preparing for an organizational meeting and seven sections on week 1 through week 7. The weekly sections include individual study plans and teachers' group formats, as well as study questions and other material specific to that week's topics. (ABL)
Descriptors: Children, Classroom Techniques, Discipline, Discipline Problems, Elementary Education, Elementary School Students, Parent Child Relationship, Parenting Skills, Parents, Teacher Student Relationship, Teachers
Accelerated Development Inc., 3400 Kilgore Ave., Muncie, IN 47304-4896 ($23.95).
Publication Type: Books; Guides - General
Education Level: N/A
Audience: Parents; Teachers; Practitioners
Authoring Institution: N/A
Note: For related book, see CG 024 236.


There are many benefits of arts education for kids – from the improved language development, reading comprehension and non-verbal communication to enhanced problem-solving and collaborative skills, increased confidence and better test scores.
Experts agree that an arts education is about more than just teaching music and theater to kids. It’s about teaching skills and traits – such as dedication, accountability, receiving constructive criticism and being able to persevere and focus – that will, in turn, help them in their other classes and last a lifetime.
With that in mind, to help Nassau County and Suffolk County parents find private music and theater classes for kids on Long Island, Your Local Kids offers parents an Education and Enrichment Guide that lists a wide variety of classes and activities in the arts – from acting and drama to singing, music and dance classes – in both Nassau and Suffolk.
Numerous studies have proven the correlation between drama and music involvement and higher academic achievement. For example:
- “A small increase in the IQs of six-year-olds who were given weekly voice and piano lessons” was found in a study by E. Glenn Schellenberg at the University of Toronto at Mississauga, as published in a 2004 issue of Psychological Science.
- Students – in a study led by Ellen Winner, professor of psychology at Boston College, and Gottfried Schlaug, professor of neurology at Beth Israel Deaconess Medical Center and Harvard Medical School – who underwent 15 months of weekly music instruction and practice showed improved sound discrimination and fine motor tasks, and “brain imaging showed changes to the networks in the brain associated with those abilities,” according to the Dana Foundation, a private philanthropic organization that supports brain research.
- “Students in elementary schools with superior music education programs scored around 22 percent higher in English and 20 percent higher in math scores on standardized tests, compared to schools with low-quality music programs, regardless of socioeconomic disparities among the schools or school districts,” according to a study by Christopher Johnson, professor of music education and music therapy at the University of Kansas, published in 2007.
In addition, according to the American Alliance for Theatre and Education, drama students outperform non-arts peers on SAT tests, as compared to their peers with no arts coursework or involvement.
It’s clear from this data that the arts are a crucial element in children’s education and development, and whether parents are able to get their children involved in music and theater and other audio and visual arts in school or outside of school, their children will benefit academically and socially.
So how do parents get their children involved in the arts? Here are some simple steps to get started:
- Take notice of your children’s interests and foster them by signing them up for classes.
- Talk about art, whether it’s music or images or Broadway shows, and emphasize the significance of special pieces of art in your own home.
- Provide materials so they can create, draw, paint, dance, play and make music, put on plays, etc., depending on their specific creative interests.
- Be supportive and encourage their creative spark and ideas.
- Stimulate their interests by taking them to local museums, plays, musicals and performances, and art fairs.
- Support art education in your community.