From September 20th to the 22nd, the United Nations holds a summit on the eight Millennium Development Goals.
Established in 2000 by 191 governments, the MDGs have a target date of 2015. The summit will assess how much progress has been made and determine what still needs to be done.
“We hope to see a renewed commitment by not only world governments, but by the private sector, non-profits and individuals and foundations and all sorts of people to meeting the world’s Millennium development,” says Kathy Calvin, CEO of the United Nations Foundation, which lobbies for the U.N.
The MDGs deal with issues such as poverty, hunger, maternal and child mortality, education, clean water and others. “All the things that will make our world a better place,” says Calvin.
Action, not words
Major international summits usually produce declarations of commitment. However, many NGOs say while intentions may be good, many goals or programs fail to get the timely funding and support they need. But Calvin says the U.N. Millennium Development Summit will produce more than platitudes.
“I’m confident we’re going to see some very exciting commitments this time, not only of money, but of product, of resources that include technology and other new innovations,” she says. “I think we don’t want to just judge everything by strictly what comes from a government’s official development assistance.”
Calvin expects to see many commitments from private companies but adds, “We definitely need government money and the U.S. has put up a really strong development framework that is built around the MDGs. It includes $63 million for a global health initiative. It’s a tough time economically, but I believe everyone now knows that it’s in both the U.S. national interests and in the world’s interests for us to meet these commitments.”
How close to reaching MDGs?
“There’s been enormous progress on universal access to primary education. And we’re likely to get to that one,” she says.
For example, she says countries such as Tanzania and Rwanda have new policies ensuring access to elementary education and protecting women’s health.
“We’re a long way toward meeting those goals, but we’re not there yet. And so we’re hoping that we’ll have a renewed commitment of both financial support and also policy changes on the ground to help us get there,” she says.
Calvin says “real progress” is being made against HIV/AIDS, TB and malaria.
“We’re now looking at ending malaria deaths by the year 2015, which is a tremendous achievement and one that no one expected in the year 2000. While we have five years to go, we know what the specific interventions are. So we know we can just get there if everybody can stay focused,” she says.


EDU 226 is designed for the classroom teacher of young children who regularly provides artistic experiences in the curriculum. The course is grounded in a comprehensive approach to art education instruction based on the four core disciplines of art making, art criticism, art history, and aesthetics. The concept of creativity is thoroughly examined and applied to the many, numerous projects made by the students. Students will recognize and identify the artistic elements that will help them communicate with young children as a common vocabulary in talking about their artwork as well as critiquing others. An appreciation of aesthetics and art history are a part of the topics. Other topics include children's artistic development, integrating art into other curricular areas, and the enhancement of development through children's art.
Last Updated: 11/24/2015


Public education in this country is struggling as is health care. But from a historical perspective, they are headed in opposite directions. Our state mandated public schools in our constitution.
ARTICLE IX SECTION 1.LEGISLATURE TO ESTABLISH SYSTEM OF FREE SCHOOLS. The stability of a republican form of government depending mainly upon the intelligence of the people, it shall be the duty of the legislature of Idaho, to establish and maintain a general, uniform and thorough system of public, free common schools.
Most elementary education in our country has been funded with tax dollars. Until the 1950’s most health care was private pay, then the work-based health insurance benefit took hold, then Medicare and Medicaid happened in the 1960’s and now health care is >50% government funded. But I wonder if the principles are the same.
In health care economics I was taught that you could look at three competing aspects to the system: Access, Cost, and Quality. Better quality will cost more. If we increase access (or choice, an aspect of access) then cost goes up. If we lower cost, both access and quality will suffer. You can’t have it all, low cost, high quality and unlimited access.
Charter schools increase choice for parents and students. In principle, I support this. Our town has excellent charter schools that are thriving and popular. You need to understand that charter schools are publicly funded. They get tax dollars from the district where they are based. But funding this choice is a problem. Let me explain. We recently passed a bill to remove the cap on charter schools in the state. By removing the cap our state will be eligible for more federal education grants. We can only have 6 new charter schools per year in the state and only 1 per district. The sponsor passed out a handout to show that the costs of charter schools were comparable to regular schools. I immediately went to my town:
Moscow School District $4300 Elementary State Revenues per Average Daily Attendance(what the state pays to the district for an elementary kid to be taught each year.)
Charter A $5600
Charter B $6300
So the larger Moscow District School gets paid less per student then the smaller charter schools. I can understand this. There are economies of scale. The most expensive school in the state( a rural public school) gets $19k/ student, but they only have six kids.
Remember, the money for the two charter schools in Moscow comes from the Moscow School District budget. Each kid that moves from the main school to the charter takes with her more than she was getting to cover her costs in the district. So the money shifts from the district to the charters. We have more choice and it costs more overall.
And we haven’t even covered the cost of facilities. Charter schools can’t run a bond election to build a school but the district schools do. And the district will have to keep the heat on and fix the roof even if the classrooms are only half full. I believe this school choice route is going to cost us all more. And here we are embracing choice in a time when we are restricting budgets. I think we need to be honest with ourselves about this. We sure haven’t had an honest discussion about what we want in healthcare. Honest discussions are tough.


Music Psychology Training
Music plays an important role in every society and culture. It is an important part of all aspects of life, including various social, religious, recreational and cultural occasions. Many people spend a considerable amount of time daily listening to music or playing a musical instrument. Music can affect and regulate our mood and emotions, and can be used as a therapeutic medium.
Music Psychology Training focuses on how these issues can be investigated using scientific methods. It consists of two Master’s Degree programmes:
- Master's Degree Programme in Music Therapy (MT)
The Department of Music is a vibrant and international community of 300+ students and 40+ staff members. Located in Musica building at the historical Seminaarinmäki campus of the University of Jyväskylä, the department has world-class facilities for music research and education, including a recital hall, digital studio, music therapy clinic, motion capture lab, and music library.
The Department of Music offers degrees in musicology, music education, music therapy, and music, mind and technology, regularly organises major international conferences and events and currently hosts the Finnish Centre of Excellence in Interdisciplinary Music Research.
Music, Mind & Technology:
University Researcher Marc Thompson
Assoc. Prof. Esa Ala-Ruona
More contact details


Season of Giving Book List for Children
Sharing quality literature is a wonderful way to introduce new ideas and start conversation with children. The following books feature stories of kindness and empathy. Incorporate these books into story time all year round to reinforce the valuable lessons highlighted during the Season of Giving. With the help of our friends at Sprout, we have included some great learning opportunities to add in with each reading!
The Keeping Quilt by Patricia Polacco
Learning opportunity: Ask your child about his favorite blanket or stuffed animal. Encourage him to draw a picture of it and to write how it became his favorite.
The Giving Tree by Shel Silverstein
Learning opportunity: Ask questions! What did your child like and dislike about this story? How did he feel about the way the story ended? Invite him to act out the story, first as the tree and then as the boy.
A Chair for My Mother by Vera Williams
Learning opportunity: When you are reading this book, keep count of and discuss all the ways that people are generous to each other in this story.
Under the Lemon Moon by Edith Hope Fine
Learning opportunity: Explore how it feels to get gifts — and to give them. Invite your child to help you list the different acts of kindness demonstrated throughout the story. Who showed “empathy?” How do you know?
My Friend Is Sad by Mo Willems
Learning opportunity: After reading this book, make a list of ways your child thinks he can help people who are sad.
Meet Aunt Panda by Nancy Baku
Learning opportunity: Promote generosity, creativity, respect for nature and the value of family. Play music and invite your child to paint with his fingers his favorite place to play outside. Encourage him to name his artwork and help him to write the title.
Giving by Shirley Hughes
Learning opportunity: Introduce the meaning of the word “give,” and the concept that everyone has something to give. Create a set of feelings flashcards by cutting out pictures of people from magazines that represent the emotions you want your child to learn. Glue the emotion pictures on the front of index cards and write the name of the emotion on the back. Have your child guess the emotion and try to replicate it.
For further language and literacy development try highlighting the new vocabulary words in each story. Talk about what “empathy” means (compassion, the ability to understand another’s emotions and situations) and use examples from the books to teach the children about it as you are reading. Discuss how one character helped another in the story. Ask questions about what other signs of kindness the children heard in each story you share.
Do have a book about kindness and giving you would recommend to other parents? Tell us your suggestion in a comment below.


ERIC Number: ED406232
Record Type: RIE
Publication Date: 1997-Jan
Reference Count: N/A
The Inventive Thinking Curriculum Project. An Outreach Program of the United States Patent and Trademark Office. Third Edition.
Department of Commerce, Washington, DC.
The Inventive Thinking Curriculum Project is one of the many projects included in the national outreach program of the U.S. Patent and Trademark Office. It is designed to be used in conjunction with a thinking skills program as a means of applying critical and creative thinking and problem-solving skills through the activity of creating an innovation or invention. This book contains activities that give children an opportunity to develop their creative potential and synthesize and apply knowledge and skills by creating an invention or innovation to solve a problem. Activities appropriate for all student populations include introducing inventive thinking, practicing the creative part of inventive thinking, practicing inventive thinking with the class, developing an invention idea, brainstorming for creative solutions, practicing the critical parts of inventive thinking, completing the invention, naming the invention, optional marketing activities, parent involvement, young inventors' day, and stories about great thinkers and inventors. (JRH)
Descriptors: Creative Thinking, Critical Thinking, Elementary Education, Innovation, Inventions, Learning Activities, Outreach Programs, Parent Participation, Problem Solving, Thinking Skills
Project XL, U.S. Dept. of Commerce, Patent and Trademark Office, Washington, DC 20231.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Department of Commerce, Washington, DC.


Photo by The-Autism-Mom
Screening for depression during and after pregnancy is good for women, their babies, and their families, says a new opinion issued yesterday by the American College of Obstetricians and Gynecologists.
Clinical depression is the leading cause of disability in women in the United States. Between 14% and 23% of pregnant women experience symptoms of depression, and an estimated 5% and 25% of women (200,000 to over a million) will suffer from postpartum depression every year.
Depression is bad for you—and your kids. It can lead to preeclampsia, preterm delivery, and low birth weight. If it goes untreated, your depression can adversely affect your infant's cognitive, neurologic, and motor skill development, and your older children's mental health and behavior.
While most OB/Gyns don't currently conduct routine screenings for depression among their pregnant patients, the College strongly urges that they begin to do so.
Are you feeling depressed? Have you talked to your doctor about it?


Personal Philosophy of Education
Education is necessary for people to develop to their fullest potential and to learn how to be contributing and beneficial members of society. It is also necessary for people to be taught how to think on their own so they can challenge norms when needed. Therefore, important roles need to be filled by teacher and students in order for teaching, learning and thus education to occur. With this in mind, I will unfold for you in the rest of this paper, the purpose of education, and the roles of teacher and students.
Purpose of Education
The purpose of Education is to facilitate learning, and the purpose of learning is to inspire to action. The reason information is taught is to equip people so they can take action upon, or utilize what they’ve learned. Everything that someone learns can be thought of as another tool for their tool belt. This makes the role of a teacher a vital one.
Role of Teacher
A teacher’s role is to guide the students in learning. The kind of information that the teacher is responsible to teach should help students develop to their fullest potential. This information should encompass literacy in many subject areas including facts and foundational skills.
Morals in relation of how to operate within a society should also be taught which should supplement what they may have learned at home. These morals should be taught by the teacher as he or she models how to treat people. These morals should include respect for others where they are valued as important, taken seriously, and held to the same expectation. This will build a community that can function properly in a school atmosphere as a community of learners.
Since students learn in many different ways, they should be taught in many different ways. This should allow a teacher to adapt his or her instruction to reach a diverse population. This diversity includes but is not limited to learning disabilities and different classes of socioeconomic status. Whatever the case, students should be allowed to learn to their fullest capacity and a teacher should do his or her best to set the students up for success. But a student’s success is not only the teacher’s responsibility.
Role of students
Students are the recipients of information. They should be prepared to learn when they come to school. Unfortunately, not every child has a supportive family which makes sure they get enough sleep and or food, which are essential in the learning process. If this is the case, the role of the family can overlap with the role of the school. However, students are responsible to do their best to learn. Often this will include pushing themselves beyond their comfort level in order to learn. Also, they are responsible to be honest about whether or not they’ve learned the material the teacher has taught so that the teacher can continue to teach them what they still need to learn.
Students should be given the proper tools to utilize in their lives for whatever they may want or need to do to contribute to the betterment of their society. Since a teacher’s actions affect lives, it is their responsibility to utilize best practice regarding teaching, so that their students can be successful. Best practice would include what is necessary for a student to be ready and able to learn, and to inspire them to action. When people are set up for success and taught to their learning style in a supportive community, they should have no problem fulfilling their role as students.


Abstract and Keywords
As with other school subjects, music students can be motivated and engaged, or they can be unmotivated and disengaged. Such reactions reflect more than just individual differences between students, as they are also reactions to the social environment and classroom climate in which music education takes place. A social context—be it the classroom or a tutor–tutee relationship—can vitalize and nurture students' inner motivational resources, resulting in enthusiastic engagement, or it can neglect and frustrate students' inner motivational resources, resulting in alienation and disaffection. A theory of student motivation that is especially well suited to explain such engagement versus disaffection is self-determination theory. This article, which focuses on this perspective in order to introduce its insights to the music education community, discusses both the intrinsic and extrinsic motivations of students.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.


Welcome to the wonderful world of Physical Education (PE). We get physical in our daily activities, which includes fitness and fun!! Your child will have PE every day for 30 minutes. All I ask is that your child participates fully, and givestheir best effort. Sometimes the things we do are difficult, but never impossible. My goal is to set forth challenges that will help your child to grow and learn more about becoming physically fit.
The first three weeks of February will be devoted to Kicking and Trapping. This unit focuses on the development of foot-striking skills such as dribbling, passing and kicking a ball. The students will learn the skills through exploration and experimentation. These foundational skills will give the students the appropriate first steps towards participating in sports such as soccer, football, and kickball.We will begin our Dribbling, Volleying and Striking unit toward the end of February which will introduce students to skills that will lay the foundation to sports such as basketball, volleyball, and tennis. As always we will continue to have fitness days incorporated into our units, which include stretching, running, sit-ups, and push-ups.
I look forward to meeting and spending time with your child each and every day. If you have any questions, or concerns please don’t hesitate to call me at 352-259-7700.


ERIC Number: ED152652
Record Type: RIE
Publication Date: N/A
Reference Count: 0
The Essentials of a Quality School Art Program: A Position Statement by the National Art Education Association.
National Art Education Association, Reston, VA.
The National Art Education Association prepared this guide to help elementary and secondary schools develop quality art programs. Opinions stressed in the guide are that art experiences are an essential part of an educational program and that all students must be offered a carefully planned, developmental art program from kindergarten through high school. Four aspects of art must be emphasized: seeing and feeling visual relationships, producing works of art, knowing about and understanding art objects, and evaluating art products. Programs in elementary grades should stress creating works of art with a variety of materials and processes. Teaching methods should consider homogeneous grouping of students, flexible scheduling, and use of new technology. Secondary level art programs should offer opportunities for students to develop basic skills and to work in small groups. Art teachers at every grade level must be familiar with the nature of visual arts, elements and principles of visual organization, visual art materials and processes, and the functional role of visual arts in past and present cultures. Teachers must also be aware of developmental variations in children and relate the art experience to each child's needs. Requirements for space, equipment, facilities, materials, time, and scheduling are also discussed. (Author/AV)
Descriptors: Aesthetic Education, Art Appreciation, Art Education, Art Materials, Art Products, Art Teachers, Class Organization, Classroom Design, Creative Expression, Creativity, Curriculum Development, Educational Needs, Educational Objectives, Elementary Secondary Education, Grouping (Instructional Purposes), Guidelines, Individual Development, Program Development, Self Expression, Skill Development, Student Needs, Teacher Role, Teaching Methods
National Art Education Association, 1916 Association Drive, Reston, Virginia 22091 ($1.00 for 4 copies, paper covers)
Publication Type: Books
Education Level: N/A
Authoring Institution: National Art Education Association, Reston, VA.
Note: Reproduced from best copy available


UNDOUBTEDLY, TODAY'S YOUTH MUST BE equipped with the technical skills necessary to succeed in their trades, and now more than ever, they must also master the essential skills of communication and math within their chosen careers. Integrating academics into career and technical education (CTE) is vital to the success of our students, states and nation. Research has shown that incorporating literacy and numeracy skills within students' areas of interest dramatically increases the retention and understanding of these skills. But is it merely enough to incorporate numeracy and literacy skills into CTE? Do CTE teachers have enough knowledge of English and math competencies and state standards to adequately teach such skills?
As Cass Career Center--a shared-time center in Harrisonville, Missouri--discovered, it is the collaboration of CTE and English and math instructors that provides the opportunity for students to flourish. Yet the school has taken this concept one step further: It is now offering level-four English and math credit integrated into CTE. These integrated curriculums of English IV and Math IV are taught simultaneously within CTE, creating a rich academic and technical learning environment that not only prepares students for college and their careers, it allows students to earn credit in high-level English and math.
What is an Integrated Curriculum?
In its simplest definition, an integrated curriculum is created to operate and be taught within the confines of a CTE class. Over time, GTE, English and math instructors at Cass Career Center collaborated and developed two senior-level courses, one for English and one for math, to be taught within each of the eight three-hour block programs the center offers.
These integrated curriculum English and math courses are specifically designed to incorporate real-world communication arts and math skills, in preparation for college and career readiness, into classes such as automotive technology, fire science and EMT, health science, welding and others. The possibilities are endless, because integrated English and math curriculums will mold to any CTE program, enhancing core academics in CTE and providing opportunities for students to earn senior-level credit.
Developing these English and math curriculums did not come easy, but the effort is worth the challenges. Cass Career Center hired two full-time certified instructors, one for English and one for math, to work with all students in the center's three-hour block programs as well as to develop, write and implement the curriculums For English IV and Math IV, as the courses became named. These two teachers spent time working with each of the CTE instructors to determine the literacy and numeracy skills vital to college and career readiness for students in each of the CTE programs.
Armed with this knowledge, they began working with the English and math departments of the sending high schools in Cass Career Center's district. Together, essential skills were written and aligned with senior-level English and math courses at the high school, units and core concepts were developed for integrated English IV and Math IV, and finally, all were aligned to Missouri state content and process standards. Students entering into a three-hour block course at Cass Career Center are now responsible for learning the skills and concepts of three separate yet linked curriculums, taught together, preparing students for not only the demands and rigor of college, but real-world learning experiences where skills are rarely called upon in isolation of others.
Integrating Academics into CTE
As CTE teachers can attest, core academies and soft skills are embedded within CTE by nature, and students who graduate from their high schools and shared-time centers with a firm grasp of not only technical skills but numeracy and literacy skills become the most successful adults. …


Describe your idea in fewer than 50 words.
This mobile school initiative aims to increase access to education for children over 7 years old through the provision of culturally and religiously appropriate basic education to children who would otherwise find it difficult to access formal education. Structures are temporary and materials portable so they can be easily transported by camel as communities travel in search of water and pasture.
What makes your idea unique?
The education system in Kenya is structured and demand driven. Classrooms are fixed and timings and locations are inflexible. The mobile school initiative, however, takes into consideration the mobile lifestyle of nomadic communities. Schools are provided with a camel to transport portable chalkboards, tin of books and materials as communities move. Teaching is multi-grade to ensure all children in the community benefit. The established mobile schools, while focused on basic literacy and numeracy skills, equally cater to the Muslim religious traditions of the communities. The schools also house two teachers, a ‘dugsi’- traditional Qu’ranic teacher and a mobile school teacher who is selected by the community and trained by EMACK and NOHA. These teachers continue to live and move with the community and provide continuous education for pastoralist children. As a result, children can attend secular lessons for two hours in the morning and two hours in the evening.
What is your area of work? (Please check as many as apply.)
Children & Youth
, Early childhood development
, Education reform
, Girls' development
, Community development
What impact have you had?
The success of the mobile school initiative is evident. Mobile schools have been well received by beneficiary communities who are happy that their children are receiving basic education which is suited to their nomadic lifestyles and integrated with their cultural values. To date, over 80 children, including 28 girls have benefited from the three mobile schools in Wajir. For many, this has been the first time ever they have ever had access to basic education. In addition, 14 children have transitioned to the nearby Abakore Boarding School in order to complete primary education. The mobile schools mark a significant step forward in providing culturally appropriate education to those who are marginalized because of traditional lifestyles. The chairman of the Rabai Mobile School, Abudhllai Sheikh Ahmed, states, “Communities have been yearning for education and today the community’s children are going to school”.
Describe the primary problem(s) that your project is addressing.
North Eastern Province of Kenya is primarily inhabited by nomadic pastoralist communities, making up 80% of the population. These communities live a lifestyle which involves frequent resettlement in search of fresh water and pasture for their livestock. Due to the pastoralists' constant resettlement, children from these communities have found it difficult to formally access the Kenyan stationary and secular education system. Enrollment of children from these communities stands at only 2% and drop-out rates are high. Girls are particularly affected by early marriages as opposed to be sent to school. Most attempts to provide formal education to nomadic pastoralist communities and children have experienced limited success. This is mainly attributed to the limitation of the formal education sector to respond to the unique and diverse circumstances and needs of these groups. Another problem the mobile school initiative aims to address is the inadequate capacity at national and district levels to conceptualize alternative approaches for hard-to-reach children.
Describe the steps that your organization is taking to make your project successful.
Step 1: In order to ensure success in establishing mobile schools, we engage communities through participatory rural appraisal (PRA) exercises to ensure proper needs analysis and ownership.
Step 2: mobilize leaders through meetings with potential host villages of mobile schools. It also involves educating the villages on the importance of education and the need to support the initiative as well as remove fear and suspicion of secular education.
Step 3: training of community teacher and ‘dugsi’ by government Teacher Training College in Garissa, particularly on multi-grade and follow up with teachers on learning conditions and use of training materials.
Step 4: establish linkages with primary schools if children want to transition to formal education sector.


Abstract:Experiencing Music Technology, D. Williams and P. Webster (eds) (2008) 3rd edition, Belmont: Wadsworth, 467 pp, ISBN 0-495-56554-7, Paperback 40
How High Should Boys Sing? Gender, Authenticity and Credibility in the Young Male Voice, M. Ashley (2009) Aldershot: Ashgate, 194 pp, ISBN: 978-0-7546-6475-8, Paperback, 50.
Analyzing Popular Music, Allan F. Moore (2008) Cambridge; New York: Cambridge University Press, 270 pp., ISBN 978-0-521-77120-7, Paperback, 19.99
Document Type: Research Article
Publication date: December 1, 2009
More about this publication?
- The Journal of Music, Technology and Education (JMTE) explores the issues concerning the use of technology in music education. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. It is the only journal specifically dedicated to the educational aspects of music technology and the technological aspects of music. Peer-reviewed, with an international editorial board, JMTE aims to draw its contributions from a broad community of educators, researchers and practitioners who are working closely with new technologies in the fields of music education and music technology education.
- Editorial Board
- Information for Authors
- Subscribe to this Title
- ingentaconnect is not responsible for the content or availability of external websites


How can high schools ensure graduates are college- and career-ready, asks an Education Next forum.
Students need multiple pathways, writes Robert Schwartz, a Harvard professor emeritus who coleads the Pathways to Prosperity Network. “We have allowed a very important idea—that all students need a solid foundation of core academic knowledge and skills—to morph into a not-so-good idea: that all students need to be prepared to attend a four-year college,” he writes.
If we follow a cohort of 8th graders, roughly 2 in 10 will drop out before high school graduation, and another 3 will graduate high school but choose not to enroll in postsecondary education. Of those who do go on and enroll in four-year institutions, nearly 4 in 10 will drop out before attaining a degree. Of those who enroll in community colleges, roughly 7 in 10 will drop out. The bottom line: by age 25, only 33 percent of the cohort will have attained a four-year degree, and another 10 percent will have earned a two-year degree.
Many good jobs require some education beyond high school but not a four-year degree, Schwartz writes. He likes the northern European model: “All students pursue a common curriculum up through grade 9 or 10, and then choose between an academics-only pathway leading to university and a more applied-learning pathway leading to a vocational qualification.”
Instead of letting students choose their path, we “force march all students” through a math sequence leading to calculus, a goal few will achieve and even fewer will need, he writes.
Yet most community college students and many university students aren’t prepared for college algebra. “In my view, the vast majority of students in two- and four-year institutions would be much better served by getting a solid grounding in data, statistics, and probability in high school,” he writes.
Common foundational skills are essential, writes Cynthia G. Brown, senior fellow at the Center for American Progress. All students should take a college-prep curriculum, but high school students could choose “curricular options that fit their interests, skills, and plans for the future.”


What can I do with an Elementary/Early Childhood Major? Elementary school teachers teach academic, social, and motor skills to students in public and private schools. Students majoring in Elementary Education become certified teachers in grades K-6. Teacher candidates take classes that explore the psychological, physical, educational, and social development of young children. A degree in this field can open many opportunities for employment. Opportunities for employment for early childhood majors include work in an elementary school setting, employment as a daycare worker or preschool teacher. With adequate training, elementary teachers may find employment as resource teachers, camp directors, consultants, and corporate trainers. Because the world of work is always changing, the opportunities available for a person with a degree in elementary education continue to change.


- Patriotic Book
Create a patriotic book by coloring different U.S. symbols, including a flag, a top hat, and a log cabin. This is a great arts & crafts activity to enjoy around Presidents' Day, the Fourth of July, Veterans Day, or Memorial Day.
Flag Day Art Activities
- 50 Stars and 13 Stripes
Students will learn the meaning of the colors on the USA flag. This printable will be useful when celebrating U.S. and military history, like Independence Day, Memorial Day, Veterans Day, and Flag Day.
- Star Design
Create a picture using the stars and stripes as basic elements. This arts & crafts activity is a fun way to celebrate a patriotic American holiday such as Presidents' Day, Memorial Day, the Fourth of July, or Flag Day.
Heroes & Art Connected
- Patriotic Shield
This project will help kids express their patriotism, by honoring a hero on Presidents' Day, Memorial Day, Independence Day, Veterans Day and other national holidays.
Presidents' Day Art Activities
- All About the Presidents Mini-Book
This printable highlights facts about 11 U.S. presidents, including George Washington, Abraham Lincoln, and John F. Kennedy. Have students complete and color this mini-book for Presidents' Day.
- Art Resources for Teachers
Emphasize the importance of art education across the curriculum with TeacherVision's art lesson plans, printables, activities, quizzes, and references, for grades K-12.
- Veterans Day – Teacher Resources
These cross-curricular lessons, printables, and resources about Veterans Day (November 11) will help students understand the contributions veterans have made. You'll find plenty of educational activities for your students.


Literacy development with English learners : research-based instruction in grades K-6
- edited by Lori Helman.
- New York : Guilford Press, c2009.
- Physical description
- xvi, 271 p. : ill. ; 24 cm.
- Solving problems in the teaching of literacy.
Education Library (Cubberley)
PE1128 .A2 L532 2009
- Unknown PE1128 .A2 L532 2009
- Helman, Lori.
- Includes bibliographical references and index.
- Helman, Factors Influencing Second-Language Literacy Development: A Road Map for Teachers. Au, Culturally Responsive Instruction: Application to Multiethnic, Multilingual Classrooms. Dutro, Helman, Explicit Language Instruction: A Key to Constructing Meaning. Garcia, DeNicolo, Making Informed Decisions about the Language and Literacy Assessment of English-Language Learners. Bear, Smith, The Literacy Development of English Learners: What Do We Know about Each Student's Literacy Development? Helman, Emergent Literacy: Planting the Seeds for Accomplished Reading and Writing. Helman, Opening Doors to Texts: Planning Effective Phonics Instruction with English Learners. Montero, Kuhn, English-Language Learners and Fluency Development: More Than Speed and Accuracy. Brock, Youngs, Oikonomidoy, Lapp, The Case of Ying: The Members of a Teacher Study Group Learn about Fostering the Reading Comprehension of English Learners. Templeton, Spelling--Meaning Relationships among Languages: Exploring Cognates and Their Possibilities. Pennington, Salas, Examining Teacher Dispositions toward Linguistically and Culturally Diverse Students. Helman, Effective Instructional Practices for English Learners. Helman, Literacy Development with English Learners: Concluding Thoughts.
- (source: Nielsen Book Data)
- Publisher's Summary
- An indispensable course text and practitioner resource, this teacher-friendly book puts the needs of English language learners (ELLs) front and center. Leading authorities connect current research to effective instructional practices for elementary students with varying degrees of English proficiency. Key components of literacy instruction are addressed, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Chapters also explore how linguistic, sociocultural, psychological, and educational factors shape ELL literacy development, highlighting practical implications for the classroom. Reflection questions and a wealth of illustrative examples enhance the utility of this engaging, tightly edited work.
(source: Nielsen Book Data)
- Publication date
- Solving problems in the teaching of literacy
- 9781606232439 (hardcover : alk. paper)
- 1606232436 (hardcover : alk. paper)
- 9781606232422 (pbk. : alk. paper)
- 1606232428 (pbk. : alk. paper)


- Exercise and Adolescents
Teens need at least 60 minutes of moderate to vigorous physical activity on most days for good health and fitness and for healthy weight during growth.
- Make Exercise a Family Affair
Like adults, children should be physically active most, if not all, days of the week.
- How to Get Your Kids in Shape
Experts recommend children get at least 60 minutes of moderate to vigorous physical activity on most days to maintain good health and fitness and for healthy weight during growth.
- In Gymnastics, Kids Flip for Fitness
The sport helps build strength, flexibility, and cardiovascular endurance. Its all-around fitness benefits make it a good springboard to other activities.
- Teach Teens to Stretch
An adolescent athlete can never stretch too much, experts say. Stretching to stay flexible is vital -- particularly when a child reaches puberty and goes through a growth spurt.
- Weight Room No Longer Off-Limits to Kids
The American Academy of Pediatrics and the American College of Sports Medicine now say that strength training is fine for kids, as long as they are supervised and don't try to lift too much weight.
- Weight Training for Teens
Once children hit puberty, and hormones make it possible to build muscle, weight training can become a part of a healthy exercise program for youths. Research suggests strength training has a lot to offer some teenagers in terms of health, fitness and fun.
- Find Safe, Fun Ways to Keep Young Kids Active
Kids need to move to build cognitive and motor skills and to learn that physical activity is fun.
- Get Your Kids to Log Off
Rising "screen time" can cost kids the exercise they need to keep fit.
- Help Girls Stay Active as Teens
The teen years often bring a sharp drop in physical activity, especially for girls.
- Sports and Music: Both Good for Kids
Organized sports for children offer obvious benefits such as physical fitness and sportsmanship, but did you know that a musical education program has many of the same benefits? Music education and participation in sports are both great ways to prepare your child for future success.
- Sports and Children with Special Needs
Special needs children are sometimes not encouraged to exercise, because their parents or guardians fear they'll be injured. But physical activity is as important for special needs children, as it is for any child.


According to statistics, about two-thirds of all women with a psychiatric disorder have children. For certain psychiatric conditions, like schizophrenia and bi-polar disorder, medication is an important part of treatment. But until recently, there has been no research into the safety of anti-psychotics for pregnant women, despite the fact that many medications have been found to have adverse effects on developing fetuses.
Researchers at Emory University in Atlanta set out to change all of that. During their study and investigation, the researchers compared the neuromotor skills of more than 300 six-month-old infants. All of them were born to mothers with a psychiatric disorder, but not all of them took anti-psychotics during pregnancy.
Of the infants tested, only 19 percent born to mothers who had taken anti-psychotics tested in the normal range for motor skill development. The remaining 81 percent displayed lower than normal scores on a standard of movement test, reflexes and posture.
Still, the researchers are uncertain whether or not the medications are actually the cause of the delays found. Published in the April 2 online version of the medical journal Archives of General Psychiatry, the study merely shows an association between taking antipsychotics during pregnancy and motor skill delays in infants.
“Future investigations are warranted to disentangle the relative contribution of anti-psychotic medications, maternal mental illness, [associated] medications and the broader psychosocial context in the developmental trajectory of high-risk infants,” said study author Katrina Johnson, a clinical psychologist at Emory. “Pending such studies, these data support an additional level of scrutiny in medication selection, treatment planning and risk/benefit discussions for women with illnesses who may warrant anti-psychotic [therapy] during gestation.”
For women with psychiatric conditions, it is important to speak to your doctor before stopping your medications. Medications are often an important part of your overall treatment plan and stopping without medical guidance can often lead to serious adverse effects.


University of Victoria researchers Kathy Sanford and Leanna Madill think it's time for video games to be demystified -- and then embraced.
They say we are living in a visual world, with less reliance on traditional learning tools like books, and schools need to catch up by integrating new ways of technical learning into the classroom. Their research has shown high school classes on video game development are effective learning environments.
"(Schools) have relied traditionally on outmoded, 20th century technologies that we have moved way beyond," said Sanford, an education professor.
But for gaming to be universally accepted, it must first be understood.
At Congress on Saturday morning, Sanford said parents often assume gaming is bad, and thus neglect the positive effects of the activity.
Sanford and Madill listed the arguments propelling gaming's bad reputation: It makes kids lazy, leads to violence and encourages antisocial behaviour.
In response, Sanford noted a child playing video games is no less active than a child reading a book, yet the activities aren't seen as equal. The connection between playing violent games and being violent is overstated, she added.
She said gaming boosts hand-eye co-ordination -- beneficial for all future surgeons and pilots -- and can help children build social networks.
Before vilifying gaming, parents need to connect with their children to understand their interest early on, she said.
But making the connection is often difficult. Madill, a graduate student and video game player, said parents often lack the technical know-how, or "logical literacy," to follow the complex sequences of symbols and actions on video game screens.
Sanford and Madill brought their insights into a Congress of Humanities and Social Science presentation on literacy development through video-game design. Stanford explained the starting point of her research was how boys had more difficulty reading and writing than girls. She then looked at how many boys spent their time -- playing video games -- and decided to broaden her definition of literacy.
"We realized there was all kinds of literacy going on . . . that wasn't being recognized by the teachers, who are focused on print texts or the tests," she said. "Boys were using different kinds of texts."
She researched boys at a gaming camp and found the informal learning between the boys was "very powerful." Her observations of how game players formed social groups at the summer camp indicated video gaming was not necessarily an isolating hobby; rather, the technology actually enabled them to build social networks.
"We're not convinced they're antisocial," she said of gamers.
Last February, Sanford and Madill discovered a Victoria-based high school that had integrated video-game development into its curriculum.
They found the students were excited about the product, and the teachers were happy the students were learning the technical aspects of computer science and technology through game development.


Art-Students and Copyists in the Louvre Gallery, Paris
Regarded as one of the great American Realists of the nineteenth century, Winslow Homer is known primarily for his large body of works in oil and watercolor. However, he also had an early career as a freelance illustrator, making drawings for wood engravings that were reproduced in mass-circulation periodicals such as Harper’s Weekly. In 1998, the Brooklyn Museum received a generous gift of more than 250 wood-engraved illustrations by Homer from Harvey Isbitts.
The Harper’s Weekly issue in which this engraving appeared contained a brief history of the Louvre. The piece was introduced with a reference to Homer’s time in Paris, and the text extolled the Louvre for its invaluable role in aiding aspiring artists. In this drawing Homer concentrated on the growing number of women among the legions of students in Paris. These modern females are shown copying Eugène Delacroix’s The Death of Sardanapolous, 1826, a monumental canvas whose violent imagery was in sharp contrast to the genteel still lifes and dainty watercolors that were generally considered suitable “feminine” subjects and formats. In essence, Homer addressed in this work the revolution in art education for women in the post-Civil War era.
Sheet: 9 3/16 x 13 7/8 in. (23.3 x 35.2 cm)
Frame: 16 3/4 x 22 3/4 x 1 1/2 in. (42.5 x 57.8 x 3.8 cm) (show scale)
This item is not on view
Gift of Harvey Isbitts
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Winslow Homer (American, 1836-1910). Art-Students and Copyists in the Louvre Gallery, Paris, 1868. Wood engraving, Sheet: 9 3/16 x 13 7/8 in. (23.3 x 35.2 cm). Brooklyn Museum, Gift of Harvey Isbitts, 1998.105.102
overall, 1998.105.102_bw.jpg. Brooklyn Museum photograph
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Page from Harper's Weekly, January 11, 1868, vol. XII, p. 25
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|Denise H. Daniels||Cal Poly, San Luis Obispo|
|Patricia K. Clarkson|
|© 2010||208 pages||6" x 9"|
|Paperback||ISBN:||9781412981149||$27.95||Add to Cart|
|Complimentary Review Copy||Request Review Copy|
|About the Authors|
|Preface to the Classroom Insights from Educational Psychology Series|
|1. Developmental Perspectives and Educational Practice: Viewing Children and Teachers in the Big Picture|
|2. Early School Adjustment: Fostering Adjustment and Self-Regulation|
|3. The Primacy of Relationships in the Early School Years: Fostering Relationships|
|4. Developmentally Appropriate Classroom Practices: Fostering Learning in the Classroom|
|5. Learning in Digital and Natural Environments: Connecting Learning Out of the Classroom|
|Conclusion: Guiding Children on Positive Developmental Pathways Through School|
|Resource A. Tools for Reflection and Improvement|
|Resource B. Professional Organizations and Model Programs|
|Resource C. Recommended Reading|
|Resource D. Glossary|
|ISBN: 9781412981149||Paperback||Suggested Retail Price: $27.95||Bookstore Price: $22.36|
|ISBN: 9781452271682||Electronic Version||Suggested Retail Price: $27.95||Bookstore Price: $22.36|
"This book helps the practicing educator turn research into seamless classroom practice. The practice exercises can be implemented immediately to help build student success."
—Katina Keener, Science/Social Studies Teacher, T. C. Walker Elementary School, Gloucester, VA
Launch young learners on positive pathways through school!
The early school years provide critical opportunities for children to develop foundational skills and positive attitudes toward learning. This book, the first in the Classroom Insights from Educational Psychology series, gives current and prospective PreK–3 teachers valuable insight into how young children feel, think, and learn.
Denise H. Daniels and Patricia K. Clarkson show how current research and theory from educational psychology can be applied to create a child-centered learning environment and to develop best practices for instruction. Readers will gain a deeper understanding of:
Vignettes and case studies, practice exercises, suggested games, and reflection questions make A Developmental Approach to Educating Young Children a valuable asset in helping teachers design stimulating learning experiences for young children.
Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email firstname.lastname@example.org. Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html.
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Antoni Dobrowolski, a former Polish teacher arrested by the Gestapo in 1942 for teaching underground lessons to students, died on Sunday at the age of 108, according to a Polish official speaking with the Associated Press. He was the oldest known survivor of Germany's largest death camp.
Banning elementary education beyond four years was one of many tactics employed by Nazi Germany after its invasion of Poland in 1939—a strategy aimed at undermining Polish culture and wiping out its intelligentsia and leadership class. A spokesman at the Auschwitz-Birkenau state museum told the AP Dobrowolski died in the northwester town of Debno.
Apparently, he never lost his passion for teaching. According to the Polish newspaper Gazeta, after Dobrowolksi was liberated in 1945, he became head of a primary school in Debno and, a number of years later, directed a local high school. Prior to his arrest by the Germans, the newspaper says Dobrowolski was a member of the Secret Teaching Organization an underground organization formed in response to the mass closure of educational institutions and repression of teachers. In total, Germans are believed to have killed at least 1.1 million people at Auschwitz—most of the victims were Jewish but many were also Roma, non-Jewish Poles and other persecuted groups.


Excerpt from an interview with an anonymous elementary teacher:
“So, recently the school administration went all out with technology revolution, bringing digital pads, BYOD for students, projectors etc. for the kids. We were definitely having mixed feelings.
Most of us didn’t know exactly, how to get the best out of these tools.”
This is a common problem for many teachers all around the world. So, here is a list of such online resources. Each of these links have their own niche and depending upon the need of the instructor and the class response, these can give great results.
Puppet Pals, an app for tablets, lets students experiment/play with pictures, cartoons, audio, and videos. Until now only the basic format is free. It is one of the most widely used apps used by parents and teachers.
A free app (good for K-12) that lets the teacher put together interactive displays and allows students to submit feedback, offering a real-time way to assess their performance.
Sesame Street has a variety of activities that help students work on basic skills like counting, forming sentences, recognizing different shapes, objects, etc. It stands out in its proper organization and quality.
This is a great activity based resource. Students can help enhance their creativity with the beautiful use of colours, edit available templates and share them.
This website is a free resource for young students to practice letters and sounds. Its phonics-based approach is perfect for very new users like kindergarten, first grade or second grade.
A tested app created by PBS KIDS designed to help kids expand their vocabulary.
“According to a 2010 PBS KIDS-sponsored study of 90 children between the ages of three and seven who played with it for about two and a half hours over two weeks, the app was able to enrich vocabulary by as much as 31 percent.”
This website enhances English vocabulary and grammar at varying levels of difficulty. For each correct answer, the website will donate one grain of rice. Thus keep track of how much rice your students have contributed and hence their performance.
The pronunciation says it all. It has a variety of early elementary phonics worksheets and online phonics games.
Mathematics and Analytical Reasoning
Another app with a lot of buzz. According to a 2011 study by GameDesk, commissioned by Motion Math, “this game for the iPad improved the understanding of fractions in 120 children by an average of 15 percent.”
Free games for learning how to use money, tell time, count and read. Also, one can find brain puzzlers, mazes, memory games, Sudoku, etc.
Math-play is the online platform for competitions and real-time assessments globally. The respective math games are organized by grade level, content and game type. There is good collection of resources on basic mathematics, integers, fractions and more.
Aside from a great user-interface, the greatest benefit of this website are the splendid explainer videos for the trickier math concepts.
Contains numerous educational activities, games, animated lessons, printable worksheets, interactive storybooks and more. The key feature of this website are the storybooks.
Basically concentrated on Elementary students, who can practice their math, science and language proficiency with games and interactive activities.
This is the customized search engine especially for kids.
It is exactly what it sounds like—YouTube for teachers. The design of the website is getting a little outdated, but otherwise there are many educational videos to choose from and one can also make a channel specifically for a class or subject, etc.
What better way can be than to watch preview videos for some of Animal Planet’s renowned programming on the Earth’s natural resources, wildlife and more, for understanding the concepts of biodiversity and wildlife.
There are numerous other apps, websites and links for the help of teachers and elementary students. The above list can be actually enhanced many-folds. Although each and every website has its own benefits and customization, there are obviously some glitches and critics. But, as the education sector is evolving, one can hope for many better and customized options in the near future.
You may also refer few of our articles on elementary education published earlier this year.


Children need lots of explicit and systematic phonics instruction in order to be able to read. Beginning readers need to know that words are made of sounds. They also need to know which letters make each sound. Because all words have vowels in them, it is usually best to begin teaching vowels. It is easier to teach short vowels because they are most commonly found in words with only one vowel. This lesson will focus on a = /a/. Students will review the short a sound, and then the students will practice spelling and reading words with the /a/ sound.
1. Introduce the lesson:
"Today we are going to be learning about the short vowel A and the sound that it makes. Every time you see an /a/ in a word, I want us to make the sound of a crying baby, aaahhh. Ok now I want everyone to act like a baby and make the crying sound… ready, aaahhhh, Good! This sound is a sound that we hear all the time in our language.
2. Introduce the tongue twister to the students.
I will hold up a sentence strip: "Ok, now let’s say this tongue twister together: Adam gave his alligators apples after they asked nicely.
3. Using the overhead and the letter manipulatives, ask the students to name the words that have the aaahhh sound in them and model the way to sound out the sounds in the words to the class. "Who can give me a word that has a crying baby sound? Good, nap. Now, if I were going to spell that word, I would listen to the sounds, /n/, /aaaaaa/ (there’s our sound), and /p/." Practice more words using the Elkonin boxes.
4. "Now I want everyone to get out your boxes and letters and we are going to practice a few words." Have the students leave their letters on their boards and then check the spelling. Start with three phoneme words, and then move to four and five phonemes. (3 phonemes) [s] [a] [d] [l] [a] [p]
[b] [a] [ck] (4 phonemes) [g] [l] [a] [d] [l] [a] [m] [p] (6 phonemes)
[s] [t] [r] [a] [n] [d]
5. "Now I am going to spell a few words back to you. If you know what word I am spelling, raise your hand and you can answer." Without using the boxes, spell out the words to make sure they can read them.
6. With the book A Cat Nap, get into small groups or partners with children and have the students read the book aloud. They can assess each other by grading each other on reading speed, expression, and knowing more words
For an assessment, you can have a picture sheet with lots of different pictures using different sounds and have the students circle the pictures with the /a/ sound in their name. Have pictures of apples, alligators, desks, lamp, shirt, etc.
J. Lloyd. (1995) Teaching Decoding in Holistic Classrooms.
Alison Bradley: Excellent E!!: http://www.auburn.edu/rdggenie/guidelines.html
Laura Earl: Ashley’s Apples
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The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning
Fredrickson, William E., Psychomusicology
The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning, by Richard Parncutt and Gary E. McPherson, (Eds.) Oxford: Oxford University Press, 2002
Among practicing musicians and music teachers there is no shortage of opinion, shared in print or passed from one person to another, on just about any topic one might name related to the performance and teaching of music. The great performers and pedagogues are sought out for their wisdom and expertise. At the same time there is an abundance of research, written primarily by college professors of music education and psychology (and many times their graduate students) that has examined in some detail these same general areas. Eminent scholars are widely published, and in some circles, read. In practical fact the two sources of information, or ways of knowing about music and teaching, pay less attention to each other than the situation warrants (or the participants deserve). The extent to which research can inform practice, and vise versa, are at the heart of The Science and Psychology of Music Performance.
In the introduction to the book, editors Parncutt and McPherson address this issue as central to their rationale for creating something which is much more than another re view of the 1 iterature. The chapter authors were invited to contribute, and paired under specific headings, because as members of a duo they each bring a focus on either the practical or theoretical. It is true that many of these authors have expertise in both ways of knowing about music performance, but the editors have done a good job of developing teams of experts who are able to bring aprimary focus to bear on the task of working in concert with their partner. The result is a volume which comes as close as anything to date in providing understandable explanations of research and practical applications of results.
Three major area headings of the book are used to create the inevitable taxonomy. …


Old Faithful – Geyser in Yellowstone National Park
In Yellowstone National Park in Wyoming, you’ll find impressive geysers that shoot hot water and steam high into the air. The most reliable of these is Old Faithful. Old Faithful plays – or shoots water—every 60 to 90 minutes and goes off about 17 times every day. Old Faithful isn’t the largest geyser in the park, but it’s the one that you’re most likely to see because park rangers can predict when it will go off next.
Old Faithful was first named in 1870 by the Washburn Expedition. This group of explorers and scientists were amazed by Old Faithful’s height and regularity. The geyser has slowed down just a bit since two earthquakes – the 1959 Hebgen Lake earthquake and the 1983 Borah Peak earthquake.
Fun Facts about Old Faithful for Kids
- The water in the geyser is 204 degrees Fahrenheit. The steam has been measured above 350 degrees. That’s as hot as your mom’s oven!
- If you go to look at Old Faithful, you’ll sit on the boardwalk, about 300 feet from the geyser.
- Right before the geyser erupts, you’ll see little jets and squirts of water. Then the geyser will begin to play. It shoots water up to 185 feet in the air. Most two-story houses are between 20 and 30 feet tall. Old Faithful is a lot taller than your house.
- If you visit Yellowstone, you’ll have plenty to do. Besides seeing the geysers, you can go hiking and fishing. You might see moose, bears or even wolves.
Old Faithful Vocabulary
- Impressive: awesome, inspiring
- Reliable: predictable
- Ranger: person who works in national parks or with wildlife
- Regularity: regular, routine, dependable
- Boardwalk: an area with paths and benches
Learn More All About Old Faithful, Geyser in Yellowstone National Park
Check out this cool video all about Old Faithful:
A video of the geyser shooting water up close.
Old Faithful Q&A
Question: How many geysers are in Yellowstone?
Answer: Yellowstone National Park has over half the hydrothermal features in the whole world. There are 300 geysers in the park. The park also has places where hot water bubbles from the earth or forms hot springs.
Question: Is Yellowstone a fun vacation place?
Enjoyed the Easy Science for Kids Website all about Old Faithful info? Take the FREE & fun all about Old Faithful quiz and download FREE Old Faithful worksheet for kids. For lengthy info click here.
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Additional questions and tasks for students are available here for further study.
Unit 4.1: The Aims of Primary Education
What is the relationship between the aims of primary and secondary education?
Is it possible to realise both personal and social aims?
Are there any ‘hidden’ aims within the new statement of aims for primary education?
Some people have suggested that girls and boys have different educational needs, and therefore that they require different aims. Considering single-sex schooling, do these different types of schools have different aims? What are these aims?
This unit has introduced the educational philosophies of Plato, Jean-Jacques Rousseau and John Dewey. Each has his own conception of the aims of education, and each has written about the practical implications of these aims.
Extend your familiarity with educational thinkers by researching the following thinkers, identifying their aims of education:
- John Locke
- Friedrich Froebel
- A.S. Neill of Summerhill.
Unit 4.2: The Curriculum
To what extent do you think politicians should control the primary curriculum?
What are the advantages and disadvantages of local control of the curriculum, for example by teachers and pupils?
What are your views about making a distinction between core subjects and foundation subjects?
Do you agree with the idea that the primary curriculum prior to 1988 was worse than the curriculum post-1988? Support your views by referring to evidence.
Discuss the ways in which teachers can influence changes to the curriculum through democratic and/or professional channels of communication and activism.
Unit 4.4: The Scottish Context for the Curriculum
Which aspects of Curriculum for Excellence do you think offer the most potential to deliver change in Scottish primary schools?
To what extent do you think your teacher education course is delivering the four purposes of the National Curriculum (www.ltscotland.org.uk/curriculumforexcellence/curriculumoverview/aims/fourcapacities.asp) for you as a learner? Does it matter? What might you change to reflect them more closely?
Think back to your own primary education. Can you think of one example of each of the seven principles (Challenge and Enjoyment, Breadth, Progression, Depth, Personalisation and Choice, Coherence, and Relevance) in operation during your primary years?
What do you think is most likely to impede change in Scottish primary schools?
List four ways in which formative assessment might influence the primary school curriculum you provide when you are teaching.
- Why is it important to have summative assessment information also available? How might this influence your curriculum?
- What might happen to the curriculum if a primary teacher was over-reliant on one or the other?
- What else might a teacher have to know about the children in a class and how might this inform the curriculum content and pedagogy?
Work with a colleague on the course. Pick one curricular subject. Consider what might be different about the knowledge, skills, beliefs and experiences that individual children bring to school in relation to one aspect of this subject. How would you find out about their starting points, and how could you use their experiences in your teaching?


‘KARTAVYA’ Paper Presentation : ‘KARTAVYA’ Paper Presentation On “Lack Of Child Education In India” By Anurag Sharma B.Tech In IT Branch 2 nd Year Shri Balwant Institute Of Technology Sonipat (Haryana) What is Education?: What is Education? An educated child should be:- Able to established in goodness outwardly and inwardly. Discovering lasting values to breakdown social barriers. Presently we are unable to suffice the students. Guiding factors of Education: Guiding factors of Education It should be more on grooming to be better humans and able gentleman. Education is not only knowledge oriented but acquiring wisdom. Holistic approach of education. As Mr. Einstein said(technique existence and action knowledge should be the ultimate for the student to be educated). Effect of education on poverty: Effect of education on poverty 40% of the population in India is living below poverty line. This has a great effect on the children. Adequate education given will enable them to lead a decent life. They will also be able to improve the economic status of there family and nation. What is Quality Education?: What is Quality Education? It speaks of complete education not the three R’s only. As three R’s are Reading Writing and Arithmetic. As per Ms. Dana S Watts “Quality education should have programs set up for Intensive Studies (IS) and English. Information Technology (IT) and the use of web 2.0 tools exist in every grade but we have nothing in place to aid our new students a smooth integration into a curriculum which expects a certain level of literacy”. Education In India: Education In India The education in India has improved a lot but still a large number of children are uneducated. The land of ‘The Vedas’ is one of the countries with the highest illiteracy levels. Yet Sarva Shiksha Abhiyan and NLM(National Literacy Mission) are existing. It is to be noted then, where are we failing to educate the minor population. Education Vs Development of India: Education Vs Development of India The proper and good education can help India to become a developed country. With good education our youth could be able to remove corruption from the country. The technological advancement of the country is possible with good education of children. Why there is lack of child education in India?: Why there is lack of child education in India? The main hurdles in between a child and education are:- Poverty. Lack of awareness. Lack of opportunities. Slavery. Government Education plans: Government Education plans Sarva Shiksha Abhiyan Right To Education Act. Ladli Yojna . Mid-day meal. Sarva Shiksha Abhiyan (Education For All) : Sarva Shiksha Abhiyan (Education For All) Indian government program aimed at the universalization of elementary education. It is mandated by the 86 th amendment to the constitution of India. It aims to provide free and compulsory education to children of age group 6-14. In 2001 the number of benefited children was 205 million. Goal of “Sarva Shiksha Abhiyan” for year 2011: Goal of “ Sarva Shiksha Abhiyan ” for year 2011 Open new schools in backward areas and expand existing school infrastructure. Increase the number of qualified teachers and provide training and development for existing teachers. Provide quality elementary education including life skills with the special focus on the education of girls and children with the special needs. Benefits of RTE act: Benefits of RTE act Because of RTE act people are now aware about the importance of education for there children. Number of school going children has increased. SC, ST And OBC’s children are getting financial help form the government. Scholarship is provided by the govt. to the poor students and brilliant students. Now there are schools like Pratibha Vidyalayas and Navodaya Vidyalayas . Delusions of India’s Iconic Growth: Delusions of India’s Iconic Growth Iconic growth of India can not be the parameters of child education. A paradigm shift is required to improve the standards of education at primary and secondary level. India becoming a developed nation, we need to plan child education. Our Brand Ambassadors can contribute. Suggestions: Suggestions Mother tongue can be the medium of instruction . English as (ESL) could be imparted. As technique existence action knowledge. Promising a holistic approach is the need of the hour. Inspiration of students with regular appraisals are required. THANK YOU! FOR LISTNING ME: THANK YOU! FOR LISTNING ME Questions?


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I am a textile artist getting certification in art education.
Several processes in the fiber arts utilize water. Feltmaking
would be an exciting process to investigate with students. Wool fibers
are carded(combed so they lie in the same direction) and formed into
layers called batts. Wool fibers will stick together quite nicely.The
batts or layers are laid one on top of the other. The wool fibers in
each layer should lay perpendicular to the layer next to it. The stack
of batts are wrapped loosely in a fine netting. This must be stitched in
place (stitches can be large and loose) to keep the bundle together. This
bundle must then be immersed in warm soapy water. Working in the water it must
be pressed, twisted and squeezed so the wool fibers will join together
making felt. Move the bundle to a soapy cold water bath.
Continue to press, squeeze and twist the felt. Change back to a warm
water bath. It will be obvious when the felt has formed. The felting
process may take 10 to 20 minutes depending on the person making it.
There are books focusing entirely on felt that are quite good. I will
send these later.
Hope this is helpful.Good Luck!p


TC Gives Students Voice Through Art Exhibit
Students at The Heritage School in East Harlem recently exhibited the products of year-long art projects in Macy Gallery. Their larger-than-life papier-mâché, wire, and cloth covered creations depicted victims whose plights go unrecognized when surrounded by figures representing the blind, deaf, and silent. Students' decision to express themselves in such a political manner came in response to the unexplained detainment of a classmate from Guinea who was held at a Pennsylvania detention center for six weeks when suspected as a potential suicide bomber.
"This is not an unusual experience in adolescent art," said Professor Judith Burton of the program in art and art education. Burton, who helped found Heritage in 1997, further added, "If they've been empowered with skills to work with materials, they can speak out and say things that adults would much rather not hear."
The article, entitled "An Art Class's Lesson in Politics," appeared in the August 25 edition of the New York Times.


Bridge International Academies pupils outperform their peers in neighborhood schools. Download our white paper on the Bridge Effect here to read about our gains in detail.
At Bridge International Academies we use the Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) to evaluate our pupils’ performance. These exams test reading and math comprehension on both a concrete and conceptual level. These foundational skills are extraordinarily important as they are critical to the learning potential of every child. We conduct these exams annually across a sample of thousands of pupils from Bridge International Academies and neighbouring schools, using a third-party assessment firm that specialises in EGRA/EGMA.
In our last study, we compare pupils in Pre-Unit to Class 2 in 2011 to pupils in Classes 2 through 4 in 2013 in the exact same schools. We found that attending Bridge had a significant effect on learning. Compared to their peers attending public schools, Bridge pupils on average gained an additional.32 standard deviations on reading fluency and comprehension over the course of 26 months. For reading fluency, this translates into a gain of 16 words per minute, above and beyond the growth experienced by their academic peers. Bridge’s average reading effect size of .32 translates into almost 252 additional days of learning. The Bridge effect size for maths is also significant – both on a practical and statistical level – at .51 standard deviations, which translates into over 288 additional days of learning.
We also examined a sub-sample of pupils whom we were able to follow over the course of 26 months. Given these pupils’ incoming skill and ability levels, we found that Bridge pupils on average gained an additional .58 standard deviations on reading fluency and comprehension. This translates into a gain of over 20 words per minute for reading fluency. The Bridge effect size for more advanced maths using the tracked sub-sample is also significant at .47 and .48 standard deviations for subtraction and word problems, respectively.


Art Ed Students Make the World Better
Can art lead to clean water? At Kendall it can. Kendall's Art Education students reached out to bring clean water to third-world countries with a unique fund-raiser that was also a part of full-circle curriculum design.
This integrated lesson, written by Art Education Assistant Professor Donna St. John, began with a brain-based, integrated art lesson that examines the art of typography and the science of psychology. An integral par t of the lesson was a psychological concept called "thin-slicing." Discussed in Malcolm Gladwell's book Blink, the concept says that as human beings we are capable of making sense of situations based on the thinnest slice of experience. In this case, the lesson investigated whether what a person wears changes how they feel or affects the first impression that they make on others.
Students studied good design and typography, psychology and first impressions, and the importance of reaching across disciplines to design a stronger educational curriculum for the classroom. Then, putting learning into practice, the students designed a T-Shirt with the express purpose of eliciting a reaction. Amy Tenbarge, a Masters of Art Education student, designed the winning "Make Art, Not War" t-shirt design. Art Education students sold the shirts, raising over $250.00 for the World Vision program to bring clean water to people in need. The lesson plan has been published by the National Education Center.


Issue 345 (June-July 2012)
Excel in Practice
Children Enjoy Handwriting
Words are supposed to be interesting. Why has it become a source of pain to children? Reports show that more than 2% of Hong Kong parents subject their children to dictation and recitation. As a result of the harsh requirement of some parents, some children suffer anxiety disorders such as hitting and scolding themselves after they enter primary school. Parents in general only focus on the quantity of their children’s reading and writing but neglect the important elements that build a firm foundation for literacy. Hence, a lot of effort is spent with little result.
The critical period for early childhood language learning is between ages two to five. In order for a child to identify or write words and develop literacy skills smoothly, they must possess the ideal components of visual perception. The areas of visual perception related to reading and writing are many, including visual-motor coordination, form perception, figure-ground perception, position in space, visual closure, spatial relationship, visual memory and perceptual constancy. Children wholack these relevant skills tend to get similar words mixed up, have slow reading speed, find it hard to identify specified words from a bunch of text. They copy words untidily. They tend to skip or add more pen strokes, copy the wrong word or let the strokes go out of boundaries.
Since 2008, our Child Development and Education Core Business has been actively gathering and analysing various pieces of literature and relevant teaching material on early childhood literacy. We have assembled expertise and experience from early childhood teachers, early childhood educators, occupational therapists, speech therapists and physical therapists to compile a book titled ‘Children Enjoy Handwriting – Theory and Practice in the Development of Early Literacy’. We have also compiled eight series of 14 ‘Children Enjoy Handwriting’ workbooks. We hope to help parents and early childhood educators acquire both theory and practice so that they can have an overall approach on how to foster the development of early childhood
‘Children Enjoy Handwriting’ Helps the Development of Early Childhood Literacy
The ‘Children Enjoy Handwriting’ series aims to develop the eight components of visual perception in children. It is designed with a rich language environment so that children can develop their reading and writing skills naturally in a real, natural, complete, interesting and meaningful context (Huang Rui-jun , 1997). The content is drawn from the children’s living environment, teamed with interesting activities such as: stories, rhymes, riddles, crafts, mini experiments and games. Attached to the back of the workbooks are “Recommended Complementary Activities”. This section encourages parents to accompany their children as they do the exercises. This can broaden the children’s life experiences, consolidate the knowledge and skills they have acquired, as well as improve the parent-child relationship.
A good tool can help parents and teachers gain comprehensive mastery of early childhood literacy development theories and strategies. We, therefore, have also published ‘Children Enjoy Handwriting – Preliteracy Theory and Practice’. This book introduces cultivation strategies and counselling methods that can develop early childhood literacy in a comprehensive way from the theoretical level. This allows parents and early childhood educators to better understand the development of children’s literacy skills, so that they can give each child the appropriate assistance and training and guide children to have fun learning how to read and write. Those who are interested in this teaching kit are welcome to call Miss Tsang at 2731-6222 for further inquiry.
Note: Huang Rui-jun. Children’s Language Experience. Taipei: Wu-Nan Culture Enterprise, 1997
About the Writer: Ms. Leung Lai Fen is the coordinator for our Early Childhood Education Service. She has 30 years of experience in early childhood education, and is involved with numerous projects on early childhood curriculum development and assessment. She has also participated in the publication of over 12 books related to early childhood education.


Yes, the junior was meeting the many academic challenges of her AP classes, but it was the "song and dance" of the school's fine arts program that had captured her heart and was helping create one truly unforgettable high school experience.
Senior year registration was looming, and our student was in a real bind. With so much on her plate, including several advanced college-prep classes and one last state-required nonacademic course, her much loved music participation was in peril.
After three years of deep involvement in both band and chorus, there appeared to be room for only one music class on the girl's already crowded senior schedule. Would she really be forced to abandon band or cut chorus? And, would her parents go to bat for the motivated student in her musical quest to do it all?
Why, from both a scientific and an educational angle, would her mother and father feel this musical dilemma was even worth a second thought?
Well, the two had kept a close eye on their child's academic progress through the years and were firmly convinced that music had helped their daughter develop discipline and focus in and out of the classroom. They were also happy to discover that as their student ramped up her musical involvement in high school, she actually began to excel in math class as well.
In a letter to leaders in education, Secretary of Education Arne Duncan explains that federal law defines the arts as a core subject, and states, "The arts can help students become tenacious, team-oriented problem solvers who are confident and able to think creatively."
A national report by the College Entrance Examination Board also finds that music performance students score 57 points higher on the verbal SAT section and 41 points higher on math than peers who do not participate in the arts.
Researchers are careful to point out that it is difficult to prove music education directly causes a change in student performance, however, multiple scientific studies show a strong association between music participation and positive neurological, educational, and social outcomes.
"Knowledge of music is multidimensional," explain Rohani Omar and colleagues in the journal Brain, "involving abstract objects (compositions, notes), emotions as represented in music, physical sources (instruments), and symbols (musical notation)."
In a study published in Psychology of Music, New York researchers Joseph M. Piro and Camilo Ortiz find that after three years of formal piano instruction, students have "significantly better" vocabulary and verbal sequencing scores than children of the same age with no past music lessons.
Writing a chapter in the 2013 textbook "The Psychology of Music," university professors Laurel J. Trainor and Erin E. Hannon perform an extensive review of the musical development literature, and uncover an association between formal music training and enhanced verbal memory.
Perhaps not surprisingly, the two researchers discover that "musicians are also particularly good at understanding speech presented in a noisy environment."
Noting a stronger brainstem encoding response for musicians placed in such distracting conditions, the authors feel the evidence suggests that musicians are better able to tune in pertinent musical and verbal information while tuning out "irrelevant noise."
A recent research report by the National Endowment for the Arts also links high levels of arts involvement with improved academic and civic outcomes among socially and economically disadvantaged young people.
In his opening notes, NEA chairman Rocco Landesman comments, "I firmly believe that when a school delivers the complete education to which every child is entitled -- an education that very much includes the arts -- the whole child blossoms."
Here's hoping our high school student finds a way to continue her musical journey.
• Dr. Helen Minciotti is a mother of five and a pediatrician with a practice in Schaumburg. She formerly chaired the Department of Pediatrics at Northwest Community Hospital in Arlington Heights.


Preparing to Become a Teacher
Once you have decided to become a teacher, there are several things you should know to help you better prepare yourself.
Do What You Love
One of the most important things to determine when becoming a teacher is deciding what age group and what subjects you want to teach. If you would like to teach a wide variety of subjects, the elementary school grade level is probably a good choice. If you prefer to specialize in one particular subject, such as biology, algebra, or a foreign language, the middle or high school level would be more suitable. When making this decision, keep in mind the basic demand for particular types of teachers in your area. Some subjects and/or grade levels may have a significant need for new teachers, while other segments may be flooded with current teachers and new applications.
Going the Distance
If you are newly out of school, or just finishing up your degree, you might want to consider getting a bit of experience prior to applying for a teaching position. Choose the age group of students you would like to teach, and get a summer job or a part-time job teaching lessons (such as tennis, swimming, or a musical instrument), coach a youth sports team, or become a camp counselor. Another option to consider is becoming a teaching assistant, teacher's aide, or substitute teacher. These types of jobs give you real world work experience, which will help give you a good deal of preparation for teaching on your own.
Become Part of the Community
There are several other things you should keep in mind to help prepare for life as a teacher. Teachers are not only responsible for educating children inside the classroom; they are also responsible for their actions outside of school. Of course the primary job of a teacher is to design lesson plans, engage students in the learning process, understand different teaching practices, provide a healthy and safe learning environment, and evaluate student progress. That being said, teachers are often quite involved in the community to further learning experiences, as well as interacting directly with parents and members of education boards. Teachers often work on teams to plan curriculum, address education concerns, and come up with solutions to improve student learning.
While teachers are always available during the school day, you must also be prepared to be available both before and after school. Typically teachers arrive before school hours to prepare lessons, grade papers, and offer office hours to provide extra help for students. At the end of the school day, teachers remain at the school to offer even more office hours, plan the for the next day, meet with parents, meet with other staff members, and catch up on paperwork. Many teachers also volunteer their time during off hours to coach a team, lead extra curricular activities, or supervise a club.
Finally, consider joining a professional teachers association, or an organization within your specific teaching specialty. Just as you encourage your students to never stop learning, your education and training should also continue. Teachers who stay up to date on the latest technologies, teaching strategies, and real world requirements give their students the best possible foundation to succeed in school and in life.
Schools Offering Early Childhood Education Courses:
Further your education and strengthen your skill set at Rasmussen College
- Early Childhood Education Certificate
- Early Childhood Education Associates - Child Development
- Early Childhood Education Associate's - Special Needs
- And more...
Kaplan University is focused on recognizing the achievements of military and veteran students and offers the flexibility of an online education.
- Bachelor of Science in Early Childhood Administration
At Kaplan University, we offer over 180 degree and certificate programs.
- Undergrad in Early Childhood Development
Brandman University, part of the prestigious 150-year-old Chapman University system is a private, non-profit regionally accredited university that offers a high quality education for non-traditional adult students.
Please Call 855-816-4008 to speak to a customer representative.
- BA in Early Childhood Education
- Bachelor of Arts in Elementary Education with ED-6 Generalist Certification


"Finally, a woman on paper!" exclaimed Alfred Stieglitz in 1916, after he looked at Georgia O’Keeffe’s charcoal drawings. As a prominent photographer and art gallery director, Stieglitz was able to recognize O’Keeffe’s talent and potential as an artist. Under his tutelage and sponsorship, O’Keeffe was able to establish the artistic career of which she had long dreamed. Although independent and determined, early experiences as an art student in an art world that favored men made O’Keeffe pessimistic that she would ever be able to make a living as an artist.
As the second child of seven children, Georgia never commanded much of her parents’ attention, and out of all the children, her character was most anomalous. She never cared to conform and was outspoken and stubborn in her non- conventionality. In fact, the memories she harbored from her early childhood in Sun Prairie, Wisconsin, had to do more with her relationship with her physical environment on her large farm than with people.
Coming from an educated family, Georgia’s mother presided over the education of her children, sending her daughters to have art lessons when Georgia was ten years old. By the time she was in eighth grade, Georgia had already announced her goal to become an artist. Her family moved to Williamsburg, Virginia, in 1903, and she finished her high school education at Chatham Episcopal Institute. She benefited from her art lessons there, and after graduation decided to pursue an art education at the Art Institute of Chicago and then the Art Students League in New York City. Although she enjoyed her education, and her opportunity in New York City to be exposed to the contemporary art world, she felt stifled by the emphasis on realism and replicating old masters.
In 1908, when Georgia returned from her studies in New York, she realized the financial difficulties that her family had been experiencing, and knew she could no longer return to art school. She therefore worked as a commercial artist in Chicago and later moved back home to help her mother. While back in Virginia, she was inspired by Alon Bement’s art classes, which taught the philosophy of Arthur Wesley Dow. She made the decision to accept an art teaching position in Amarillo, Texas. This experience, and the attraction which she had for Texas’ desert landscape, fueled her desire to return to that region. However, in 1914, she decided instead to pursue further study at Columbia Teachers College and at the Art Students League, where she met her lifelong friend Anita Pollitzer. In the fall of 1915, Georgia went back to teach in Columbia, South Carolina, but she continued to produce artwork, sending it occasionally to Pollitzer. Some charcoal drawings were good enough that Pollitzer took them to Stieglitz, who agreed to exhibit them.
After this point, Georgia’s career in the art world started, and after a brief period teaching in Texas again, she returned to New York in 1918. With Stieglitz’s assistance she launched her career as an artist, beginning to paint full-time and developing a romantic relationship with her mentor, whom she eventually married in 1924. During the 1920s, Georgia painted many of her famous flowers, which caused controversy upon first exhibition because of their overt sensuality. She also painted scenes of New York City and Lake George, the two places where she and Stieglitz spent most of their time together.
However, in 1929, O’Keeffe was restless, and decided to return to the southwestern United States for artistic inspiration and to see the landscape to which she was attached. She was excited about the desert, hills, skies, and culture, which was predominantly Roman Catholic and Hispanic. The Catholicism she encountered was extremely spiritual, something she strove to incorporate in her art. She painted the crosses and the mystical adobe churches she encountered. She also enjoyed painting the animal bones she found in the dessert, set against backgrounds of marvelous blue skies and colorful hills.
O’Keeffe returned to New Mexico almost every summer, and during the winter exhibited her paintings in New York. In 1940, she purchased a house at Ghost Ranch, New Mexico. Although it was difficult for her to leave Stieglitz every year, they both realized that it was necessary for her to leave for her creative vitality. In 1946, she left for New Mexico, and a few weeks later, Stieglitz died. Georgia spent the rest of the 1940s and 1950s living in New Mexico, traveling, and settling Stieglitz’s estate. She continued to paint, but had to give it up when her eyesight deteriorated. During the 1970s, a young artist, Juan Hamilton, became her companion, and encouraged her to paint again with the help of an assistant. However, her health continued to decline, and on March 6, 1986, she died.