The arts are slowly but surely reappearing in school curricula across L.A. County, thanks in large part to an initiative called Arts For All. Launched in 2002 by the Los Angeles County Board of Supervisors, the organization is helmed by Director Denise Grande, a passionate advocate for including the arts, from visual to performing, in K-12 education. Grande explains exactly what Arts For All is, and how it works.
What is the current state of the arts in school curricula?
There is a misperception that the arts are not thriving in our schools. There is so much great work happening in many of L.A. County’s school districts. There are principals that are champions, teachers that go above and beyond, and superintendents that understand the importance of the arts.
Tell us a little about Arts For All.
Just like English and math, we believe that the arts are core to every child’s development. When a school district joins Arts For All, the first thing we do is help them formulate a community arts team, which crafts a local policy and then a strategic plan around arts education. We spend time identifying what they believe their young people should be provided with in terms of the arts, and then craft a plan to make that happen over three to five years. And we have a website that offers a directory of cultural institutions and teaching artists who work in schools.
We also pay a lot of attention to data collection. It was data collected by Arts For All in 2009 that shown a light on the fact that students from lower socioeconomic communities have less access to arts education than their peers in higher socioeconomic areas of the county.
How can parents advocate for the arts in schools?
Talk to your school-board members. They make the policy decisions. But if a parent does not know the school-board members, they should find out what is happening in their own school. Tell the principal how important it is for their child to be exposed to the arts. Parents should support arts events in the schools, volunteer for the arts in the schools, and take their child to free arts events around the county. A parent can also talk to their PTA president, if the school has a PTA group.
Another good resource is Arts For LA, which is our advocacy partner. Their website is www.artsforla.org.
If Arts For All is not in their district, how can parents advocate for it?
We take on an average of five new school districts a year, and it’s based on a school district’s interest. In this time of increased money for schools, districts are being called upon to include more parent voices in the decision-making process of how these dollars are going to be spent. Become part of the teams that are informing your district.
What are the long-term benefits of an arts education for our children?
Recently, Thomas Sudhoff, the winner of the 2013 Nobel Prize in physiology or medicine, was asked to name his most influential teacher. He gave credit to his bassoon teacher, who taught him that “the only way to do something right is to practice and listen and practice and listen, hours, and hours, and hours.” He was asked how that connected to science, and he said, “It’s basically the same thing. You need to know something really well. You need to have the attention span and focus to delve deep into that subject area.”
An arts education is not just to create future artists. It’s providing foundational skills that all of us need, no matter what industry we decide to go into.
For more information about Arts For All, visit www.lacountyartsforall.org or contact Amy Phillips at email@example.com or 213-202-5944.


Education is not just about rote learning and giving tests or practice questions. Education has an important and remedial function in balancing the country’s socioeconomic fabric. Because India’s population is its most significant resource, our billion-strong nation requires nurturing and care in the form of basic education to improve its quality of life. This necessitates the whole development of our population, which may be accomplished by laying solid educational foundations. The Ministry of Education (MoE) was established on September 26, 1985, in accordance with the 174th amendment to the Government of India (Allocation of Business) Rules, 1961. Currently, the MoE is divided into two departments:
- Department of School Education & Literacy
- Department of Higher Education
While the Department of School Education and Literacy is in charge of school education and literacy development in the country, the Department of Higher Education oversees one of the world’s largest higher education systems, ranking third only to the United States and China.
The Department of SE & L is focused on “universalizing education” and developing better citizens from our young people. For this, numerous new schemes and efforts are implemented on a regular basis, and these schemes and initiatives have just begun to pay benefits in the shape of increased school enrollment.
The Ministry’s primary goals:
- Creating the National Education Policy and ensuring that it is followed in letter and spirit
- Development plans include expanding access and improving the quality of educational institutions across the country, even in areas where people do not have easy access to education.
- Paying special attention to vulnerable populations such as the poor, women, and minorities
- Scholarships, loan subsidies, and other forms of financial assistance should be made available to qualified students from underserved areas of society.
- Encouraging international cooperation in education, including collaboration with UNESCO, foreign governments, and universities, to improve educational possibilities in the country.
Try Teachmint, an integrated school platform for efficient school management.


Introduction - Mrs Hanlon
Welcome to Nursery, the first of two years of our Early Years Foundation Stage (EYFS). During their time in nursery, children’s learning activities and experiences are underpinned by the seven areas of learning and development set out in the EYFS Statutory Framework. All seven areas are important and inter-connected. There are three prime areas of learning which are crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
These three areas, the prime areas, are:
- communication and language
- physical development
- personal, social and emotional development
There are four further specific areas of learning, through which the three prime areas are strengthened and applied. These specific areas are:
- understanding the world
- expressive arts and design
The EYFS also sets out characteristics of effective learning which encourage children to develop positive learning behaviours. Nursery also have powerful learning characters whose stories introduce the children to the idea of being a powerful learner by being resilient, reflective, reciprocal and resourceful.
If you wish to speak to the class teacher please do not hesitate to speak to a staff member on the door at the beginning or the end of the morning/day or by telephoning the school office to make an appointment.
Children in nursery will take part in a range of physical activities throughout the week. In addition, they will also have a structured P.E. lesson focussing on the directed teaching of specific skills that will take place on Friday morning and children will need the following:
- School P.E. shorts
- School P.E. T–shirt
- Jogging bottoms for outdoor activities during the autumn and winter
Please ensure that your child's P.E. kit is always available in school
Whilst home learning is not formally set in nursery, we encourage parents to read regularly to their children and sing songs and nursery rhymes, both of which are fundamental to language acquisition and literacy development. In the spring term we will also hold a phonics workshop for parents to outline our teaching approaches and ways in which parents can support their child’s phonics learning at home.
We are all really proud of the way our children look in school. The vast majority of children wear their uniform with great pride and this is often commented upon when our children are out of school on trips and visits. Please can you continue to support our school uniform policy as not only does it look smart but it gives our school a real identity.


Research about music pervades every discipline because music touches every area of life. Studies revealing the salutary effects of music can be found not only in music educator research, but in research in psychology, speech and hearing, child development, neuroscience, and increasingly, health and wellness, aging, rehabilitation and recovery. Since my focus is especially in the areas of language and literacy, I research the positive effects of music on reading, writing, and learning languages - and of this, there is no shortage. In this brief Academia article, I share what I’d like to call an “homage-with-references” to our great Superpower, which - as the recent animated movie Soul attests - gives so much meaning to life, for so many.
Lems, K. (2021). Music, Our Human Superpower. Academia Letters, Article 304. https://doi.org/10.20935/AL304.
Applied Linguistics Commons, Early Childhood Education Commons, First and Second Language Acquisition Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Music Education Commons, Other Music Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons


WHAT IS FLUENCY?
Fluency is the ability to perform a skill quickly and accurately. Fluent performances lead to retention, endurance and application of learned skills.
Fluency is also an indication of mastery of a skill. Our program is based on mastery - students move up in difficulty levels when they have mastered (become fluent in) the skill they are working on.
You can see and hear fluency. Fluency is the difference between an expert and beginner, between a real useful skill and a lifetime of struggle. Much like how muscle memory works with sports and musical instruments, fluency in foundational skills opens up avenues for higher order work because they begin to feel “natural.”
We assess your child's initial fluency of base skills like math facts, reading speed, and sounds.
1. THE BASELINE


AWEJ Volume.4 Number.1, 2013 pp. 124 – 138
Main Idea Identification Strategies: EFL Readers’ Awareness and Success
Seham Ali Elashhab
Language Coordinator and Instructor
Interlangues Language School
Ottawa, Ontario, Canada
The present study was designed to determine whether there is a facilitatory relationship between awareness of reading comprehension strategies and their effective use in foreign language reading. To that end, it investigated the effects of reading comprehension strategy awareness and use on main idea comprehension and recall of foreign language texts. Subjects were four Libyan Arabic-speaking readers of English as a foreign language (EFL). Subjects provided written recalls of foreign languages texts, which were assessed according to weightings (Kintsch, 1988) derived from a propositional analysis of the texts (Zerhouni, 1996; Schellings, Van Hout-Wolter, Vermunt, 1996; Roloff, 1999). Subjects also completed a Reading Strategy Survey (Mokhtari & Reichard, 2002) and a semi-structured Reading Strategy Interview. Additional data were derived from the experimenter’s observation of the subjects’ approach to the recall task. The results indicate a positive relationship between reading strategy awareness, use of these strategies and main idea comprehension of the text. The implications of these results for teaching FL reading are discussed.
Keywords: foreign language reading, reading comprehension strategies, strategy awareness, main idea comprehension


Over 20,000 species of bees live on Earth, but only honeybees make honey. Besides making this sweet, delicious treat, honeybees have developed a remarkable system of organization. In a beehive, there are three kinds of bees – the queen, the workers and the drones. But that’s not all about honey bees, each has a special job.
The queen’s one and only job is to lay eggs. In fact, she spends most of her life inside the hive, lying around. The workers probably have the best, but hardest, job. They work together to build cells for the baby bees. They take care of the babies and keep the hive clean and tidy.
Worker bees also gather pollen and turn it into honey. The honey feeds the baby bees and also feeds the bees over the winter. Both the workers and the queen are female. Only the drones are male. The drones’ one and only job is to mate with the queen, which is the only bee that can lay eggs. Once the drone’s job is done, the drone has nothing to do.
If that sounds like a fun job, consider this: after the drone has mated with the queen, the workers don’t give him any food and he starves over the winter. The workers aren’t mean, but they can’t afford to feed members of the hive who don’t contribute.
Read on for more all about honey bees.
Fun Facts about Honey Bees for Kids
- Worker bees pick a few eggs to turn into queens. They feed the developing larvae royal jelly, which is a special type of honey that’s high in nutrients. The royal jelly is what turns an ordinary bee larva into a queen.
- Honeybees pollinate crops, such as apples, pears, watermelon and pumpkins. Without honeybees, these crops wouldn’t grow.
- Honeybees are gentle unless frightened. Beekeepers use smoke to calm them.
- Honey is high in nutrients.
Honey Bee Vocabulary
- System: pattern, method
- Hive: bee home
- Starve: to become ill or even die because of a lack of food
- Larvae: baby insects
- Nutrients: compounds in food that help you grow and stay healthy
Learn More All About Honey Bees
Watch this video documentary all about honey bees:
Many honeybees are dying and scientists are working hard to learn why. This video documentary will help you understand their life cycle.
Honey Bee Q&A
Question 1: Do the workers have special jobs?
Answer 1: Each worker has a role. Some are nursery workers. Some take care of the queen. Some are construction workers, building and repairing the hive. Some are the grocery shoppers of the hive, gathering food daily.
Question 2: How many eggs does a queen lay?
Answer 2: A queen can live for several years and lay up to 2,000 eggs every day.
Question 3: Can a honey sting more than once?
Answer 3: No once a honey bee stings it will die. When the bee stings it leaves part of its abdomen with the sting and it cannot survive. A wasp on the other hand can sting multiple times.
Question 4: Are honey bees aggressive?
Answer 4: Honey bees can be aggressive, but if left alone they are generally mild mannered. Late summer and into the fall is a time when the honey bee seems to show more aggression. Unless you are a trained bee keeper never ever disturb a honey bee hive, they will attack in large numbers to defend the queen.
Question 5: Why are honey bees important?
Answer 5: Our planets ecosystems relies hugely on bees. Did you know about one third of the foods we eat are pollinated by bees. Apart from our human consumption of food needing to be pollinated by bees, birds and many of our small mammals eat berries, seeds and fruits that are also pollinated. If you have a garden you should encourage Mom and Dad to have a range of flowers planted, this will help protect the bee population but also keep your favorite foods on the table.
Question 6: How fast can a honey bee fly?
Answer 6: Have you ever wondered how fast a honey bee can fly? Well the answer is up to 20 miles per hour, but generally around 15 miles per hour because they tend to be carrying water or nectar.
Enjoyed the Easy Science for Kids Website all about Honey Bees info? Take the FREE & fun all about Honey Bees quiz and download FREE Honey Bees worksheet for kids. For lengthy info click here.


Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired!
Music Benefits Math
Did you know that toddler music classes can have an impact on early math development? Here are three benefits sited by Kindermusik International:
Spatial awareness refers to an individual's ability to recognize himself in space - to be aware of the objects around him and his relationship to those objects. This type of reasoning seems to develop more quickly for children who are involved in music classes.
Pattern recognition is another area where children can develop more quickly when involved in toddler music classes. And no wonder! Listening to music is a great workout for the brain! Our minds need to recognize and organize the rhythms and melodies to fully enjoy the music. And we take it a step further when we clap to a steady beat, dance along to the rhythm or use our instruments to play along!
Counting by rote requires repetition. There are many songs in the Kindermusik curriculum that make the memorization of numbers fun. For example, in our Time for Lunch unit, your toddlers learn to count to eight as they sing One Potato, Two Potato while creating an imaginary pot of yummy soup!
Music and math seem to go hand in hand - especially in the toddler music class. If you haven't already, contact us and schedule your free Kindermusik preview class!
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Jessica's Piano Studio
Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience!


The websites below provide a wide variety of hands-on activities, interactive games, quizzes, virtual experiments, and several other materials to engage young minds in immersive learning experiences covering various science topics and phenomena. Using a mixture of science knowledge and technology, children will get to explore the world of science in fun and engaging ways.
NASA Kids' ClubNASA Kids’ Club provides a plethora of space focused games, videos, images and activities to introduce and help kids learn about the world of space.
BrainPOP ScienceBrainPOP offers educational animated videos and lessons covering different science topics. Each featured science topic comes with illustrative videos, quizzes, and accompanying activities.
Discovery KidsAnother excellent source of educational video content to help kids learn about different science topics. The site also provides interactive games and links to mobile science apps for kids.
Science KidsAs its name indicates, Science for Kids is a website that features a treasure trove of educational science materials. These include online games, experiments, lesson plans, quizzes, science projects, free activities and many more.
National Geographic KidsNat Geo Kids enables science lovers to explore the world of science through a collection of apps, games, magazines, toys, videos, and many other materials.
Unfortunately not the ones with chocolate chips.
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According to the definition of High Education Board, Conservatories “are high education institutions that bring up musicians of Music and Stage Arts.” (HEB, 2006:16) Conservatories are in the lead of our institutions which have effects on directing the art education of the country and shaping the culture.
The term Conservatory comes from French “Conservatoire”. It is “Konservatorium” in German, “Conservatorio” in Italian and “Conservatory” in English. The first conservatory in Turkey is called Dâr-ül Elhân (House of Melodies) (established: January 10, 1917) After the proclamation of the republic the name of this institution has been changed to Istanbul Municipality Conservatory. Established after the request of Atatürk, Ankara State Conservatory started teaching on November 1, 1936.
Turkish Music education has a rooted history. Important regulations were made during the Republic period. Conservatory which provides professional music education and in which these leaps and studies focus on and made a big leap forward, are among the most important institutions in formal music education in terms of bringing up professional artists and performers, educators and scientists.
Our conservatory was stablished in 1999, started student admission during the 2001-2002 Academic Year. State Conservatory carries on its activities with 258 students, 55 employees (38 permanent, 7 foreign, 15 substitute), 8 administrative personals.
Educators in Afyon Kocatepe University State Conservatory shares their information and abilities firstly with their students, interest in all the subjects in their fields or their interests, care to bring up the students multidimensional and to communicate effectively with their students, use education and training technologies that are constantly changing and getting bigger every day, are sensitive to the national and international transformations and improvements in the field.
Education duration is 5 years (with the preparatory class) for Turkish Folk Music Department (Instrument Education Art Major and Vocal Training Art Major), 4 years for Turkish Art Music Department (Vocal Training Art Major and Basic Sciences Art Major), Stage Arts Department (Opera Art Major and Choir Art Major) and Music Department (Piano Art Major and Strings Art Major).


Identifying the primary skills that require development among students with dyslexia is critical in reading acquisition. Using the reading development four-phase model, Ehri argues the central stepping stone in the reading acquisition is decoding. The alphabetic principle corresponds to how word-printed maps onto the phonemes in spoken words are represented.
The stages in reading development follow the pre-alphabetic, partial alphabetic, full alphabetic, consolidated alphabetic stages, and automatic. At the emergent stage, the child begins to comprehend words and letters. Partial alphabetic fluency is where the child becomes comfortable with letters and words.
The full alphabetic stage is where the child develops stronger reading skills. The consolidated alphabetic is where the child begins to depend less on the educational crutches necessary to learn new words. Lastly, the automatic or advanced stage is where the child has full fluency in literacy development.
The result of sight word vocabulary assumes a central platform in Ehri’s model. In people with dyslexia, the causal dyslexia model poses that word recognition is the principal difficulty and acknowledges accompanying comprehension deficits possibility.


Psychological assessment is intended to provide a structured, organized, and succinct description of current psychological functioning including cognitive abilities and emotional experience. The purpose of it is to obtain a complete picture of the child by examining the following resources: intelligence, language, adaptive skill and motor skill development, cognitive achievement, learning style, attention level, social development, and emotional maturity.
The most common reason for referring children for a psychological assessment is that there are concerns about children having difficulty acquiring age-appropriate academic skills, or controlling their behaviors. A full psychological assessment will establish a child's strengths and weaknesses and will help in planning an effective teaching program. An assessment will also provide a detailed diagnosis of dyslexia or related difficulties and the psychologist will be able to give recommendations as to what can be done to help, when appropriate.
It may be that the child's difficulties are not regarded as severe enough to recommend assessment with an educational psychologist. However, we feel that children who are experiencing difficulties at school will benefit from an assessment, in order to ascertain the reasons for their difficulties and to ensure that the right kind of help is received as soon as possible.
It is prudent and appropriate practice to re-evaluate young children frequently. Young children demonstrate a great deal of variability in their rates of maturation and acquisition of skills, and especially in their attention and motivation during testing. Since the resulting predictive validity of preschool tests is quite weak, frequent reassessment is needed to provide a current picture of the young child's functioning. In addition, if a young child has been receiving intervention services, the developmental picture may be changing rapidly.
Psychological assessment is not limited to children with problems. Parents who have desires to help their children fulfill their fullest potential can use psychological testing to find out their children’s strengths, weaknesses, and learning styles so as to tailor learning experiences to best suit their children’s unique needs.
Types of Psychological Assessment
1. Intelligence test (IQ)
This is probably one of the most familiar test to the lay person. Intelligence test attempts to measure the child’s intelligence, or his/her basic ability to understand the world around him/her, assimilate its functioning, and apply this knowledge to enhance the quality of his/her life. Intelligence is a measure of a potential, not a measure of what the child has learned.
2. Achievement test
What is not common knowledge is that IQ score in and of itself is not useful. Achievement test is needed to supplement it to obtain a more complete picture of the child. Achievement test attempts to measure either how much the child know about a certain topic (i.e., achieved knowledge), such as mathematics, reading, or spelling. It provides useful information as to the child’s specific strength and weakness in various academic tasks. It also tells us whether the child is performing below, within, or above his/her ability as measured by the IQ test.
3. Adaptive and Developmental Behavior Assessment
This test attempts to measure the child’s development in non-academic/cognitive areas. Usually 4 areas of the child will be assessed. a. Communication: how speaks and understands others, read and write; b. Daily living skills: practical skills needed to take care of self; c. Socialization skills: skills need to get along with others as well as their play activities and leisure time; d. Motor skills: important physical skills
4. Behavior/Emotional Assessment
This type of assessment can help identify whether the child has any behavior or emotional concerns that may benefit from therapeutic or medical intervention. E.g., ADHD, Anxiety, Depression, Autism, etc.


In the United States, youth of color experience a disproportionate amount of human rights abuses. At the systemic level, they encounter emotional and physical trauma and violence through interactions across several institutions, including the incarceration and immigration systems. This experience of trauma is exacerbated when one lacks the language to articulate that a wrong has taken place. Human rights education supplies a vocabulary for demarcating between right and wrong and can empower those who have experienced trauma to reclaim their own human rights. Despite this, youth across the United States still lack access to human rights language and education. There have been few comprehensive studies within the country which measure basic human rights knowledge of youth of secondary school age. This research overview will examine this knowledge deficit. It will also explore how art education and human rights education are interconnected and help further community knowledge of rights. Lastly, this research overview will discuss selected international case studies of art-based education tools and practices that have been used to measure human rights knowledge in youth communities.
Wednesday, June 16, 2021, 1:30 pm – 2:30 pm


Deeply Empathetic People Process Music as a Proxy for Human Connection: Fascinating article providing new research from SMU, Dallas and UCLA about how empathetic (emotionally sensitive) individuals perceive music as a social connection. The study shows that music can simulate actual human interaction. Do we maybe take for granted the depth of music's ability to communicate to us? How do we harness that skill and share it with others?
EVERYONE CAN SING!!: I am so passionate about this. So many people come to me and say they cannot sing. This is categorically UNTRUE. We live in a society that perpetuates the idea that you either have talent or you don't. However, in countries such as Hungary where students begin music lessons as early as 1 year of age, everyone in the country is able to identify pitch, and sing basic folk music by the time they are just 3 years old. Let go of the negative messages from your past and be confident that if you want to sing, we can get there together. It's all about discipline and how much you want it.
Music Lessons Were the Best Thing Your Parents Did For You: Psychological studies continue to uncover more and more benefits that music lessons provide to developing minds.
Ten Reasons To Let Your Kid Major In Music: A great article for parents who may not know some of the unique benefits of a Higher level Music Education. The skills they will learn will serve them well in their life journeys regardless of the path their music education leads them toward.
Readers Digest: Bizarre Things You Never New About Your Voice: A fun article outlining some interesting little known facts about the voice, and also slips in some important vocal health tips.
3 Things Parents Must Tell Their Children When They Begin a Musical Instrument: "There are not many subjects taught in school that have the potential to give our children the life skills they need to be successful beyond their school lives. Our children can learn how to have grit, motivation, problem-solving skills, flexibility, and character during and after their K-12 schooling — and music is the vehicle to teach these skills."
The 4 Stages of Memorizing Music For Performance: A fail-safe ways to be ready for your next performance and give the performance of a lifetime. The secret - it's in how you practice.


Montessori, Sudbury, Waldorf, Steiner: What's the Difference?
December 18, 2019
Noodle breaks down the educational philosophy behind Montessori, Waldorf/Steiner, and Democratic schools.
When trying to decide what type of school is best for your child, it's important to make sure that a school reflects your child's personality and learning needs. Here are the basics you need to know about 3 popular types of alternative schools: Montessori, Waldorf / Steiner, and Democratic schools.
Montessori education emphasizes psychological development, independence, and spontaneous activity. Based on the philosophy that individuals develop themselves through interaction with their surrounding environment, the Montessori classroom typically contains students of mixed ages. Students learn through experience and are provided with uninterrupted blocks of time during during which they choose from a variety of different educational activities. In elementary, middle and high school, materials and lessons cover a wide variety of subjects, including work in mathematics, language, history, science and art.
Waldorf / Steiner Schools
Waldorf (also known as Steiner) education is characterized by interdisciplinary learning that emphasizes the role of imagination and creative thinking. Students are encouraged to develop analytic and creative thinking skills in order to become free, morally responsible individuals. In the U.S. there are both public and private Waldorf schools.
The approach is based on the philosopher Rudolf Steiner's theory of educational development. Curriculum is structured around 3 major stages: early childhood (birth through age 7), elementary school years (ages 7-14) and adolescence (ages 14-18).
According to Steiner, early childhood learning is experiential and imitation-based. Students are given ample time for guided free play in a home-like environment and outdoors. Children learn through interaction with simple materials, nature, songs and story-telling. Emphasis is placed on helping children experience daily, monthly and annual rhythms.
Elementary education centers around a multi-disciplinary arts-based curriculum that often involves arts, craft, drama, movement, and music. Students learn 2 foreign languages, with afternoons often devoted to languages arts and mathematics.
High school curriculum focuses more strongly on traditional academic subjects. It is designed to foster a sense of social responsibility and ethical understanding in students. Pupils are encouraged to think independently and creatively.
Democratic schools are unique in that students are responsible for their own education. Schools do not have set curriculum or academic grades. During the school day, students are free to choose what they'd like to do and education takes place primarily through free play with students of all age groups. Democratic schools are governed by democracy in which each student and faculty member has one vote and school-wide rules are decided by the majority.
Although the Russian novelist Leo Tolstoy was one of the first practitioners of democratic education, the first American democratic school, the Sudbury School, was founded in 1968 and was followed the next year by the Albany Free School.
These are just a few of the options to explore when choosing a school for your child. Learn more about charter, magnet and parochial schools or start a Noodle search to get recommendations for K-12 schools that fit your family's needs and preferences.
Image Sources: Montessori; Waldorf, Sudbury


Budding adults who begin college in order to become teachers almost always major in education. A bachelor’s degree in education is fashioned to prepare individuals for teaching careers. Students must pass state exams in addition to earning a bachelor’s degree in most states. A majority of colleges and universities offer classes that provide the preparation for additional state certification requirements.
Since there is a teacher shortage across the country, a many states have created alternative requirements for individuals who would like to become teachers. Typically, this allows individuals with a bachelor’s degree in something other than education to take courses for the teaching credential. These individuals would not need to start at the beginning of the program in order to become a teacher.
Even though there is an alternate option, a bachelor’s degree in education will provide a solid underpinning that prepares students for the classroom. Bachelor’s degree programs that are designed to lead to certification may focus on early childhood education, elementary education, or special-education. There are minimal credential requirements associated with such programs that students must meet in order to become teachers.
There is a slightly different course of study for those who wish to teach on the secondary, high school, level. The area of focus would not be “secondary education” but simply the subject matter that they desire to teach. The area of focus might be English education, mathematics, science, or social science. Some of these programs are not geared for complete teacher certification, and other credentials are required post-graduation. Depending on the state, a master’s degree may be required to teach at the high school level.
Usually in states where a master’s degree is required for teaching on the secondary level, a bachelor’s degree is needed for teaching on the elementary level. This is why many teachers continue to pursue further education. These individuals start where they can, and attend school while working to move up to the teaching level that they want to be at. Sometimes they will take non-classroom roles like counseling.
A bachelor’s degree in education may include the following classes: introduction to teaching, teaching reading, teaching social studies, teaching science; teaching mathematics, and methods of foreign language instruction. It is more likely now that before that teachers will encounter bilingual and multicultural education.
If you desire to learn how to teach, get a bachelor’s degree in education. You will learn the art of imparting knowledge, not just providing knowledge.


Parenting & Self-Care
8 Ways to Foster Resilience in Your Child
The ability to overcome negative emotions is called resilience. How can you build this emotional skill in your child? Read our 8 tips for fostering resilience.
The hardships related to COVID—fear, uncertainty, financial insecurity, and so forth—have influenced the number of interactions caregivers have with children. This is affecting cognitive development.
The ability to rhyme is one of the best predictors of how easily a child will learn to read. Rhyming helps a child distinguish between different sounds. And, rhyming helps a child notice patterns and sounds within words.
When your child is showing interest in the food on your plate, chewing chunky pureed foods easily, and sitting up straight without assistance, it may be time to introduce finger foods…cautiously, and with your pediatrician’s approval.
Motor-skill development begins in the womb, and improves steadily after a child’s birth. As with fine-motor skills, gross-motor skill development follows a predictable path.
Consider these strategies to create positive experiences during eating and mealtimes.
With every advancement in fine-motor skills, a child becomes increasingly independent. What fine-motor skills will your child develop in the first six months?
A resilient child thrives in the classroom, tending to have fewer or milder behavioral and emotional problems, greater engagement in school, and stronger academic skills.
Children can learn what’s “appropriate” from observation and discussion, but teaching them skills to navigate challenging or new situations can better prepare them to be successful in the future. Some of these skills include self-regulation and mindfulness—two skills that go hand in hand.
A child’s social-emotional development creates the context in which they develop and exercise all of their other abilities. Discover four critical social-emotional milestones for you to watch for during baby’s first year.
Developing perseverance early in childhood leads to later academic success. Read our 3 tips for fostering persistence.
A child’s social-emotional development creates the context in which they develop and exercise all of their other abilities. Discover four critical social-emotional milestones for you to watch for during months four to six.
How much time is appropriate for your young child to spend looking at screens? Is it developmentally appropriate for your child to even be looking at screens at all? Get the latest information from The American Academy of Pediatrics (AAP) and others.


HW 4.1 Reflection on My Practice in Developing ELs Content and Language Proficiency
Providing Cognitively Challenging Activities (CA)
|Learning Outcome||Pedagogical Intent||Student Position|
Employ a variety of strategies, materials and resources in standards-based ESL and content instruction
Assessment: 50 pts.
Due: Session 5
Through observing and learning about the teaching practice of a teacher in relationship to one of the Standards for Effective Pedagogy, the teacher can enact the standard in his or her own teaching.
Students have learned about how to teach second language learners and promote their language and literacy development. They are now ready to consider how they can differentiate their instruction through the use of the Standards for Effective Pedagogy.
- Last week you watched a VideoEthnography that taught you about Challenging Activities (CA).
- Identify an activity where you already provide challenging activities or which you could modify to build students thinking.
- Using I (your personal voice) describe your experience this week in creating and enacting challenging activities. Provide details. Think about your students and your own actions and responses (including learning) in your account.
- Connect your description to what you learned from the video or perspectives.
- Use your AHA to further develop your thinking and raise new questions for your practice.
- Submit your reflection and be prepared to talk about your learning in class.
End-of-Chapter Survey: How would you rate the overall quality of this chapter?
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4 Tips and Tricks to Enhance Your Child’s Numeracy Skills
Think about how often you come across numbers in your everyday life. We use numbers for everything, from shopping to cooking and in many other aspects of our daily lives. Numbers are all around us, and we use them every day. This is exactly why it’s so important for children to develop strong numeracy skills early on.
Numeracy skills are the backbone of our society. Therefore, we need to help children develop these skills at an early age. In order for children to succeed in school, they need a solid understanding of basic math concepts.
As a parent, you play a crucial role in helping your child develop numeracy skills. It might seem like a daunting task at first. However, developing number skills can be made easier when we make it fun. Whether you and your child are cooking together or playing a new board game, there are plenty of activities that can help build your little one’s basic math skills. Here are some tips and tricks to help you get started!
Teach your child how to count
It may seem like we live in a world where counting has become less crucial in day-to-day life, but it’s still an essential basic skill. Counting is the building block of math, and it’s a skill children need to acquire at an early age. It may seem difficult at first, but it gets easier with practice. There are some tricks you can try with your little one that will help him or her learn how to count more easily.
It is common for children to memorize spoken numbers before they learn what the written forms of each number look like. You can use melodic rhymes and songs to help your child learn how to recite numbers repetitively. The internet is an excellent resource if you’re looking for counting rhymes and songs for kids. Some of the most popular ones include "Five Little Ducks" and "One, Two, Buckle My Shoe".
Incorporate math into your everyday life
Doing math with your kids doesn't have to be a chore! There are plenty of activities you can do at home that will help you demonstrate the fundamentals of math for your kids in an exciting and hands-on way. Incorporate numbers into your daily conversations. For example, when you ask your child to help out in the kitchen, you can be specific with your instructions and say something like, "Can you please grab four spoons for me?" or, "Please get me one saucer for the dip."
If your child is old enough to understand the concept of measurements (like cups or liters), you can enlist his or her help as you bake and cook. These activities give children a fun opportunity to practice the concept of measurements by measuring ingredients in the kitchen.
Make learning fun through games and play
Not everyone finds math enjoyable, but learning the basics of math doesn't have to be boring. Math concepts can actually make for some pretty fun and creative lessons that your child will enjoy. The key is finding a way to make learning math interactive and engaging.
There are many ways to make learning math fun for kids. You may choose to make activities interactive, or you can utilize different tools such as games, puzzles, or toys (even Lava lamps!) Try using colorful building blocks or straws, and ask your child to sort them according to colors. Then, ask them how many blocks or straws there are in each color group.
Even though some kids have an aversion to math, your child may dread learning about math concepts less if you incorporate games and fun into learning math at home.
Create activities that involve math
Another fun way you can help improve your child's numeracy skills is by engaging in arts and crafts. Art is an excellent medium for learning about shapes, colors, lines, and more math-related concepts. Let your child channel their inner artist by providing an opportunity to work on arts and crafts projects, such as making accessories with beads of various shapes and colors. You can also make use of materials available at your disposal, such as pasta, popsicle sticks, and other household items.
For elementary school-aged students, the world of math can be fun to explore! You can boost your child's numeracy skills during his or her early years by using these tips!
If you reside in Racine, Wisconsin, we at Mrs. Myers’ Reading Room can help you raise successful and confident learners, regardless of their current reading level. Click here to learn more about our programs.


What are the main numeracy skills you need to be more effective at your work and business? Have you ever asked yourself this question?
Do you know that numeracy skills are very important math skills that are useful not only for children in the school and for your job application and a resume?
If you want to be a successful businessman, worker, manager, leader or student, you will definitely need at least some basic mathematical skills.
Here you will find a numeracy skills definition, meaning, examples and a list of most important of them.
Numeracy Skills. List, definition and examples.
What are numeracy skills?
Numeracy skills are basic mathematical skills that include a range of abilities to understand and analyse numerical information and to make the right conclusions and decisions. They also include the ability to express ideas and situations using numerical or mathematical information.
Mathematics is a science with a key role for a career of the people who deal with technology, finance, banking, engineering – all professions of the future. It can be lucrative and interesting. But maths also is everywhere in our daily life – in purchases, in vacancy costs, in banking interests and taxes, in home rents and more….
To have numeracy skills doesn’t mean to be a great mathematician. It means to have some basic math skills plus some analytical thinking.
Lets see a list of the main numeracy skills:
- Knowledge of numbers and figures;
- Understanding relationships between numbers;
- Interpreting mathematical information;
- Ability to remember;
- Visual perception of information;
- Ability to organize information;
- Argumentation and logical thinking;
- Calculation skills;
- Understanding trends;
- Language skills;
- Scheduling or budgeting;
- Measurement and data analysis;
- Working with graphical information and specialized software such as data visualization software and flowchart software;
The above numeracy skills are enough for your daily life and can be a great basic for your business skills and qualities.
- Attention To Detail: Effects On The Employee And Employer!
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Specially Designed Instruction
The Waxahachie ISD Special Education Department is committed to supporting all students to ensure educational success in the least restrictive environment. Efforts to fulfill this statement are reflected by the many services provided for students with disabilities, ages 3 through 21 (and beginning at birth for those who are deaf or hard of hearing and those with visual impairments). A continuum of instructional settings for special needs is found on each campus. Special Education supports and services the district.
Special Education is defined as support and services provided by special and general education personnel to meet the individualized needs of students with documented disabilities.
To be eligible for special education, the student must be between the ages of 3 and 21 (from birth for AI or VI). The student must have documentation of one or more of the disabilities listed below (as defined by the federal law titled Individuals with Disabilities Education Improvement Act, IDEIA) and demonstrate an educational need that requires specially designed instruction:
- Auditory Impairment (AI)
- Autism (AU)
- Emotional Disturbance (ED)
- Intellectual Disability (ID)
- Multiple disabilities
- Non-Categorical Early Childhood (NCEC)
- Orthopedic Impairment (OI)
- Other Health Impairment (OHI)
- Specific Learning Disability (LD)
- Speech or Language Impairment (SLD)
- Traumatic Brain Injury (TBI)
- Visual Impairment (VI)
In addition, under IDEIA, “related services" are a wide array of supportive services provided to children with disabilities to assist them in benefiting from special education. Specifically, the IDEIA defines related services like transportation and such developmental, corrective, and other supportive services necessary for a child with a disability to benefit from special education. The need for related services is typically considered during the student’s admission, review, and dismissal (ARD) committee meeting as the committee reviews and discusses the student’s evaluation data.
Special education services are provided on all district campuses PK-12. A request for a special education evaluation may be made at any time.
Waxahachie ISD adopted a Dyslexia intervention program provided by special and general education personnel to meet the individualized needs of students with documented disabilities.
The Texas Education Code defines Dyslexia as a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. Students struggling with some or all of the many facets of reading, writing, and/or spelling may be provided specialized assessment in order to determine if they should be identified as a student with dyslexia.
Those students who are identified are provided with an appropriate instructional program. The WISD Dyslexia Program includes the components of phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension strategies. The instructional strategies utilize research-based, explicit, multisensory phonetic methods and a variety of writing and spelling components to meet the specific learning needs of each individual student.
The guidelines and procedures adopted are designed to correlate to the identification and instruction of students with dyslexia and related disorders adopted by the State Board of Education in 1992 and most recently updated in November of 2018, mandated by the state of Texas and presented in The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders.
Dyslexia support services are provided on all district campuses K-12. A request for a dyslexia evaluation may be made at any time.
Special Education Department
1000 US Hwy. 77 North
Waxahachie, TX 75165
(972) 923-4663 fax
The information contained on this website has been included for general informational purposes only. Any posted information and/or external website links listed on this website regarding agencies and/or services shall not be taken as a recommendation or endorsement by the Waxahachie Independent School District and/or the Special Education Department. The Waxahachie Independent School District and the Special Education Department do not assume and are not responsible for any liability and cannot guarantee that quality content standards will be maintained at these linked websites.


Authentic Student Assessment Through Digital Technologies
This project aimed to identify different forms of assessment, and how they can be redefined in a digital classroom. It also aimed to increase teacher efficacy by deepening their understanding of assessment, while building their capacity to do so.
Pedagogical Documentation in ELD Classrooms
Using pedagogical documentation, portfolios and collaboration to support language and literacy acquisition, inclusion, and reflection in the secondary ELD (English Literacy Development) classroom.
Keyword(s):eld, literacy, pedagogical documentation
Livable and Sustainable Communities Exploration Through Minecraft: A Joint Science and Geography Collaboration
A CGC 1D1 and SNC 1D1 interdisciplinary inquiry project exploring livability and sustainability in Canada. Students using Minecraft Education Edition as a platform to build virtual livable and sustainable communities.
Keyword(s):inquiry, interdisciplinary, minecraft education edition
Capturing the Process of Healthy Active Living Education Learners Making Their Thinking Visible
To foster a culture of thinking in Healthy Active Living Education classes by implementing Visible Thinking approaches into our pedagogical practices using technology to collect evidence of understanding through observation, conversation and product.
Exploring the Use of Google Tech Tools to Support Interactive Learning Opportunities and Quality Assessment Within the Learning Environment
Integrating innovative technological tools within our teaching practice to benefit and streamline the delivery of lessons and assessment in order to improve the efficiency of learning.


why the arts?
You might already know a lot of reasons why your student and you should pursue the arts: it's fun, it's pretty, it's a great way to spend an afternoon. BUT do you know all the reasons why studying the arts at every age is important? So is consuming the arts. We've gathered some useful tools for everyone's studies as well as several articles that continue to offer all the reasons why once you start down the path of the arts you're sure to keep it in your world.
For ongoing thoughts from Sheila on Arts Education, Arts in the City, and the Arts and YOU, be sure to check-out our FAME Forum Blog too.
Below you will find a variety of links about the importance of educating the creative mind. The information on these websites provide a more in-depth look at what the arts can do for every learner. Our goal is to help students and parents have a greater understanding about what they are studying, why they are studying, and how they can enhance it all.
arts in the city
Chicago Free Street Theater
Chicago Free Museum Days
Chicago Civic Orchestra
Chicago Park District Events
benefits of arts education
10 Reasons Why Kids NEED Art & Music
The Argument for Music Education
The Importance of Music Education
The Benefits of Visual Arts
The Impact of Arts Education on Workforce Preparation.
Facts & Figures: data on the benefits and decline of arts education.
learning tips, tricks, and tools
Voice Dr: Brandon Baird, MD
Alexander Technique for Musicians
Types of Poetry
What is Suzuki?


When discussing the development of children, communication plays a large role in healthy growth. However, when the word comes to mind, many people think of the classic components of communication, like a child’s inquisitiveness or willingness to collaborate. A less focused upon aspect of healthy communication is bilingualism, which provides a host of benefits in the cognitive development of children.
When a child speaks more than one language, their comprehension and communication skills accelerate. According to the Department of Education, bilingual children “have advantages, not only in their literacy development, but in the development of problem-solving skills and other areas of cognition.” Functioning as a supplement to early childhood learning, multilingual instruction can have a resounding positive effect in the academic performance of children, in subjects like English and Math.
In the Home
Children who grow up learning more than one language are exposed to newer opportunities and unique experiences. With each new language comes a new culture to immerse yourself in; for children, it is no different. Multilingualism allows a child to develop a sense of identity, as well as pique their interest in learning about new lifestyles and cultures. In this way, they can instill in themselves a sense of tolerance that positively impacts the interactions they have with those different from them.
More than the social and emotional implications of bilingualism, there also come multiple health benefits. According to a study published in 2012, being bilingual or multilingual delays the symptoms of neurodegenerative diseases like dementia and alzheimers. In addition, bilingualism is linked to faster stroke recovery. These benefits come from the strengthened cognitive reserve an individual has when they speak more than one language.
For children, one of the most rewarding skills they can gain is to speak more than one language. When introduced in their youth, they will reap the benefits of bilingualism for the rest of their lives. At Bamrec Preschool, our dual English-Arabic learning environment provides the excitement of learning a new language, as well as the enrichment of bilingualism in one’s life.


THE PAKISTAN DEVELOPMENT REVIEW
Education System in Pakistan: Lessons Learned and the Way Forward.
After six decades of its existence, Pakistan finds itself in an educational quagmire. There is not much to show in terms of national, provincial and local indicators of a standard variety. At the international level, the country has earned the notoriety of being regularly lower down on all known indices and league tables on human development, competitiveness and governance. Neglect of education lies at the heart of the problem. This is surprising because the thinking on the nature of the educational system required for the newly emerging country had started quite early. An All Pakistan Educational Conference was held on November 27, 1947 in Karachi. Education thus was the subject of the very first professional conference held in the country, bringing together all the stakeholders. The Father of the Nation set the guidelines in his detailed message: “Under foreign rule for over a century, in the very nature of things, I regret, sufficient attention has not been paid to the education of our people, and if we are to make any real, speedy and substantial progress, we must earnestly tackle this question and bring our educational policy and programme on the lines suited to the genius of our people, consonant with our history and culture and having regard to the modern conditions and vast developments that have taken place all over the world” [Tahir (1980), p.39]. Throughout his political career, Jinnah championed the cause of education. A number of critical issues which continue to bedevil the educational planners of Pakistan to this day, were identified by him long before the freedom struggle for Pakistan came to fruition. These include compulsory elementary education, nonelitist education, technical and vocational education for school leavers, merit-based higher education, equal opportunities for women, and adequate resourcing [Tahir (2002)]. The order of national priorities for him was education, economic development and then defence. The record of performance since independence shows a reversal of these priorities [Tahir (2008)]. Far from the welfare state envisaged by him, Pakistan has become an incorrigible security state. There are thus many lessons that have not been learned. This paper has space to focus only a few.
Pakistan Institute of Development Economics
© 2022 Pakistan Institute of Development Economics


Arts and crafts aren’t just fun ways for kids to pass the time. Getting into art at a young age can also benefit children in a number of ways. For example, research has shown participating in activities like music, dance, theater, drawing, and painting can help kids develop their social skills and better regulate their emotions, according to the National Endowment for the Arts. Exposure to the arts can also benefit children in the areas of motor skill development, decision making, visual learning, language development, cultural awareness, and more, PBS reports.
If you’d like to encourage your kids to get creative, there are plenty of child-friendly art activities to choose from. These five fun art projects for kids can help jumpstart appreciation for the arts.
1. Modigliani self-portraits. This activity offers a twist on a classic art project. Let your children experiment with proportions by taking a page from the Italian painter Amedeo Modigliani and drawing themselves in a “stretched” style, Art Projects for Kids suggests. All you need is construction paper and pastels.
2. Toothpick sculptures. Explore three-dimensional art with only toothpicks, marshmallows, and beads. Thread the beads onto the toothpicks for decoration and connect the toothpicks by sticking them into marshmallows. You can make all kinds of structures, including cubes, pyramids, and much more, according to The Artful Parent.
3. Personalized/handmade art journals. Having your children create an “art journal” or portfolio is a great way to encourage them to store and protect their work, according to Art Projects for Kids. All you need is some old boxes and a 2-hole paper punch to make the covers. Kids can also decorate their journal covers to make them unique.
4. Marbled paper. It’s easier than you think to create a colorful marbled pattern on a piece of paper, according to The Artful Parent. You’ll need shaving foam, a shallow baking dish (e.g. a pie plate), liquid watercolor paints, eyedroppers, a stirring stick, card stock, and something to scrape with (for example, a square piece of cardboard).
First, spray a layer of shaving cream into the baking dish. Then use your eyedropper to add splotches of watercolor paint to the cream. Next, take your stirring stick and swirl the paint around to create a marbled look. Once that’s done, press a piece of card stock into the cream, then scrape off the excess to finish your marbled masterpiece.
At Little Steps, we’re determined to help kids grow and learn with educational and comprehensive care. Our team of pediatric professionals delivers high-quality physical, occupational, and speech therapy services, in addition to running a preschool readiness program. To learn more about child development and our services, please call 847-707-6744 or email email@example.com.


The OECD Teaching and Learning International Survey provides a voice to teachers and school principals. The data and international comparisons contribute to education policy development by identifying shared challenges and learning from different approaches. The survey covers a range of teaching and learning issues, including teachers’ learning and development, work practices, occupational perceptions, and institutional environments, as well as contemporary issues for education systems such as diversity and equity, social and emotional learning of students, educational uses of technology, and environmental and sustainability education.
TALIS aims to collect trend data using a cross-sectional design and self-report instruments administered mostly online. With a steady growth of participating entities over the 2008, 2013, and 2018 cycles, the 2024 core survey at ISCED level 2 will involve more than 50 countries and entities from all continents.
Preparations for TALIS 2024 began in 2021. The timeline includes a pilot study in 2022, a field trial in early 2023, the main survey data collection in 2024, and analyses and reporting in late 2025.
For its fourth cycle, TALIS offers different participation options and modules:
- Surveys of teachers and principals in primary (ISCED level 1) schools and in upper secondary (ISCED level 3) schools
- The Teacher Knowledge Survey
- The TALIS Starting Strong Survey for staff and leaders in early childhood education and care settings (serving ISCED level 0 and/or children under the age of three)
The optional Teacher Knowledge Survey module assesses the strengths and weaknesses of the pedagogical knowledge base, linking opportunities to learn in initial teacher education and professional development with teaching in the 21st century, in diverse classrooms, or using modern approaches.
The Starting Strong Teaching and Learning International Survey seeks to identify strengths and opportunities for early childhood learning and provides staff and setting leaders with an opportunity to share insights related to their professional development, their work with young children, the center and community environment, and the impact they can have on the children in their care. The separate survey in 2018 has been integrated into the TALIS program for its current, second cycle.
TALIS is a fruitful collaboration between participating countries and entities, the OECD, Education International, the European Commission, and an international research consortium led by IEA.
Following the successful implementation of TALIS 2008, 2013, and 2018 by IEA-led partnerships, the consortium for TALIS 2024 includes the Australian Council for Educational Research (ACER) for tasks related to the conceptual development of the core survey and the Teacher Knowledge Survey, RAND Europe, United Kingdom for the development of the TALIS Starting Strong module, and cApStAn, Belgium for linguistic quality control.
As the international study center for TALIS, IEA manages the overall communication and collaboration between the consortium partners, experts, referees, stakeholders, national project managers, and their national center teams.
In close collaboration with consortium partners and experts from academia, IEA coordinates the conceptual development of the survey and its modules by convening expert group meetings, developing frameworks, developing and testing survey instruments, and related analysis plans.
IEA further leads the development and implementation of all survey operations: technical standards, sampling, translation and verification, data collection systems, field operations, manuals and guidelines, quality observations, and data management for the core survey and all optional modules.


Aparna Lucknow, India 601 Questions 0 Answers 0 Best Answers 678 Points View Profile Aparna Asked: September 30, 20212021-09-30T09:38:49+05:30 2021-09-30T09:38:49+05:30In: Polity What is Eighty-Sixth Amendment Act, 2002? What is Eighty-Sixth Amendment Act, 2002? constitution amendment Share Facebook 1 Answer Recent 0 Questions 518 Answers 176 Best Answers 0 Points View Profile Best Answer [Deleted User] 2021-09-30T09:41:30+05:30Added an answer on September 30, 2021 at 9:41 am Eighty-Sixth Amendment Act, 2002 Made elementary education a fundamental right. The newly-added Article 21-A declares that “the State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may determine”. Changed the subject matter of Article 45 in Directive Principles. It now reads— “The State shall endeavour to provide early childhood care and education for all children until they complete the age of six years”. Added a new fundamental duty under Article 51-A which reads— “It shall be the duty of every citizen of India who is a parent or guardian to provide opportunities for education to his child or ward between the age of six and fourteen year. 1 Reply Share Share Share on Facebook Share on Twitter Share on WhatsApp Leave an answerCancel replyYou must login or register to add a new answer. Related Questions What is One Hundred and Fourth Amendment Act, 2020? What is One Hundred and Third Amendment Act, 2019?
Eighty-Sixth Amendment Act, 2002


The right track4 March 2022 2022-12-11 17:35
The right track
The right track
The brain has so many paths that there is always an interesting side road, just like life itself. Marcus takes a different path quite often, which suits him. What may be the right path for him may not at all be the right path for you. Marcus feels good about the path he has taken to do more than just make music. To contribute to a society in which each unique brain is optimally utilized, recognized and acknowledged. Marcus just gets very happy when he can contribute to these two dream destinations:
- Challenging the brain -
1. How cool would it be if people used their own unique brains to the fullest by keeping as many brain pathways active as possible?
- An inclusive society -
2. How wonderful would it be if people saw themselves and others as a fully valid part of society, regardless of brain functioning?
Marcus wants to reach his first dream destination through, among other things, his music. Reaching both destinations will require more than music alone. Marcus is working on several projects. He will keep you updated here and through his socials!
Music education programs
Marcus supports elementary schools to help children experience that every brain is okay. The way our brains are labeled, shaped and challenged, by ourselves and by others, greatly influences our life and school paths. Marcus doesn’t need to convince education experts of that. Every teacher will always strive to bring out the best in each child.
Marcus believes that music education for elementary school consists of much more than just playing and listening to music.
Tell me more!
Marcus is working on a workshop in which, alongside various art forms, acceptance of one’s own and others’ brains is promoted in a playful manner. The piano music and the character Marcus, who also figuratively represents the paths of the brain, are the starting point. Marcus Hikren supports schools to let children leave elementary school with confidence in themselves and others, with an open view towards the future and their possibilities. Those possibilities are endless. And different for everyone.
Education is the prime place to let children experience, through music or otherwise, what their own beautiful and unique brains are not capable of and thus prepare them for the society in which they are growing up. Children grow up in a performance-oriented society where expectations are high. Marcus, like every individual educator, believes that you need to look at what each unique brain can do and wants to contribute to society, rather than making the same sky-high demands on everyone. A pre-university advice doesn’t have to be the norm. Different brains with many different brain paths lead to many different school and life paths.
Brain and dance
Did you know that just watching dance makes your brain dance along? That by stimulating as many other senses as possible besides hearing, you keep more brain pathways active? Marcus is working with a renowned dance company to explore this cool pathway. He’ll keep you posted!


8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn to recognize lines of symmetry in shapes and images.
Students will be able to recognize lines of symmetry within shapes.
Show a selection of shapes on the interactive whiteboard and ask students which of them have symmetry. Then ask students which tool they can use to help determine if a shape has symmetry. You can choose to use a mirror on the board to show the symmetry of a shape.
Explain to students that a line of symmetry divides a shape into two identical parts. Tell students that when you place a mirror on a line of symmetry, the figure remains exactly the same. Show an example of a shape in which the line of symmetry is in the correct place. Then show a shape in which the line of symmetry is in the incorrect place. Ask if students can determine where the line of symmetry belongs on the next given shape. Have the check their line of symmetry by using a mirror. Then students must draw different shapes in which they must determine where to draw the line of symmetry. Then explain to students that lines of symmetry are not only horizontal or vertical, but can be angled as well. Sometimes you must look very closely to see if a line of symmetry is correctly placed or not. Particularly with colors, it is important to make sure that the line is in the correct place.
Check that students are able to recognize lines of symmetry by asking the following questions:
- What is a line of symmetry?
- What must you pay attention to when determining where the line of symmetry belongs?
Students are given exercises in which they must determine if the line of symmetry is placed correctly or incorrectly. They must also select which of the given images has a correctly placed line of symmetry.
Discuss the importance of recognizing the line of symmetry with students. Show students a few shapes and ask them if the line of symmetry is placed correctly or incorrectly. If they believe it is placed correctly, they should stand up. If it is incorrect, they should stay seated. Then ask students to grab three objects that are yellow, red, and blue (for example colored pencils). Show them the picture and ask them to hold up the object that has the same color as the correct line of symmetry.
Students who have difficulty recognizing lines of symmetry can be supported by making use of a mirror. Once they are more comfortable with working with the mirror, they should be able to start recognizing where the line of symmetry belongs without the mirror.
mirrors, paper, pencils, and objects that are yellow, red, and blue.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


We sing about the benefits of music a lot. Some might even call us melomaniacs—people who are passionate about music. (By the way, we are!) After all, we never hesitate to explain how music helps children develop listening skills, supports early language and literacy, builds social and emotional skills, and even boosts balance and coordination. We even belt out a song or two—or twenty—at random times throughout the day. We can’t stop ourselves! We love music.
Survey Says! Music education prepares kids for successful careers.
Apparently, most Americans love music, too, at least when it comes to music preparing them for successful careers. According to a new Harris Interactive Poll of 2,286 adults, 71 percent of Americans say that the teachings and habits from music education equip them to be better team players in their careers and two-thirds confess that music education prepares people with a disciplined approach to problem solving and prepares someone to manage tasks on their job more successfully. Other attributes learned in music classes applicable to successful careers include working as part of a team toward a common goal, striving for individual excellence in a group setting, and flexibility in a work situation.
Ready for the future, celebrating the moment
Children respond to music in profound ways. Music literally lights up all areas—on both hemispheres—of the brain. In our classes, we know that playing music together is more than, well, playing the individual instruments, singing the words, or moving together in a circle dance. It is learning how to work as a group, how to share, how to listen and respond to others, and it’s even about learning that every child’s ideas hold value. Creating music together also imbeds lifelong memories into the banks of our children’s thoughts. So, whether singing a lullaby to your infant each night to signal bedtime, combining music with movement to enhance motor skills and muscle development in a Head Start or Preschool program, or singing the songs together as a family in the car, participating in music classes celebrates the beauty of childhood and gives children skills applicable as an adult in the working world.
Find out more about Kindermusik at www.Kindermusik.com.
Contributed by Lisa Camino Rowell, a freelance writer living in Atlanta, Georgia.


`[This book] has definitely aided my understanding of the processes involved in taking a critical stance and would enable me to pick out and maybe even teach the different facets of critical thinking. It has also developed my knowledge in the field of language and literacy education' - British Journal of Educational Studies. Following other volumes in the Learning to Read Critically series, Learning to Read Critically in Language and Literacy aims to develop skills of critical analysis and research design. It presents a series of examples of `best practice' in language and literacy education research at a time when literacy development and learning through language are key policy issues. This book is an overview of issues in Language and Literacy Education research, as well as a guide to appropriate research methods, and how to do a literature survey. Leading researchers present a research project, together with their gloss on why they did it that way; what they found, or did not find, and why the research worked or in some cases did not work. The book is intended as a reference and teaching text for taught postgraduate courses in the area of language and literacy. This series, edited by Mike Wallace, supports research-based teaching on masters and taught doctorate courses in the humanities and social sciences fields of enquiry. Each book is a 'three in one' text designed to assist advanced course tutors and dissertation supervisors with key research-based teaching tasks and aims to: develop students' critical understanding of research literature. increase students' appreciation of what can be achieved in small-scale investigations similar to those which they undertake for their dissertation. present students with major findings, generalisations and concepts connected to their particular field.
- Part 1 | Critical Reading for Self-Critical Writing
- Part 2 | Developing a Toolkit for Tackling Academic Discourse
- Part 3 | Systematic Literature Reviews: The Impact of Networked ICT on Literacy Education


Campaign and advocacy
World Day Against Child Labour
World Day Against Child Labour - 12 June
The International Labour Organization (ILO) launched the first World Day Against Child Labour in 2002 as a way to highlight the plight of working children. Observed on June 12th, the day is intended to serve as a catalyst for the growing worldwide movement against child labour.
For campaigns before 2020, please click here.
For a world without forced labour, modern slavery, human trafficking and child labour.
Regional Initiative Latin America and the Caribbean Free of Child Labour
The mission of the Regional Initiative is to declare Latin America and the Caribbean the first developing Region in the world to be free of child labor by 2025.
"Music against Child Labour" Initiative
The ILO's International Programme on the Elimination of Child Labour (IPEC), in partnership with an array of renowned conductors, musicians, musicians’ organisations and music education bodies, launches its “Music against Child Labour” Initiative in June 2013.
Child Labour Platform
The leading business initiative to eradicate child labour in supply chains.
SCREAM: Supporting Children's Rights through Education, the Arts and the Media
SCREAM is an education and social mobilization initiative, to help educators worldwide promote understanding and awareness of child labour among young people
Red Card to Child Labour
In several sporting disciplines, but especially in football, the red card sanctions faults which are liable to exclusion from the field. In 2002, the ILO and IPEC decided to use the symbol of the red card to raise awareness in preventing, challenging and eliminating child labour.


In the context of art education, Surrealist games can be a useful tool to disinhibit students and unlock their creativity.More so, they are a valuable component of any open-ended art exploration and a wonderful addition to project-based curriculums.
What is the Reggio Emilia Approach? | Intro to Reggio Emilia Teaching for Parents and Teachers
The Reggio Emilia approach is an innovative teaching philosophy that emphasizes creativity, collaboration, and community. Developed by Loris Malaguzzi, an educator, and a group of parents in Reggio Emilia, Italy, after World War II, this approach has gained worldwide recognition for its child-centered approach to learning. The Reggio Emilia approach is based on the belief


The crosswalk illustrates connections between the Strategic Skills, Core Competencies, and Population Health Competencies and aims to show the competencies needed to perform a specific Strategic Skill. It can be used by health departments, academic institutions, and other public health organizations developing training to better understand the competencies that need to be built within the workforce to address the Strategic Skills.
In addition to the crosswalk, two other resources are available:
Competency/Skills Sets Included in the Crosswalk
The Core Competencies are developed by the Council on Linkages Between Academia and Public Health Practice
and are a consensus set of skills for the broad practice of public health, as defined by the Essential Public Health Services. They represent foundational skills desirable for professionals engaging in the practice, education, and research of public health. The Core Competencies were first released in 2001; the June 2014 version of the Core Competencies was used in this crosswalk.
The Population Health Competencies are a set of skills desirable for population health professionals. These competencies are based on the Core Competencies and are primarily designed for hospital, health system, public health, healthcare, and other professionals engaged in assessment of population health needs and development, delivery, and improvement of population health programs, services, and practices. The Population Health Competencies were released by the Public Health Foundation
(PHF) in March 2019.
The Strategic Skills are a set of broad skills for the governmental public health workforce designed to complement specialized, discipline-specific skills and knowledge. “These strategic skills are consistent with the consensus set of Core Competencies for Public Health Professionals and identify training priorities within these competencies where training is needed” (de Beaumont Foundation, Building Skills for a More Strategic Public Health Workforce: A Call to Action
, 2017, page 14). The Strategic Skills were released by the de Beaumont Foundation
and its National Consortium for Public Health Workforce Development in July 2017.
This crosswalk was developed in June 2020 by PHF in collaboration with the Region 2 Public Health Training Center
at the Columbia University Mailman School of Public Health and in discussion with the de Beaumont Foundation. For more information, please contact Kathleen Amos at firstname.lastname@example.org
This project was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UB6HP31686, Regional Public Health Training Center Program for $767,470.00 (2020). This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS, or the U.S. Government.


Jumpstart reading success and develop lifelong readers
A recent case study confirmed that students who spent just 30 minutes per week in Reading Eggs improved their reading proficiency scores, growing an average of one grade level.
3-in-1 program featuring
Reading Eggs, Fast Phonics,
Built to the five essential
pillars of reading instruction
An eggs-traordinary journey into reading
Ensure reading success by the 3rd grade with a program built on the five essential pillars of reading as identified by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Allow students to incrementally build skills with thoughtful scaffolding and repetition inside a game-like world that makes learning a part of a child’s long-term memory.
Crack the code on reading with systematic phonics instruction designed to close gaps in reading fundamentals. Support special education and intervention needs with explicit instructions, multiple opportunities for learning, and frequent feedback and support. Read about school success in closing literacy gaps.
Early ELL Reading Support
Set up English language learners (ELLs) for success in acquiring English language and reading skills, beginning with literacy instruction created for the emergent reader. The program has been awarded WIDA PRIME V2 Correlations, indicating the ability to meet the listening, speaking, reading, and writing needs of ELLs. See the WIDA PRIME V2 correlations for Reading Eggs and Reading Eggspress.
Learn to read with Reading Eggs
Beginning at an emergent level, Reading Eggs helps pre-K through 2nd grade learners develop foundational skills to learn sounds, letter recognition, spelling, sight words, and basic sentences. After an initial placement test, learners can immediately begin building skills with short, scaffolded instruction and practice developing reading automaticity. Explore a successful case study.
Systematic phonics with Fast Phonics
Teach, reinforce, and assess core phonics skills with 400 quick and fun Fast Phonics lessons entirely focused on systematic phonics instruction. Early readers and those in need of focused intervention will explore letter-sound correspondence, blending, segmenting and spelling, and syllable manipulation inside of a snowy, animated Yeti world.
“I love that the kids are learning to read and having fun at the same time.”
- Shawna Forslund, Computer Lab Teacher
Gans Elementary School, Oklahoma
Read to learn with Reading Eggspress
Encourage proficient reading for 2nd through 6th grade students. Following a short placement test, leveled comprehension lessons stimulate students’ cognitive skills and develop their reading, spelling, and vocabulary through engaging, age-appropriate activities and games.
Data designed to power reading success
Insights into Usage
Educator reports indicate each student’s starting Lexile measure and chart growth throughout the school year as students work through lessons and complete quizzes.
See how students performed on regular formative assessments to pinpoint which skills they are mastering and where intervention may be required.
Insights into Usage
Time-on-task reports reveal how often students are working in the program, and additional dashboards indicate where that time is being spent so that you always have a pulse on what is going on in your classroom.
See why over 8,000 schools partner with us.
Reading Eggs Brochure
Learn more about Reading Eggs' foundational literacy instruction designed to build independent learners.
See Our Success
“[Students] don’t even realize that they’re learning. They think they’re playing, and that’s been great too.”
Reading Eggs is evolving! Check out what's new and what's coming up next.


School of Music
Music: Instrumental--Teacher Certification
Music Theory, Music Education, Aural, Education, Private Lessons
Art Education | Education | Music Education | Music Performance | Music Theory
Dunmire, Caroline E., "Preparation for Collegiate Music Theory and Aural Skills Through Repertoire" (2016). Senior Honors Theses. 624.
Music majors often struggle in first-year music theory and aural skills coursework. These struggles have lead to increased dropout rates among music students. Even those students who succeed in music theory course work often are not able to apply theory concepts to music literature. Some universities have identified this problem and sought to rectify it through offering remedial course work, however the universities should not bear this burden. Success in theory and aural skills is linked to mastery of music fundamentals and basic aural skills. Pre-college studies should focus on these subjects and not place too much emphasis on advanced music theory or performance skills alone. Performance studies represent a relevant and readily available platform in which to gain fundamental theory and aural skills. Performance teachers must take the responsibility to purposely integrate music theory and aural skills into their lessons and rehearsals. The ability to put theory into practice contributes to the making of a whole musician. Students studying theory and aural skills through repertoire will gain a more holistic understanding of music and these skills will have practical meaning for the student.
Art Education Commons, Music Education Commons, Music Performance Commons, Music Theory Commons


Enjoy this Easy Science for Kids New Caledonia Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on New Caledonia. You need to answer all the questions to be able to get your score. You can do this fun quiz about New Caledonia again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about New Caledonia.
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New Caledonia Quiz & FREE Easy Science Quizzes
Our earth science questions for kids are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun New Caledonia Geography quiz helps your kids learn fun facts about New Caledonia while enjoying this FREE online general knowledge quiz for kids.
If your kid is enjoying home-schooling, or is interested in learning about the world we live in, then this is a fun science activity, with reading comprehension benefits for kids in 1st to 5th grades.
Kids will enjoy competing against their classmates and friends, to see who scores better, doing this fun Earth Science quiz game on New Caledonia.
As a reading comprehension fun activity for your kids, you can set a timer to encourage kids to do the reading comprehension training in a faster way, or restrict the number of times they can read about the New Caledonia quiz topic, before they do the actual earth science quizzes for kids.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science quiz games, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers.
You will select the New Caledonia quiz answer they think is correct, and at the end you get the quiz score.
Your child can try doing the New Caledonia quiz multiple times, till gets the perfect score faster, as your kid learns to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about New Caledonia? Check out all our other fun Easy Science Quizzes for Kids and other EasySCIENCE forKids.com. Visit our Geography for Kids all about New Caledonia page. Get lengthy info here.


Photograph of the Carreras Cigarette Factory in Camden. © Debbie Challis, 2014. This photograph shows the Carreras Cigarette Factory, which opened in 1928 and was built in a grand Egyptian-inspired art deco style.
The late nineteenth and twentieth centuries witnessed large-scale European explorations of the archaeology of ancient Egypt, which increased in intensity after the 1882 British occupation of Egypt. Egypt - as a symbol, myth and idea - entered mainstream popular culture in Europe and America in diverse ways; influencing material culture and fine arts, architectural design such as art deco, fashion, literature, and early film.
Photograph of The Carlton Cinema, Essex Road, Islington, London. © Debbie Challis, 2012.
The Carlton Cinema was built by George Coles in 1929-1930 with an Egyptian-style entrance. It was one of the many 1920s cinemas built in this luxurious style.
Modernism, Art and Egypt
The motives and influences of European modernist artists in their appreciation of African and Asian art were diverse and complex. British modernists' appreciation was partly linked with the desire to disrupt the perceived 'genealogical' timeline (from Greek and Rome onwards) that was elevated in British art education; classical arts were positioned above other world arts. Some artists were inspired by the excitement of a personal 'discovery' of an art not considered significant in their training. Terms such as 'primitivism' or 'naïve' were applied to non-western art, demarcating difference to European norms.
The embrace by European artists of material cultures from Africa and Asia, including Ancient Egypt, occurred within the context of European colonialism. Artefacts entered Western ethnographical and fine art markets as a result of imperial exploration and exploitation. Ancient Egypt art was displayed within imperial exhibitions portraying the empire in a benign and grandiose light; for example, the tomb of Tutankhamen was recreated for the 1924 Wembley British Empire exhibition. The reception of art produced in Africa was romanticised and exoticised even by those who admired it.
Ancient Egyptian 'Art'
In 1922 there was an exhibition of 'Egyptian Art' by the Burlington Fine Arts Club in Piccadilly. Membership included notable figures in the art world and was at its peak in the early 1920s. The 1922 exhibition catalogue noted that the idea of 'art' was a concept unfamiliar to the Ancient Egyptians. However, this exhibition displayed material culture from Egypt as art works and thus brought these objects to the attention of contemporary artists.
The above items were lent by the Petrie Museum, UCL, and included an ebony figurine of a woman (UC14210), a fragment of a statuette of a princess from Amarna (UC002) and a carved tusk from the Naqada period (UC15109). The exhibition represents one of several interactions between Egyptologists and the fine art world in this period.
- Why do you think Ancient Egypt became stylish in twentieth century Britain and elsewhere? Do you know of other examples of the ancient world or a culture becoming fashionable?
- What is meant by an 'art object'? Name some art objects. Are there any controversies around art and the art world today? Does 'street art' constitute art, for example? Or how does auctioning art affect its 'value'?
- Research a controversy relating to an 'art object' today. For example, the Benin bronzes or objects from the China Summer Palace in Beijing. Construct and detail how these objects relate to historic events in the British Empire or trade relations. Consider whether the controversies are justified or not.
OCR A Level History. Y320 From Colonialism to Independence: The British Empire 1857 - 1965.