ERIC Number: ED052612
Record Type: Non-Journal
Publication Date: 1971-Jun
Reference Count: N/A
Developmental Efforts in Individualized Learning.
Weisgerber, Robert A.
The readings presented here survey the state of the art in individualized learning as of 1970. They are directly concerned with operational approaches and include descriptions of national systems for the individualization of learning, descriptions of approaches tried in particular schools and colleges, and a look into the future of education as it would be influenced by individualized learning. Illustrations of individualized learning in practice, samples of materials used, and diagrams suggesting various methods of organization round out the picture of current practice in individualized instruction. Several readings are devoted to two national individualized instruction systems, Project PLAN (Program for Learning in Accordance with Needs) and IPI (Individually Prescribed Instruction). A number of individualized programs in use in elementary and secondary schools and in colleges and universities are described more briefly. An article by John I. Goodlad projects the effect of the individualized learning concept on the future of education. The editor provides an introduction to each section, and a subject index is supplied. (Author/JY)
Descriptors: Biology, College Instruction, Computer Assisted Instruction, Demonstration Programs, Educational Improvement, Elementary Education, Geography Instruction, Independent Study, Individualized Instruction, Individualized Programs, Instructional Programs, Management Information Systems, Program Descriptions, Program Development, Program Evaluation, Programed Instruction, Science Instruction, Secondary Education, Teacher Education
F. E. Peacock Publishers, Inc., 401 West Irving Park Road, Itasca, Illinois 60143 ($9.50, paperback $6.40)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A


It’s fun to make friends and play with others, but it’s not always easy to do. You have to make an effort, and you have to know the rules—like ask before joining in, take turns, play fair, and be a good sport. This book teaches social skills for children using the basics of cooperation, getting along, making friends, and being a friend. Includes ideas for games adults can use with kids to reinforce the social skills being taught.
Praise for the series
“Surely needed . . . I heartily applaud this important series.”—Jay A. Monson, Ph.D., professor of elementary education, Utah State University
“Top Five Character Education Series”—Booklist
“Positive, gentle messages are given without preaching.”—Library Media Connection
Supports the domains of Social & Emotional Development, Logic & Reasoning, Language Development, Literacy Knowledge & Skills, and Social Studies Knowledge & Skills in the Head Start Child Development and Early Learning Framework.
MS.1, MS.2, MS. 6
BS.SMS.1, BS.SMS.2, BS.SMS.4, BS.SMS.7, BS.SMS.9, BS.SMS.10
BS.SS.1, BS.SS.2, BS.SS.3, BS.SS.4, BS.SS.5, BS.SS.6, BS.SS.7, BS.SS.8, BS.SS.9


First & Second Grade Sing
Picking up where the Kindergarten Sing program leaves off, Ken Cooper continues reinforcing reading skills with 1st and 2nd grade students. His guitar accompanied singing program supports curriculum by utilizing Open Court unit themes and principles. This year long residency is also linked to California and Sacramento City Unified School District reading standards. Music and lyrics support ELL language exploration and assist with rhyming skills that help bolster CELDT testing.
Using overhead transparencies of song lyrics, children read and sing, as well as learn. The songs featured in this program, including original songs written by Mr. Cooper, coincide with and enhance subject matter contained in the grade level Anthologies. For example, an Open Court unit on fossils would include songs about fossils, dinosaurs, or prehistoric times. Vocabulary used in song lyrics is discussed. Reading comprehension strategies such as visualizing, monitoring reading speed, and making connections to songs are utilized.
By listening, responding, recalling, and rhyming, a student’s letter and sound recognition is reinforced. The 1st and 2nd Grade Sing program provides many other benefits to children. ELL, GATE, and general education students all sing together. Community singing with classmates builds self-esteem and adds enjoyment to language usage in the classroom. Kinesthetic and visual learners needs are addressed and supported. Students learn to focus on the task at hand and follow directions while appreciating live music. Mr. Cooper visits each 1st and 2nd grade group (2 classes per group) one day per week for a 1/2 hour session throughout the entire school year.
Cost: $1000 for one class (25 students or less), $1200 for up to 2 classes combined (50 students), once a week for the entire school year.


- The physchological and intellectual advantages to being in a preschool program
- These programs are expensive and are time consuming to integrate, including salaries and getting qualified teachers.
- If the pre-k program was integrated, it would eventually become mandatory, which is not the best thing for all children.
Thesis Statement- Should Minnesota require the integration of early childhood education programs into the system.
Topic Sentence- There are numerous phycological and intellecual advantages to having a child attend an early childhood education program.
1. Less trouble with the law and longer marriages
2. Helps close acheivement gaps and prepare for the next important step or grade.
3.Those enrolled earn on average a higher income than those who were not enrolled.
4.Key developments that occur through these programs, such as early literacy development, help to prevent large learning disabilities later on.
Topic Sentence- There are many numerous financial and time issues that would occur if preschool programs were integrated.
1. The salaries of the teachers and operating costs would put a financial strain on the public school districts.
2.The concern with curriculum and what the young children should specifiically be taught is very loosely interpretted, and there would need to be extensive organizing and research efforts in order to effectively teach in a similar way.
3.There is no concrete requirements for the type of education that early childhood educators receive, not all teachers would be qualified for the position and their formal training or education could become costly.
Topic Sentence-The integration of preschool would most likely lead to mandatory enrollment, which is not the best thing for every child.
1.Some children would actually have a decline in development based on the quality of the program vs. the education they receive at home or elsewhere.
2. Too much structure for children could lead to the robbing of their freedoms and enjoyment that they have as a young child.
3. When the starting age for formal education lowers, the expectations, which can often be unrealistic, can be raised so high that they clash with what young children can actually accomplish.
4.The expanded time in the classroom could disconnect family life, which s irreplaceable.


Around 60 per cent of pupils achieve good marks in their GCSE exams, but if they come from a worse-off family the percentage comes down to 30. You may think that the solution is to give them more teaching hours in smaller groups. Not that easy.
At Aldaba, we looked at ten of the best pieces of research on after-school tutoring in the world. We found some useful lessons for teachers, policy makers, and school investors.
Longer learning hours, such as tutoring, in addition to standard school hours, have a small impact on literacy and numeracy skills
However, the impact varies depending on the type of intervention and the type of pupil. The chart below provides details on literacy. Bars stretching into the darker grey areas are for interventions whose impacts are stronger and more likely to happen if you try them for the first time.
For example, the impact of literacy tutoring in years 11 to 13 is greater than in earlier years.
We say that longer learning hours have a small impact because if we averaged out all the types of interventions and pupils included in the publication to which the chart refers we would obtain 0.26 on an impact scale that goes from 0 to 1.
Tutoring has a larger impact on literacy for those groups that are smaller than 20 tutees
It is a case of the more pupils, the lower the results, but note we only found this type of evidence in the case of literacy.
Tutoring has a larger impact on both literacy and numeracy if the tutor is certified or if there is an element of peer tutoring
It is no secret to anyone that the person leading the classroom makes a difference. If this person has been formally trained to run after-school tutoring, the chances are the results will be better.
The research we looked at also showed that providing students with a sense of responsibility helps a lot, for example by allowing them to tutor other pupils.
While none of these findings are magic bullets in themselves, they do provide a reference for those interested in designing interventions. The design features highlighted above may be combined in single interventions.
Worse-off families, low prior attainment
The research we looked at does not support the idea that after-school tutoring works better for these two groups. We saw mixed results.
For example, the 2014 publication by Kidron found a small impact on the attainment of pupils from worse-off families, but a moderate one on those who had had low academic achievement in the past.
Our research was part of a collaboration with Impetus-PEF. It built on ten meta-analyses which included 125 types of interventions, and 270 types of outcomes relevant to after-school tutoring. Read our report
The chart is based on Jun 2010, ‘Tutoring adolescents in literacy’. The title of the Kidron 2014 publication is ‘The effects of increased learning time on student academic and non academic outcomes’.
If you have taken the time to read all the way to this final line, please also make the extra effort to leave a comment. We would like to know your opinion.


Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
Year 1 Maths Plans
Hamilton's Y1 maths plans cover all of the statutory objectives of the National Curriculum for England for Year 1.
The Coverage Chart shows you where. The Medium Term Plan lists each week's teaching focus, activities, starter and National Curriculum outcomes cross-referenced to the Hamilton Assessment Plan. There are problem-solving investigations linked to each week’s teaching available in the left hand navigation bar. The Resource List provides a comprehensive list of physical resources suggested by the Hamilton plans. The Outcomes Sheet allows you to record quick day-to-day judgements about children's mastery of objectives in the back of their maths books. Answers to exercises appear at the end of each week's resources document.
This chart will help you if you are trying to use Hamilton Maths Plans and also teach in Blocks. This is an interim stage for Hamilton, as for next year we shall have a completely new flexible planning tool which will enable you to create your own blocks. Meantime, please look at the document carefully - it is three pages not one!
Count to 100; Find one more or one less than any number to 100; Count in 10s from 10; Count in 10s from any number; Find 10 more and 10 less than a given number, estimate a quantity.
Know number bonds to 6, 8, 9 and 10; Add doubles together recording in a number sentence. Add more than two small numbers, spotting pairs to ten and doubles. Method used is mental addition - partitioning. Includes bar model examples.
Recognise 1p, 2p, 5p, 10p, £1 coins; Find totals using more than two coins up to 10p in value; Work out what coins can be used to pay an amount up to 10p; Begin to find all possibilities by making an ordered list; Use place value to count on in tens from single digit numbers and back; Relate counting on in tens to find 10 more/less than any two-digit number. Methods used are mental addition and subtraction. Includes bar model examples.
Estimate, measure and compare objects, choosing and using suitable uniform non-standard or standard units. Children read What's the time Mr Wolf? by Debi Gliori or Colin Hawkins before using vocabulary related to time. They read the time to the hour (o’clock) and half past the hour.
Count in tens; Count in twos using repeated mental addition; Recognise number sequences; Know odd and even numbers; Double numbers to 10, halve even numbers to 20; Use sorting diagrams.
Know what each digit means in a 2-digit number, partition 2-digit numbers into tens and units; Order numbers to 100 on a track, then a beaded line; Compare two numbers less than 100, say which is more or less; Say a number between any given neighbouring pairs of multiples of ten (for example 40 and 50); Investigate and create different 2-digit numbers.
Measure objects using non-standard units of measurements (cubes); Estimate and compare lengths: Use mental subtraction to find a difference in height/length by counting up; Find numbers with a given difference; Begin to use a systematic way of recording results and data. Includes bar model examples.
Understand the term ‘capacity’; Compare different capacities by direct comparison; Estimate, measure and compare capacities using uniform non-standard units; Present data in pictograms and block graphs and answer questions about them.
Using mental addition by partitioning, find pairs to 6, 7, 8, 9 and 10; Begin to relate addition and subtraction facts; Find doubles and near doubles; Add 10 then small multiples of 10 to 2-digit numbers. Using mental subtraction by counting back, subtract 10 and then small multiples of 10 from 2-digit numbers. Includes bar model examples.
Know number bonds to 10 and use pairs to ten to bridge ten (8+2, 8+3…) with visual support; Add single-digit amounts of pence, bridging 10p; Sort calculations according to whether they will bridge ten or not. Method used is mental addition by partitioning. Includes bar model examples.
Find ways to pay amounts up to 20p; Find totals of single-digit prices using known facts or counting on; Add 10p and 20p to two-digit amounts of money; Find change from 10p; Find the difference between amounts of money less than 20p, with a difference of 5p or less. Children use mental addition by partitioning and mental subtraction by counting up.


The literacy and numeracy work students do in Years 11-12 relates more to a specific context across a broad range of work and study options.
Students create imaginative and analytical texts as well as responses for both public audiences and persuasive texts. They have opportunities to engage with a diverse range of literary and non-literary texts to help them develop a sense of themselves, their world and their place in it. They use their numeracy skills to analyse, generalise and translate information into mathematically workable formats. They explore and solve increasingly complex and sophisticated mathematical problems through observation, reflection and logical reasoning.
In order to obtain a Queensland Certificate of Education (QCE), your teenager will need to meet the required Queensland Curriculum & Assessment Authority (QCAA) literacy and numeracy standards outlined at the QCE literacy and numeracy requirements website.
If you have any questions or concerns about your teenager's level of literacy or numeracy you should contact their teacher.
This page was last reviewed on 03 Oct 2017


English As a Second Language
ESL methods are designed to promote language development in the areas of speaking, listening, reading and writing, and ESL instruction is based on the Colorado English Language Development Standards. ESL instruction is offered by highly qualified ESL teachers. Additionally, it is the district expectation that all teachers develop teaching skills in order to help ELLs learn and succeed. This includes providing ample and appropriate opportunities for language development as well as sheltering grade level content in such a way as to make it comprehensible to ELLs.
Who qualifies for ESL?
Students who speak a language other than English at home, or whose parents speak a language other than English at home, may qualify. Upon registration, parents indicate the level of proficiency in English and the home language, then students are given an English proficiency test. Based on how the student scores, they may or may not qualify for ESL services.
What happens in ESL?
Students who qualify for ESL services go daily to the ESL classroom for 45 minutes (or 25 for half-day kindergarten students). Students are pulled in grade level groups, as well as by English proficiency levels when appropriate. This 45 minutes is during the literacy block in their general classroom. Mrs. Youngstrom and Mrs. Colling instruct in the area of literacy (including listening, speaking, reading, and writing), so students are not missing other content work in their class. Our focus is dependent on the needs of a particular group, but can include vocabulary development, reading comprehension strategies, listening comprehension strategies, reading fluency, writing techniques, and various functions and forms of English. Language instruction is provided through meaningful activities that students can enjoy and transfer to life outside of our classroom!


Informatics in Education, 2014, Vol. 13, No. 1, 33–50
© 2014 Vilnius University
Filiz KALELIOĞLU1, Yasemin GÜLBAHAR2
1 Baskent University, Faculty of Education Baglica Campus. Ankara, Turkey
2 Ankara University, Department of Informatics Kecioren Campus. Ankara, Turkey
Computer programming is perceived as an important competence for the development of problem solving skills in addition to logical reasoning. Hence, its integration throughout all educational levels, as well as the early ages, is considered valuable and research studies are carried out to explore the phenomenon in more detail. In light of these facts, this study is an exploratory effort to investigate the effect of Scratch programming on 5th grade primary school students’ problem solving skills. Moreover, the researchers wondered what 5th grade primary school students think about programming. This study was carried out in an explanatory sequential mixed methods design with the participation of 49 primary school students. According to the quantitative results, programming in Scratch platform did not cause any significant differences in the problem solving skills of the primary school students. There is only a non-significant increase in the mean of the factor of “self- confidence in their problem solving ability”. When the thoughts of the primary students were considered, it can be clearly stated that all the students liked programming and wanted to improve their programming. Finally, most of the students found the Scratch platform easy to use.
programming and programming languages; elementary education; improving classroom teaching.
To preview full article text in PDF format click here


Expert Tips: How to Improve Your Everyday Math?
Even some of the brightest students suffer from math fear. Students often struggle to grasp the core concepts of math which make it difficult for them to get good grades. In some cases, just the fear of the subject discourages students from pursuing advanced math course in higher classes.
There are a variety of ways which can help students to better understand mathematics.
Understand rather than memorize
Mathematics is not subject that can be memorized except formula. Often, students try to memorize a sequence of steps in daily math problems rather than understanding why those steps are required in a procedure. For this reason, it is important that students look for why behind the math concepts.
Join a math club
Organizing local math club by like-minded families, parents, or teachers can help students to improve their math problem-solving skill. Try forming a club with 5 or more students with one adult adviser and student coordinator. The personal interaction keeps you motivated and engaged. You can also take local parents’ support and improve your math.
Practice, practice, and practice
Math has its new language and to master math is nothing less than learning a new language. Learning maths require plenty of practice with each concept individually. Some of them may require more practice than others, but more or less you will need a considerable amount of practice to attain fluency in particular math skill.
Do additional exercise
Additional exercises enable a student to apply math concepts to trickier problems, and in this process, they utilize the core concepts of maths. It is all the more important if you are planning to take maths competitions, like AMC (American Math Competition) or IMO (International Math Olympiad). To master math concepts, you need to push your limits beyond regular lessons and practice. Practice brain teaser problems. Doing extra problems will help you grasp the concepts firmly.
Unlike a few subjects, math can’t be understood with a passive mind. Math is a subject where to imbibe its concepts, you need to step out of your comfort zone. You need to memorize formula, understand concepts, keep the concepts studied earlier in mind and draw connections between various step processes involved in a sum. Complicated concepts demand rigorous brainstorming. Of course, all these can’t be done through a passive mind or learner.
Remember, there is no shortcut to learn math. You need sufficient time and practice to master this subject.


The Caterpillars have been dancing away to one of our favorite dance videos, “The Skeleton Dance”. We have been enjoying learning the rhyme “5Little Pumpkins” and reading the book “Green Witch, Green Witch”. Here we are drawing our own spooky jack-O-lanterns.
You may have heard your child singing this classroom favorite song, “Slippery Fish”. Since the children loved the song so much, I printed out character cards for them to explore at choice times during the day. Recalling words, actions and the sequences of classroom songs and rhymes are a fun and authentic way to build vocabulary and foster literacy development. I would refer to this scenario as play based literacy.


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|Bad Kitty gets a bath|
Author: Bruel, Nick
Takes a humorous look at the normal way cats bathe, why it is inappropriate for humans to bathe that way, and the challenges of trying to give a cat a real bath with soap and water. Includes fun facts, glossary, and other information.
|Accelerated Reader Information:|
Interest Level: LG
Reading Level: 3.70
Points: .5 Quiz: 129314
|Reading Counts Information:|
Interest Level: 3-5
Reading Level: 3.50
Points: 3.0 Quiz: 45384
Common Core Standards
Grade 1 → Reading → RL Reading Literature → 1.RL Craft & Structure
Grade 2 → Reading → RL Reading Literature → 2.RL Key Ideas & Details
Grade 2 → Reading → RL Reading Literature → 2.RL Range of Reading & Level of Text Complexity
Grade 2 → Reading → CCR College & Career Readiness Anchor Standards fo
Grade 3 → Reading → RL Literature → 3.RL Key Ideas & Details
Grade 3 → Reading → RL Literature → 3.RL Craft & Structure
Grade 3 → Reading → RL Literature → 3.RL Integration & Knowledge of Ideas
Grade 4 → Reading → RL Literature → 4.RL Key Ideas & Details
Grade 4 → Reading → RL Literature → 4.RL Craft & Structure
Grade 4 → Reading → RL Literature → 4.RL Integration & Knowledge of Ideas
Grade 4 → Reading → RL Literature → Texts Illustrating the Complexity, Quality, & Rang
Grade 2 → Reading → RF Foundational Skills → 2.RF Fluency
Grade 3 → Reading → RF Foundational Skills → 3.RF Fluency
Kirkus Reviews (+) (07/01/08)
School Library Journal (00/10/08)
The Bulletin of the Center for Children's Books (+) (01/09)
Full Text Reviews:
School Library Journal - 10/01/2008 Gr 2-4-Bad Kitty and Poor Puppy are back. This time they are featured in a funny, heavily illustrated "how-to" chapter book that is reminiscent of Kate Klise and M. Sarah Klise's "Regarding the..." titles (Harcourt). The instructions for getting the feline into the water include begging, cajoling, and reverse psychology. The text includes clippings from the Daily Nooz, "Uncle Murray's Fun Facts," a "Quick Quiz," a glossary of cat sounds ("fft!"), and two notes from the editor to the author about what is "unprintable." The resistant cat makes a valiant effort to avoid the procedure but finally-"YEOWR!," "HISSS!"-she is bathed. The pup gets his turn in an epilogue, but without any drama. Bruel's zany illustrations incorporate numerous perspectives that heighten the humor.-Marilyn Ackerman, Brooklyn Public Library, NY Copyright 2008 Reed Business Information. - Copyright 2008 Publishers Weekly, Library Journal and/or School Library Journal used with permission.
Booklist - 10/15/2008 This follow-up to Bad Kitty (2005) pairs Bruel’s witty asides and spastic, tongue-in-cheek commentaries with more high-energy cartoon illustrations. With hyperbolic humor, Bruel describes the dangerous process of cat bathing, from collecting the necessary tools (including cat shampoo and a “suit of armor” for humans), to finding and coaxing Kitty into the water, to dealing with your now-clean-though-very-unhappy animal. (One illustration suggests checking your sneakers for “something awful inside.”) Following all of the scratching and hissing and spitting, a brief epilogue depicts bathing Puppy, a ridiculously simple process that cleverly highlights the elaborateness of Kitty’s ritual. Packed into the chaos are fun facts, such as explanations for why cats hate water and the hows and whys of hairballs; a “glossary of common cat sounds”; a few strategically placed editor’s notes; and a not-so-serious glossary. Whether they prefer cats or dogs, young and reluctant readers will get plenty of laughs from this comic and informative chapter book. - Copyright 2008 Booklist.


What to do with this activity?
If your child needs help with reading, writing or talking in English or Irish, or if they particularly enjoy learning online, try Duolingo.
Duolingo is a free educational website or app (application) that offers learning courses in 23 different languages. We think that you could use Duolingo to boost your child's confidence in English and Irish as school subjects in the Irish Primary School Curriculum.
If there are two languages spoken in your home, your child might enjoy using Duolingo to get practice in expressing themselves in English. Duolingo is great for learning Irish too. Each lesson lets you hear how words are pronounced and gives you short exercises. Even if your child is confident with English and Irish as school subjects, they might enjoy Duolingo as an interactive learning website.
Duolingo asks you to register, but it's 100% free, with no adverts! As a learner, your child can set their own goals, decide how often they want their lessons to be and for how long. Help your child to register and see if it suits them. Don't forget to supervise any internet activity to keep your child safe.
Children gain confidence in speaking through demonstrating their knowledge to others. Chatting and listening to your child will help build their communication skills. Talking about words and their meaning in everyday life will also help build your child’s vocabulary – and your own!
Funny stories are interesting and a good excuse to get your child talking. At mealtimes, each family member could tell something interesting or something funny that happened during the day. Watching TV together can also provide a good opportunity for chat and to discuss what you are watching. Check if your child understands different things they hear and encourage your child to teach you new words and things they have learnt.
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By Lisa Lamont
Estimated Reading Time: 5 minutes
There are many ways parents can assist in preparing their children for school.
Here are five simple ways:
1.Reading With Your Child:
We all read to our children; however, reading with your child is even more beneficial for their early literacy development. When you sit down and read a story with your child, ask questions and talk about what they think is happening. Encourage your child to sit down and have some quiet time with some books by themselves. Have their books where they can reach them and encourage them to sit down and look through them when they want. Just remember a picture can tell a thousand words- ask your child what the pictures are telling them about the story. Your child does not need to know how to read the words in the story to comprehend what is happening in it.
2. Improving Communication:
Help encourage language development by talking with your child. Expressive language will assist in preparation for contributing to conversations and asking questions when they start school. Through communicating with your child, they can develop many skills both mentally and socially. Communication and language skills assist in the development of understanding various social skills to assist your child in being able to communicate appropriately with their peers. Learn more about how to support your child’s speech and language development here.
3. Building Fine Motor Skills:
To help your child develop their fine motor skills provide them with the simple activities such as playdough, puzzles, tongs and scissors. This will help them develop the muscles in their hand which are required to develop correct pencil grip. Show your child how to hold a pencil properly, and encourage this when they are writing or colouring. Teach children how to hold scissors and discuss the process of cutting. Give your child plenty of opportunity to practice and build these skills.
For ideas on activities check out these posts:
4. Teaching Your Child Independence/Self-Help Skills:
Help your child to become independent by encouraging them to do simple things for themselves including dressing, toileting and feeding themselves. This means they may take a little longer to do things, but this is a fundamental life skill for them to develop and they will soon become efficient with practice – which is not only great for them, but will also save you a lot of time!
- Encourage children to pour themselves drinks using a jug or using cutlery to eat their food.
- Practicing how to put shoes and socks on.
- Your child can choose between eating a banana or an apple for morning tea, what spread to put on their sandwich.
- Choosing what activity they want to do or play with.
Encouraging a child to make choices promotes autonomy and independence.
5. Toilet Training Your Child
This is an important skill for your child to develop. Most schools require your child to be able to use the toilet independently before they begin. Give your child opportunities to sit on the toilet to get used it and talk to them about using the toilet particularly when you are changing their nappy.
By implementing these actions they help both you and your child prepare for school!


The Learning Bridge stands apart with a large campus, a range of enrichment activities, and all-organic meals that can flex to accommodate dietary needs and allergies.
GARDENS AND OUTDOOR FACILITIES
- Sensory and vegetable gardens for children to plant seeds, smell herbs, and see things grow
- Large playground and giant sandbox
- Child-safe, poured soft-surface bike track with tricycles for one, two and three riders!
- Summer sprinklers and water tables
Gardening teaches children to work cooperatively in groups, learn about science and nutrition, and create art and stories inspired by plants and flowers. Good nutrition follows naturally!
The whole school goes outside together twice a day, weather permitting. This allows classrooms to mingle, brothers and sisters to visit, and teachers and students to get to know one another.
If the weather keeps us indoors, children work on gross motor skills as they tumble, balance, jump, climb, and dance through our basement recreational room and indoor obstacle course.
organic and flexible food menus
We will work with you to accommodate your family and child's dietary needs.
- Kid-friendly organic meals that exceed USDA and Illinois Board of Education guidelines
- Locally-sourced, grass-fed meats are growth-hormone and antibiotic free
- Nut-free zone: meals are prepared in a peanut-free facility
- Vegetarian, dairy-free or gluten-free meals are available upon request
A DOZEN ENRICHMENT ACTIVITIES
Our community partners help us offer the extras for learning and self-discovery that are crucial to the young child's brain development. Here is a sample of enrichment programs in 2015:
Reading Art -We are fortunate for the expertise of Lindy Rubin, who brings us ‘Reading Art’ to shows and discuss great works of art with the Center’s children. The teachers and Ms. Lindy work together to create ongoing classroom projects around the paintings presented. This program culminates in a field trip to the Art Institute to see the paintings and sculptures in situ.
Jumpstart - A national early education organization that recruits and trains college students interested in serving at-risk preschool children growing up in low-income homes. Our Northwestern University Jumpstart team provides hundreds of hours of support to help children develop the language and literacy skills that support kindergarten readiness.
Dental Hygiene - Two resources support Center children’s dental hygiene: Dr. Richard Vogel visits the school to talk about teeth and their care, leaving behind a generous supply of toothpaste! We also schedule Universal Smiles each year to conduct routine teeth cleaning and fluoride treatments for young children.
Police Reading Program- Working in partnership with the Evanston Police Department, we are piloting a program where police officers in uniform visit the school and read to our students. As students laugh and have fun with these men and women, they also build trust and familiarity with the work they do in our community.
Evanston Public Library and Book Buddies -Laura Antolin, an Evanston Public Library community outreach liaison (and Board member) visits our classroom once a month with stories for the children. Ms. Laura also engages regular volunteers through the Book Buddies program to read stories and assist with art projects in our classrooms.
Sunshine Circles® social emotional learning -No Hurts, Stick Together and Have Fun! are the three rules of the Sunshine Circles program brought to us by our consultant Chava Alpert and the staff at Theraplay. Sunshine Circles are structured activities that strengthen empathy, compassion, and cooperation. These foundational skills directly support the social, emotional and even cognitive development of children at the Center.
Music Therapy -Ben Crabtree is a music instructor and play therapist. Every month, he brings his guitar and spends time in every classroom. The children love Mr. Ben and the songs he teaches them!
CATCH -The CATCH curriculum focuses on physical development, nutrition, and good health. Lessons help teachers and children explore exercise equipment and activities, and discuss where food comes from and how to grow it.
Occupational Therapy -Barb Lyons is a retired Occupational Therapist who visits the Center every week to help children improve skills for daily living activities.
Kindergarten Transition Program -During the summer we hold two “Kindergarten“ sessions for children who need some extra help preparing for school, such as confidence in their letter sounds or better self-regulation.
Swimming -At the end of July, the children in the 3-5 year old classrooms go to the YWCA for swimming lessons. This is possible in part through grant underwriting and donor support.
Field Trips - The children visit neighborhood parks, and go on walks to nearby entities like the post office and bakery. We also schedule annual field trips to children’s museums and other cultural institutions.


The secondary version of the literacy and numeracy strategies will run in schools from Brighton to Gateshead, to test the Education Secretary David Blunkett's scheme to stop a slump in pupil performance in the early years of secondary school.
If it is judged a success, every secondary school will be expected to adopt its methods for their 11 to 14-year-olds from September 2001. The pilot, which will begin this September, is the first centralised scheme aimed at boosting the literacy and numeracy skills of this age group.
Previous key stage 3 literacy projects have reported great success since they began in 1998, although were as varied as the local authorities which ran them.
The new scheme has taken many of its ideas from the best practice of previous pilots but also focuses on thinking skills.
Schools in Salford, Cheshire, Gateshead, Wakefield, Solihull, Nottinghamshire, Gloucestershire, Hertfordshire, Staffordshire, Brighton and Hove and the London Boroughs of Barking and Dagenham, Tower Hamlets and Greenwich will pilot the initiative for Years 7 to 9 from September.
A Department for Education and Employment spokesman said: "We have invited 13 locl authorities to pilot training and support programmes which may be used as a basis for a future national programme.
"The pilots will initially look at the teaching of English and maths and of literacy and numeracy across the curriculum."
Meanwhile, all schools will be able to see ministers' plans in full when the secondary literacy and numeracy frameworks for Year 7 are published in April. The full
syllabus is due to be published next year.
The secondary literacy framework is similar to the primary version - with word-level, sentence-level and text-level work. However, to the relief of English specialists, it also includes a speaking and listening section, including drama, which teachers have complained is being squeezed out of primaries.
The Government's curriculum quango, the Qualifications and Curriculum Authority, is also developing guidance to advise schools how to use the whole curriculum to boost standards. Called "Language for Learning" the document will include literacy objectives for every subject for 11 to 14-year-olds and give examples of how they might be achieved in the classroom.
Secondary schemes of work, due out in April, will also aim to show teachers how to focus on literacy skills in subjects such as science, history and geography.


Michigan Reads! Guide for Bubble Gum, Bubble Gum now online
From the Library of Michigan Michigan Reads! program - a great resource for use with preK-2 students. Check out the Michigan Reads! link at the bottom for connection to past One Book, One Community resources.
The Michigan Reads! Programming and Resource Guide 2017 for Bubble Gum, Bubble Gum is now online! The guide contains information on early literacy, activities directly related to the 2017 book, templates, coloring, and more! Written by Meagan K. Shedd, PhD, with contributions by Catherine Lancaster and additional activities by Kris Remenar and Bubble Gum, Bubble Gum author Lisa Wheeler.
Access the Michigan Reads! Programming and Resource Guide 2017 Full Page Spreads here. Or you may choose to open & print single pages of the Michigan Reads! Programming and Resource Guide 2017.
Inside the Programming & Resource Guide for Bubble Gum, Bubble Gum you will find:
- MI Reads! Introduction
- Literacy Development
- Resources…More Great Books to Share with Children
- Digital Resources: Websites and Cell Phone and Tablet Applications
- Notes for Educators When Thinking about Standards
- Activities for Bubble Gum, Bubble Gum
- Templates and Activity Sheets
Bubble Gum, Bubble Gum Kits will begin being mailed out on www.michigan.gov/michiganreadsfor public libraries and to public schools and select early childhood locations. Be sure to check with your administration to see if they received the kit for your location. Public library kits will include the book, a poster, plus bookmarks; all other locations will be receiving a free book and poster. Stay tuned for details the March 2017 Author Tour, possibly coming to an area near you. For further information, please visit our website at


Visit the Teacher Resource Center for lots of ideas and materials you can use in the classroom. This section is searchable by grade and standard, which actually makes it much easier to navigate than the kid's side of the site. Here you'll find printables, lesson plans, among other resources, all centered around improving kids' literacy skills. Also, for kids with learning difficulties, there's Sparktop, a social network focused on helping them work through challenges.Continue reading Show less
Created as a partnership between the nonprofit Professor Garfield Foundation and Ball State University, the site features Jim Davis' famous cat character, who's acts as resident "edu-cat-or" on a jazzy spaceship. Robots help kids decide which activities to try first (and there are quite a few of them). You might drop by the "Art-Bot" to watch videos on how to draw Garfield and other animals. Garfield's creator, Jim Davis, inspires budding cartoonists with upbeat tutorials that also teach story structure at the same time.
Overall, the site contains a plethora of learning-related materials. A PDF called Humor 101 shows kids how to use adjectives and colorful language to punch up their comics. "G-Cubed" is an addictive multiplayer trivia game. Smaller kids might like a visit to "Orson's Farm" to have some fun with rhyming words and an introduction to phonics. A favorite feature is "Word Wrestling" in the "Reading Ring." Kids can drag and drop comic strip panels into the correct order and then answer questions about what's going on; they can learn about sequence and practice reading comprehension. The list goes on and on.
There's a lot going on in Professor Garfield's world, and it all looks pretty cool. Garfield creator Jim Davis has given his own input to the project, and partnerships with Encyclopedia of Life, Pixton, the National Institute of Health, among others, ensure that the educational content is solid. Every section has subsections, as well as many, many options within; there are so many choices that the site can feel a bit overwhelming.
It's great to have all these resources, but it's hard to tell exactly where to go for just the right content. For instance, in the Sleep Center, a project offers kids five activities to choose from, all of which teach them about healthy sleeping habits. There are two comic creation options, X-Treme Comics, and the Comics Lab -- both of which are worthwhile in their own ways -- but it's a bit confusing why they're both there. While there is a helpful site map, even it is tricky to find. There's a lot for kids to learn from Professor Garfield; he just needs to simplify his classroom structure.
Key Standards Supported
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Reading Foundational Skills
Recognize and produce rhyming words.
Reading Informational Text
Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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Erasmus Darwin (Zoonomia, 17 94), though a zealous evolutionist, can hardly be said to have made any real advance on his predecessors; and, notwithstanding the fact that Goethe had the advantage of a wide knowledge of morphological facts, and a true insight into their signification, while he threw all the power of a great poet into the expression of his conceptions, it may be questioned whether he supplied the doctrine of evolution with a firmer scientific basis than it already possessed.
Herder was thus an evolutionist, but an evolutionist still under the influence of Rousseau.
That is to say, in tracing back the later acquisitions of civilization to impulses which are as old as the dawn of primitive culture, he did not, as the modern evolutionist does, lay stress on the superiority of the later to the earlier stages of human development, but rather became enamoured of the simplicity and spontaneity of those early impulses which, since they are the oldest, easily come to look like the most real and precious.
The Ideen shows us that Herder is an evolutionist after the manner of Leibnitz, and not after that of more modern evolutionists.
He was a strenuous advocate of ecclesiastical control in elementary education, and an opponent of the new school of higher biblical criticism, though so far an evolutionist as to believe in growth and development as applied to the history of nations.
Leidy adhered strictly to Cuvier's exact descriptive methods, and while an evolutionist and recognizing clearly the genetic relationships of the horses and other groups, he never indulged in speculation.
Of Hobbes and Spinoza, which advocate self-preservation as the ideal, as contrasted with modern evolutionist moralists who advocate racepreservation.
Hence the dispute between evolutionist and transcendentalist rests, in general, on an ignoratio elenchi; for the history of the genesis of an idea (the historical or genetic method) does not contain an answer to - though it may throw light on - the philosophical question of its truth or validity.
The discovery of the so-called evolution of morality out of non-moral conditions is very frequently an unconscious subterfuge by which the evolutionist hides the fact that he is making a priori judgments upon the value of the moral concepts held to be evolved.
The distinctly religious aspect has been comparatively unimportant, except in so far as modern social evolutionist ethics may be regarded as religious in character.


C++ is an enhanced, object-oriented version of the C coding language, created in 1979 by Bjarne Stroustrup. The C++ language is perhaps best known for powering many of today’s computer games. So if you want to become a game developer, C++ is the language for you.
Also, because C++ is lower-level than most commonly used languages today, the range of software that you can write in C++ is much wider than in a high-level web language. You could even write a complete operating system!
Here are 4 of Code Conquest’s top C++ training recommendations. There’s something from every category – free and premium, online and offline, basic and extensive, hands-on and theoretical. Guaranteed, one is the perfect training for you.
Jump to recommendation:
- Lynda.com – C/C++ Essential Training
- Book – The C++ Programming Language
- Book – C++ Primer Plus
- Book – Jumping Into C++
Lynda.com – C/C++ Essential Training
By Bill Weinman
C/C++ Essential Training is the lynda.com course on C++ and its parent language C. It introduces the anatomy of the languages and also the C++ Standard Template Library. The topics covered include:
- About C and C++
- Setting up an IDE
- The C preprocessor
- Classes and objects
- C Standard Library
- C++ Standard Template Library
C/C++ Essential Training is a complete tutorial in the C++ language that suits someone with no prior experience. Once you finish it, you’ll have the skills to start writing your own C++ applications.Click here for our in-depth Lynda review
Book – The C++ Programming Language
The C++ Programming Language is the definitive reference to the latest version of C++. It’s written by the creator of C++, Bjarne Stroustrup, and is available in hardcover, paperback and Kindle editions.
The book covers all aspects of C++ including abstraction, standard libraries and design techniques. It’s a good reference guide for if you’re already learning the language through other means.Click here to Buy it at Amazon.com...
Book – C++ Primer Plus
The C++ Primer Plus is a complete guide to the C++ language. The sixth edition covers the C++11 standard and the ISO standard, and also touches on C.
The most notable feature of this book is that it adds review questions and coding exercises at the end of each chapter, so that you can zero in on the critical information.
This book is for you if you like to learn new concepts by immediately putting them to use. It’s available in paperback and Kindle.Click here to get it from Amazon.com...
Book – Jumping Into C++
Jumping Into C++ is a book that gives you everything you need to become a C++ coder. It includes over 350 pages, quizzes, practice problems and over 70 sample source code files.
This book is the one for you if you want to pick up C++ with no coding experience. You’ll learn the foundational skills like writing your first program and using a debugger. It’s available in paperback and PDF editions.
Recommended Training – Treehouse
Although this site recommends various training services, our top recommendation is Treehouse.
Treehouse is an online training service that teaches web design, web development and app development with videos, quizzes and interactive coding exercises.
Treehouse's mission is to bring technology education to those who can't get it, and is committed to helping its students find jobs. If you're looking to turn coding into your career, you should consider Treehouse.
Disclosure of Material Connection: Some of the links in the post above are “affiliate links.” This means if you click on the link and purchase the item, I will receive an affiliate commission. Regardless, I only recommend products or services I use personally and believe will add value to my readers.


Oral vocabulary has been found to play a direct role in reading and to predict later reading comprehension competence
Studies have shown that children who are less skilled in oral language at age 3 years and older have been found to be at a disadvantage in acquiring speaking, listening, and reading skills during formal schooling. In fact, many studies have shown that oral language and reading abilities are closely related. Joanne Lee takes this a step further and investigates the relationship between oral language ability at the earlier age of 2 and literacy development up to age 11 using a large longitudinal data set of typically developing children from the NICHD Study of Early Child Care and Youth Development (SECCYD).
The study, carried out in the USA, calculated the vocabulary size of 1,071 children (549 boys, 522 girls) aged 2, based on a checklist used to assess the receptive and productive vocabularies of children between ages 16 and 30 months and also between 30 and 37 months. The primary purpose of the study was to test whether early words measured at age 2 would significantly and uniquely predict subsequent language and reading skills of typically developing children. Three measures of early vocabulary were used to test which was the better predictor for later language and literacy development, (1) total vocabulary size (2) total number of verbs and (3) the proportion of verbs as function of total words. The children were put into large or small vocabulary groups if they fell in the top or bottom one-third of the list respectively. This was done for each predictor so that there were two distinct categories of children (those with large vocabularies and those with small vocabularies) for each predictor. The scores were then compared to sixteen language and literacy measures taken for the children at various stages between the ages of 3 and 11. These consisted of such things as verbal comprehension, expressive language, picture vocabulary and different aspects of literacy such as decoding skills, word recognition and reading comprehension.
After controlling for individual differences in terms of socio-economic group, gender, birth order (whether the child was first-born, second-born etc. in a family) and ethnicity, the findings of this study show that early expressive vocabulary can significantly predict language and literacy outcomes such as letter identification, phonological awareness, vocabulary and reading comprehension over the span of 9 years. The best predictor was the total vocabulary size followed by the total number of verbs which was also a good predictor. The proportion of verbs as a function of total words did not turn out to be a good predictor. Thus, children with a larger vocabulary size (or even total verb size) at age 2 continued to be on an advanced language and literacy development trajectory than their peers with a smaller vocabulary size.
One limitation of this study, acknowledged by the researcher, is that although early expressive vocabulary appears to predict subsequent language and literacy competence, the analysis does not explore the causal relationship between the two. Furthermore, measures of lexical composition other than the number of verbs produced, such as mean length of utterance or grammatical markers, could also be used to see whether these are better predictors of subsequent language and literacy than total vocabulary size.
However, despite these limitations, the results indicate that there is a continuum between early oral development and literacy development and the work underscores the importance of starting work on literacy development with children as young as two years old. The researcher concludes by urging parents, caregivers and early educators to provide a language-rich environment for children in the earliest years in order to lay a solid foundation for their language and literacy outcome later in life.
Lee. J. (2011). Size matters: Early vocabulary as a predictor of language and literacy competence. Applied Psycholinguistics 32: 69–92. doi:10.1017/S0142716410000299
This summary was written by Sue Fox


Edouard Manet 23 January 1832 - 30 April 1883, was a French painter. One of the first nineteenth century artists to approach modern-life subjects, he was a pivotal figure in the transition from Realism to Impressionism. His early masterworks The Luncheon on the Grass and Olympia engendered great controversy, and served as rallying points for the young painters who would create Impressionism. Today these are considered watershed paintings that mark the genesis of modern art.
Born into an upper class household with strong political connections, Manet rejected the future originally envisioned for him, only to become engrossed in the world of painting. The last 20 years of Manet's life saw him form bonds with other great artists of the time, and develop his own style that would be heralded as innovative and serve as a major influence for future painters.
Edouard Manet was born in Paris on 23 January 1832, to an affluent and well connected family. His mother, Eugenie-Desiree Fournier, was the daughter of a diplomat and goddaughter of the Swedish crown prince, Charles Bernadotte, from whom the current Swedish monarchs are descended. His father, Auguste Manet, was a French judge who expected Edouard to pursue a career in law. His uncle, Charles Fournier, encouraged him to pursue painting and often took young Manet to the Louvre. In 1841 he enrolled at secondary school, the College Rollin. In 1845, at the advice of his uncle, Manet enrolled in a special course of drawing where he met Antonin Proust, future Minister of Fine Arts and subsequent life-long friend.
At his father's suggestion, in 1848 he sailed on a training vessel to Rio de Janeiro. After Manet twice failed the examination to join the Navy, the elder fManet relented to his son's wishes to pursue an art education. From 1850 to 1856, Manet studied under the academic painter, Thomas Couture. In his spare time, Manet copied the old masters in the Louvre.
From 1850 to 1856 he visited Germany, Italy, and the Netherlands, during which time he absorberd the influences of the Dutch painter Frans Hals, as well as the Spanish artists, Diego Velazquez and Francisco Jose de Goya.
In 1856, Manet opened his own studio, His style in this period was characterized by loose brush strokes, simplification of details and the suppression of transitional tones. Adopting the current style of realism initiated by Gustave Courbet, he painted The Absinthe Drinker (1858-59) and other contemporary subjects such as beggars, singers, Gypsies, people in cafes, and bullfights. After his early years, he rarely painted religious, mythological, or historical subjects; examples include his Christ Mocked, now in the Institute of Chicago, and Christ with Angels, in the Metropolitan Museum of Art, New York.
- Amberger, Christoph Germany, 1505 - 1562
- Ambros, Raphael von Austria, 1854 - 1895
- Amerling, Friedrich von Austria, 1803 - 1887
- Ames, Ezra United States, 1768 - 1836
- Amiconi, Bernardo 1859 - 1875
- Amigoni, Jacopo Italy, 1682 - 1752
- Amyot, Catherine -Unknown
- Ancher, Michael Peter Denmark, 1849 - 1927
- Andersen, Carl Christian Denmark, 1849 - 1906
- Gogh, Vincent van Holland, 1853-1890
- Gauguin, Paul France, 1848-1903
- Modigliani, Amedeo Italian
- Anderson, John Macvicar 1835 - 1915
- Anderson England
- Anderson, Sophie Gengembre England, 1823 - 1903
- Renoir, Pierre Auguste France, 1841 - 1919
- Dali, Salvador Spain
- Cole, Thomas American, 1801 - 1848
- Correggio Italy, 1489 - 1534
- Cranach, Lucas the Elder 1472 - 1553
We can do all styles and subjects: People, Landscape, Still life, Portrait, Impressionism, Abstract, classical paintings, Seascapes, Cityscapes, romantic sceneries, flowers, fruits, winebottle, animals, horse, monkey, tiger, dog, chicken, and modern oil paintings, religious paintings, art deco, POP art, oil painting with figures and nudes, contemporary artworks, realistic paintings by photo. Choose best material for all oil paintings, Attractive image and vivid color, assured quality.


Music is defined as “an art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color,” as defined by dictionary.com. Education is defined as “the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life,” as defined by Dictionary.com as well. Music education is a very important factor in my life and I believe in it fully.
I believe that everyone and anyone should learn some knowledge about music because the type of learning it takes to hear and listen to it is different than that of math or English. Music gives you an artistic creative mind and gives you a different view on things, which is good to keep the mind creative. I also believe that music is not being learned enough in our schools to our children. You can even argue that back in the 1800’s and even into the 1900’s every person knew something that of music whether they played an instrument or they listened to it live in their home or on the street. There are millions and millions of different instruments and different styles of music that any one person can find that one instrument that they find interest or passion in playing or just learning and listening with.


Impact Goal One
Narrow the gap in literacy and numeracy at primary school
The Fair Education Alliance is committed to closing the attainment gap between primary schools serving lower income pupils and those serving higher income pupils. The goal is for this gap in reading, writing and maths to be narrowed by 90% by 2022. This gap stands at 1.76 points. Although it has closed from 1.94 points in 2010/11 (or by 9.1%), in 2013/14 it widened slightly by 0.02 points.
In 2013/14, pupils at primary schools serving low income communities were better served by their schools than they were in 2010/11. The attainment gap between schools in low/high income communities narrowed from 1.94 points in 2010/11 to 1.76 points, or by 9.1%. Although, this decrease over the three-year period is promising, in 2013/14 the attainment gap widened slightly by 0.02 points.
Early Years Foundation Stage
Children begin school at the age of four or five with considerable differences in English and maths skills. In
2014/15, 34% of children from poor families failed to achieve at least the expected level in numeracy at the end of the early years foundation stage (EYFS). This compared to 19% for their more advantaged peers. For literacy, the picture was even more concerning. Over 2 in 5 children from low income families failed to achieve at least the expected level at age five, in comparison to 1 in 4 of their more affluent peers. In addition, children from poor families were less likely to achieve at least the expected level in
communication and language at age 5 than their more affluent peers; in 2015, the proportion of children from poor families in this category was almost two times that of their more affluent peers.
This situation is not inevitable. Evidence shows that young children benefit from quality, age-appropriate, teaching and learning activities during early years education. Primary schools that are successful in closing the gap for their most disadvantaged pupils focus on the development of literacy and numeracy skills, along with support for attendance, behaviour, confidence building and resilience.
There is a lot more work to do in order to achieve this Impact Goal by 2022. Changes in the way the government measures success at KS2 – with levels removed and scaled scores replacing average points score (APS) – will complicate comparison over time. Additionally, schools are
developing their own measures to monitor pupil progress, with descriptions of a ‘national standard’ for the end of each key stage which will be used to estimate an ‘end point’ in this progress. The new system is focused on formative assessment, which is expected to provide better evaluation and feedback, enabling pupils to know where improvement is needed and how to achieve it.
The Regional Picture
The regional picture shows that the gaps in attainment at the end of EYFS (Map 1.1) for children from poor families are closing. However, children in some regions do better than others. At the end of EYFS, children from poor families in the South West of England are least likely to achieve a good level of development compared to their more advantaged peers. At school level (map 1.2), children at schools in low income
communities in the North East and London attain more highly than children at such schools in other regions of England; this is reflected in their higher average point scores. The smallest gaps between schools in low and high income communities are in the East of England, the North West and the West Midlands. The biggest gaps are in the South East and Yorkshire and the Humber, although overall the variation between regions is small. However, it still remains the case that areas with higher levels of poverty are better at supporting their most disadvantaged children. This may be because, with a higher
proportion of children from poor families, there is a more focused approach to their learning needs.
Closing The Gap
Since 2010/11, some progress has been made at the national level in closing the attainment gaps between
children at schools in low/high income communities. However, the regional picture shows more discrepancy. It highlights local authority areas where children at schools in low income communities are being let down by the education system; this is particularly acute in rural and coastal districts and areas with a relatively small proportion of children from poor families. In order to break this pattern of underachievement for some of the most disadvantaged children in England, the Alliance has identified the following four key areas where greater focus is required during the early years of education and through primary school: the role of parents, quality early years education, quality teaching
and learning, and school leadership.


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Learning How to Learn: Support Preschoolers’ Approaches to Learning with Music
Thursday, March 22, 2018 @ 1:00 pm - 2:00 pm EDT
Presented by Michelle Jamail, Early Childhood Music Specialist and Music Together Teacher, Bluebonnet Montessori School, Lakeway, TX
Sponsored by Music Together
As an educator, you know that young children learn in different ways—they have different learning styles, classroom habits, and attitudes toward learning. These learning behaviors fall under the developmental domain Approaches to Learning, which encompasses not what children learn, but how they learn: how they engage in learning and classroom activities to acquire new information. Having a positive approach toward learning lays the groundwork for development in other domains essential to school and life success.
In this edWebinar, Michelle Jamail, early childhood music specialist and Music Together teacher at Bluebonnet Montessori School of Lakeway, TX, explores the many ways music making very naturally and deeply supports a child’s positive approach toward learning. She also introduces some research on this topic, and explore how music can serve as a lens through which to learn about a child’s attitude and disposition toward learning, as well as their learning style and habits. Learn some accessible music activity ideas that you can use to support children’s positive approaches to learning in your classrooms!
Educators working with toddlers, preschoolers, and kindergartners are invited to watch this recorded edWebinar. Gain strategies for using music to support children’s approaches to learning.
About the Presenter
Since 2007, Michelle Jamail has been leading the music program at Bluebonnet Montessori School of Lakeway, TX. In addition, Michelle is a music specialist for Heartsong Music in Austin, TX, where she works with children birth through age six and their parents and caregivers. Michelle has achieved Certification Level II Status from Music Together Worldwide, having demonstrated outstanding achievement in teaching, musicianship, program philosophy, and parent education. She frequently presents at national conferences including the National Association for the Education of Young Children (NAEYC), and facilitates workshops for state early childhood professional development and training organizations. Michelle studied applied learning and development at the University of Texas in the College of Education.
Join the Music in Early Learning community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, view past edWebinars, take a quiz to receive a CE certificate for a past edWebinar, and access free resources.
At Music Together, we understand the importance of music in early childhood—from birth, in fact. Because the truth is, most people are born with enough music aptitude to play in a symphony orchestra when they are adults, if they choose. But first we must learn how to “speak music”—to take the musical instrument we all have, ourselves, developing that musical capacity from a very young age. The sounds we make, our movements, our rhythms—these are the building blocks of music and of early childhood learning. And that’s what Music Together is all about.


ERIC Number: ED428940
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Skills-Based Scope and Sequence Guide: Science Grades K-6. Target Skills and Sample Assessment Methods.
Idaho State Dept. of Education, Boise.
This guide is organized around a list of skills that all students should know and be able to do at each grade level from kindergarten through sixth grade. It provides parents, teachers, and students with knowledge of what is being taught in a logical scope and sequence by grade level. The purpose of this guide is to help build a basis for curriculum development, instructional strategy, and assessment practices and provide consistency across the state in what is being taught and learned. Schools may wish to use the guide as a resource for developing and writing curriculum at the local level. The listed skills are to be learned at a factual, applied/analysis, or synthesis/evaluation level. Sample assessment methods are included for teacher use. (ASK)
Descriptors: Biological Sciences, Check Lists, Earth Science, Educational Assessment, Elementary Education, Elementary School Science, Physical Sciences, Science Process Skills, Scientific Methodology
Idaho State Dept. of Education, Len B. Jordan Office Building, P.O. Box 83720, Boise, ID 83720-0027.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Idaho State Dept. of Education, Boise.
Identifiers - Location: Idaho


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Brood: immature forms of an ant (eggs, larvae, and pupae).
Caste: class to which an adult ant belongs.
Community: a group of interacting species that live in the same area.
Queen: a female ant that lays eggs.
Superorganism: a group of organisms in which members depend on each other to complete tasks needed to live. Members are often highly specialized... more
Many animals survive by living in large communities. They rely on each other to survive and depend on cooperation among the community members.
Ants are great examples of how individuals in a group can work together to protect the survival of the community. How do they do this? Well, ants have specialized jobs or tasks within the colony. (Bee colonies are similar in that way.) What makes a large community so successful is its ability to work as a system.
Through research and games, you will learn how the different castes of leafcutter ant work together to provide for the colony.
However, not all ants will function the same way. The strategies that different species (even different leafcutter species) use to obtain the four requirements for survival—water, food, shelter, and space—can be different.
What You Need
Make sure to get the following from your teacher:
You will also need:
Think about what you know about ants and about the life of an ant.
Over the next three days you will be working in groups of 3-4 to research the caste system of the leafcutter ant and how they make sure they have the essentials of survival: water, food, shelter, and space.
Work cooperatively with your group and follow your teacher's directions. Be sure to record all of your work in your notebook. Each member of your group is accountable for participating and contributing to your research.
Always clean up materials at the end of the day, leaving them the way you found them.
While watching the video Leafcutter Ants in the Panama Rainforest you will take notes and record your data for the following items:
Play and analyze: Leafcutter Relay
As a class, you will complete the Leafcutter relay. Afterward, you will analyze the interactions of your group.
What would happen if something were to alter the leafcutter system?
What events might disrupt the ant colony and what effect would it have on the colony in the long run?
Repeat for the second article and for any information in "A Closer Look at Castes," which you read on Day 2.
Angelina Alameda is a graduate of Arizona State University with a bachelor’s degree in Elementary Education.
Additional images via Wikimedia Commons. Foragers with guard ants by Geoff Gallice.
Angelina Alameda. (2014, September 08). Life of the Leafcutter. ASU - Ask A Biologist. Retrieved May 24, 2018 from https://askabiologist.asu.edu/experiments/leafcutter-ants
Angelina Alameda. "Life of the Leafcutter". ASU - Ask A Biologist. 08 September, 2014. https://askabiologist.asu.edu/experiments/leafcutter-ants
Angelina Alameda. "Life of the Leafcutter". ASU - Ask A Biologist. 08 Sep 2014. ASU - Ask A Biologist, Web. 24 May 2018. https://askabiologist.asu.edu/experiments/leafcutter-ants


Matthew Jones talks about the benefits of using ipads and apps such as Play School art maker to foster productive student-centered learning. This is because it allows students to create meaning in an interactively through play. Although this shifts to student-centered learning it is vital that the teacher still interacting and providing guidance. It is also important that students retell the stories they create with the app to help scaffold the learning and construction of narrative.
After having a crack at the Play School art maker, it seemed like this could be a helpful app for constructing story and connecting visual text and spoken language. One activity I did with a partner was, she made a story with the app then played it for me and i had to narrate the story.
The Puppet Pals app is a similar app in which you choose a collection of character, place them in a location and build a story with them: moving them around; and growing and shrinking them. then you can record the story to watch later. It’s a good app that’s simple to use, and is very similar to the art maker in how it can be used. A more advanced app is Toontastic which gives you the ability to create your own characters and will be more engaging and fun for older students while also achieving the same aims.
Jones, M. (2012), ipads and kindergarten- students literacy development, SCAN, 31(4), 31-40.


Socrates and critical thinking
The critical thinking company publishes prek-12+ books and software to develop critical thinking in core subject areas. Socratic method in critical thinking skills 3 introduction there have been many changes and trends in education critical thinking skills continue. Amazoncom: socratic circles: fostering critical and creative thinking in middle and high school (9781571103949): matt copeland: books. The critical thinking and socratic interviewing shade i've put together a collection of resources that are designed to install and instill within you, the power of.
Incorporating the socratic method and critical thinking in music education in schools involves creativity and a break from traditional classroom teaching. The socratic method can effectively be used in a college classroom to engage students and promote higher level critical thinking students are encouraged to make. Critical thinking is acknowledgement of the possibility that you could be wrong, that you could be mistaken and anybody can be wrong you can be right too, but how. Critical thinking and socratic questioning both seek meaning and truth critical thinking provides the rational tools to monitor, assess.
Socrates and critical thinking
Critical thinking is a vital 21st century skill that all children can learn learn how to teach critical thinking through socratic seminars. Critical thinking building skills for critical thinking socratic problem-solving approach socratic problem-solving approach the socratic method is a teaching. · socrates (470-399 bc) may have lived centuries ago but the methods connected with him never go out of date socratic methods(1) have developed.
The thinker’s guide to the art of socratic questioning based on critical thinking concepts & tools by dr richard paul and dr linda elder. Available in: paperback brief yet comprehensive, think with socrates: an introduction to critical thinking uses the methods, ideas, and life. 436 think bubbles and socrates: teaching critical thinking to millennials in public relations classes the foundation for critical thinking (8) defines critical.
Socratic questioning seeks to get the other person to socratic questions is to challenge accuracy and completeness of thinking in a way that acts to. What is critical thinking and its origin that there is a special relationship between critical thinking and socratic questioning, because both share the. Professors respond to a sunday review article, “young minds in critical condition. The examined life the socratic method as a model for critical thinking and critical teaching the critical thinking movement is slowly gathering momentum, and.
- First, we must understand what the socratic method is, and how it applies to the notion that the unexamined life is not worth living the socratic method is a process.
- This deconstructive style of the socratic method is ‘socratic’ precisely to the of their capacity for critical thinking and their ability to.
- This became known as the socratic method, and may be socrates' most the socratic method is not to develop critical thinking skills in students.
Brief yet comprehensive, think with socrates: an introduction to critical thinking uses the methods, ideas, and life of socrates as a model for critical thinking it. The six types of socratic questions: critical thinking is the process we use to reflect on, access and judge the assumptions underlying our own and others. A concept of critical thinking is developed based on the socratic method and called accordingly a socratic model first the features of critical thinking stressed in. As teachers, we’re constantly being told to implement 21st century skills and the 4cs (critical thinking, communication, collaboration, creativity) however.
Socrates and critical thinkingRated 4/5 based on 12 review


Article and essay on advantages and disadvantages of movies, useful for debate , discussion, public speaking, essay writing, short feature and awareness films educate us – films are platter of various disciplines, they show us history, culture, science, technology, politics and lot more these disciplines. Today, technology is very important because it is used for almost everything and like everything, technology has advantages and disadvantages. http://svilanelbebriz-motorsru/ ges &keyword=science+advantages+and+ disadvantages+essay+in+tamil science advantages and disadvantages essay in tamil obviously it involves the use of a computer but what are although, many people still think e-mail and world wide web as the principle constituents of internet. The advantages and disadvantages of genetic engineering genetic engineering has been a major topic of discussion ever since 'dolly' the sleep was cloned its raises ethical these advantages seem hopeful, but they are yet to be proven there are related as and a level genetics, evolution & biodiversity essays. Today, the computer is used in every field and has made our day to day tasks very easy but there are some advantages and disadvantages of computers advantages of computer computer has made a very vital impact on society it has changed the way of life the use of computer technology has affected.
This page provides essay, short paragraph and full essay on television advantages and disadvantages advantages: the educational programs in television are innumerable lots of programs are available on science and technology current news is made available with audio and visuals through. Today man have progressed through science and technology and made his life secure and comfortable man is totally depend on it so there is more importance let we preserve it and use for the benefit of mankind now i am going to talk about advantages and disadvantages of science and technology. Disadvantages of internet essay writing dissertation length average time final essay for the crucible essay bioessays review articles to kill a mockingbird ap essay questions video research papers. Are happening in all phases of life others define technology as science applied to practical purposes some people fear to use technology while others see it as the source of longer and more complete lives below i have listed detailed points on advantages and disadvantages of modern technology:.
Learning is often considered to be a normal part of working and personal life both learning for achieving a job as well as for achieving knowledge should not be neglected online environment is changing continuously and it represents a great opportunity for learning it is very important to discover how to. But in a single demonetization essay or article on demonetization having limited words, it is not possible to point out each and every advantages and disadvantage or merit or demerit so we are leaving the minor points 12, 2017 in essay essay on science and technologyseptember 30, 2017in essay.
موبائل فون کے فائدے اور نقصانات advantages and disadvantages of mobile phone article in urdu by technologytime cell phonegif002 share paksc doscience dostem project of پاکستان سائنس کلب pakistan science club next story do-it-yourself science for kids previous story how to make. However, it has both advantages and disadvantages category: essays, paragraphs and articles on june 9, 2015 by ravi sharma science introduction: we live in an age of science we feel the influence of science at every moment in almost every sphere of life indeed, modern civilization is based on the gifts of science. Advantages of facebook facebook is the most popular social networking site of all time , it has helped a lot to cut down the physical boundaries , and it has many people specially the students use facebook chat for group discussions , while some businesses use it for short meetings , it provides a simple.


When young learners hear music playing, their bodies feel the music and they start to move accordingly. As movement and music are important ingredients in the child’s world, music without movement will not have the same impact on the child’s learning process.
When children sing, they also discover language structures and vocabulary incidentally and spontaneously.
Music has well recognised developmental benefits:
- Music establishes patterns of brain development.
- Music is important in the development of language skills.
- Music creates a pathway for emotional bonding and self esteem.
- Music provides a tool for problem solving and an opportunity to free the imagination.
- Music activities are helpful in developing listening skills.
- Social development improves through music.
- Music will enhance numeracy skills.
It is well known that learners learn information far more easily when it is set up for music, for example learners find it easier to learn the alphabet by singing the alphabet or counting songs.


All young children draw. They do it because they love it, and it does not even occur to them to question whether or not they are good at it. I agree very much with the quote commonly attributed to Pablo Picasso, “Every child is an artist. The problem is how to remain an artist once they grow up.” As an art teacher, I look forward to figuring out how to solve that problem. Also, when children are very young, they don’t worry about being wrong. However, as children get older, they grow to fear it more and more. The special and unique thing about making art is that there is no right or wrong answer. It is our job as art educators to help all students maximize their creative potential. Ken Robinson defines creativity as “the process of having original ideas that have value” and that “creativity is as important as literacy”, a sentiment with which I completely agree. Through art education children can learn to generate new ideas without the fear of being wrong. Interdisciplinary learning is also very important. People from different disciplines working together to solve a problem fosters creativity and innovation. When possible, art teachers should work with their peers to connect their art lessons to those in history, math, language arts, and science classes. We now live in a society increasingly in search of beauty and meaning, one that places greater value on artistry, authenticity, and inventiveness than they do on having the right knowledge-based skill sets. Those who wish to succeed in the future must develop a number of new aptitudes, including creativity, pattern recognition, storytelling, and empathy, to name a few. I believe art teachers are uniquely equipped to cultivate these aptitudes in our students.
My artwork has a certain graphical, illustrative quality to it – a holdover from a youthful obsession with comic books. I am also influenced by artists like Trenton Doyle Hancock, Billy Hassell, Ken Price, and Matt Wedel. I cherish the art that has influenced me, and I try to demonstrate the effects of that influence in my own work. I am intentional in my focus on color, shape, and form. I use bold colors in an effort to explore the associations between color and emotions. I am very interested in the symbolic use of color by different cultures, and I strive to make use of that symbolism when it is appropriate. I am fascinated by art as an expression of cultural heritage and love learning about the history of different cultures through their art. The majority of my work outside of an academic setting has been drawing and digital illustrations, but I also paint, create sculptures, and work with ceramics. I strive to achieve a certain level of proficiency in each medium that I work with, especially in illustration, sculpture, and ceramics. In this way, I am able to express my creative vision exactly the way I intended. I believe the skill used in creating the art should be evident in the finished piece, and I aspire to bring a little bit of beauty into the lives of those around me with my art. The purpose of my art is to elicit amusement and visual delight. The person viewing my art should be able to appreciate it without having to figure out what they are looking at and people viewing my art should be able to enjoy it even if they have no idea what the underlying concept is. Concept is important but not as important as how my art makes people feel. I welcome and encourage new interpretations of my artwork by those viewing it.


The Rutgers Reading Club is an after or before school program for struggling readers. Children socialize before they are taught which gives them a chance to relax after school, have a snack, and get ready to work. Instruction focuses on the child’s needs however the basic teaching plan includes the integration of the language arts with developing: word work, comprehension, vocabulary, fluency, and writing. Along with enhancing literacy development, motivation is a major goal in each teaching session. For example the child can choose a book for the teacher to read to them that is too difficult for the child to read themselves. Literacy games are also played. Each child is taught twice a week for 12 weeks for 45 minutes to an hour by a teacher who is certified. In addition to literacy development, teachers work on building a relationship with the child.


Undergraduate Secondary Education
2012 Fall Term
- This course listing is informational and does not guarantee availability for registration.
- Please click through to view the class schedule to see sections offered for your selected term.
- Sections may be full or not open for registration. Please use WINS if you wish to register for a course.
MIDDLE/SECONDARY SCHOOL ART EDUCATION
Secondary Education 423
A preparatory course toward teaching art in middle/secondary school. The place of art in the middle/high school program, use and organization of art materials, exhibits and community relations. Required of all broadfield art education majors.
METHODS OF TEACHING ENGLISH AND LANGUAGE ARTS
Secondary Education 426
Engages the students in shaping viable perspective for teaching English in today¿s middle/secondary school; in planning, developing, and evaluating a course, a unit, and a lesson series; in considering and practicing several modes of instruction-learning; in individualizing learning for particular adolescents; and in preparing generally for the Teaching Practicum.
METHODS OF TEACHING FOREIGN LANGUAGE AND ESL
Secondary Education 427
An introduction to the principles and techniques of teaching modern foreign languages including English as a second language designed to prepare students for the Teaching Practicum. Emphasis is placed on a communicative approach to lesson planning, classroom instruction and proficiency assessment in accordance with the WI Academic Standards.
THE TEACHING OF MATHEMATICS IN THE SECONDARY SCHOOL
Secondary Education 428
A study of the materials, methods, curriculum and structure of secondary school mathematics. Review of current objectives in secondary school mathematics.
METHODS OF TEACHING SCIENCE
Secondary Education 429
Designed to acquaint students with basic educational techniques; to develop in students the ability to utilize effectively techniques characteristic of science programs, namely, laboratory learning to acquaint students with new approaches to science; to familiarize students with new developments in the science curriculum; to help students gain a broad vision of their teaching profession, their science area and their responsibilities to all students.
THE TEACHING OF SOCIAL STUDIES IN THE SECONDARY SCHOOL
Secondary Education 430
The study of the teaching-learning process, objectives in social studies, planning for teaching, selection of content and resources, teaching-learning strategies and evaluative methods.
METHODS OF TEACHING MARKETING EDUCATION
Secondary Education 440
A practical analysis of the various methods, teaching devices, and sources of information in teaching marketing education. This course involves writing objectives; developing unit and lesson plans; examining core requirements and criteria for a quality marketing education program; utilizing school-based enterprises; and incorporating school-to-work and student organization activities.
METHODS OF TEACHING COMPUTER APPLICATIONS AND PROGRAMMING
Secondary Education 442
This course examines the methods of teaching computer-based courses through the study of keyboarding development, curriculum for keyboarding from early elementary grades through post-secondary schools, curriculum and instructional techniques for programming, procedures and standards of assessment, and computer applications including Microsoft Word, Excel, Access, and PowerPoint.
METHODS OF TEACHING BASIC BUSINESS SUBJECTS
Secondary Education 444
A study of the current issues and the curriculum affecting basic business subjects. Objectives, methods, and resources are explored through development of a resource unit, lesson plans, and instructional materials.
LITERACY STRATEGIES FOR CONTENT-AREA TEACHERS
Secondary Education 466
The principles, techniques and materials for literacy instruction in the middle/secondary schools with emphasis on application of skills within the various content areas.


Text complexity may prevent a student's reading comprehension, but there are strategies teachers can use with all students to improve understanding. What are the key comprehension strategies to teach studies on good readers have identified a number of comprehension strategies to be highly useful. Guiding comprehension – teaching for meaning “comprehension is a process in which readers construct meaning by interacting with text through the combination of. Reading comprehension 5 not have comprehension problems ( yildirim et al, 2011) reading strategies are tools that teachers use to help students learn to read and. Teaching tips: reading comprehension strategies these sites offer various strategies to improve reading comprehension for students at all grade levels.
9 comprehension strategies good readers use activate prior knowledge the learner brings a unique set of experiences and knowledge to reading (schemata. Into the book is designed to help improve elementary students' reading comprehension, as well as their ability to think and learn across the curriculum. Nonfiction reading comprehension strategies and lessons to help students understand, respond, and learn develop independent readers across the curriculum. Guide students to read with purpose and understanding using our comprehension resources combined our resources help students learn to make connections, organize.
To encourage critical reading, teachers should ask students questions about the text before, during, and after they read. This booklet provides teachers with a collection of strategies and activities for developing students’ comprehension it is a companion document to the series of. Several comprehension strategies are listed here however, the list is overwhelming--especially to a struggling reader.
Introduction remember the adventures that lived and breathed between the pages of a really good book when, as a young reader, you slipped away undiscovered into your. Comprehension strategies teaching charts - grades 4-6 these 24 colorful charts include everything you need to teach, model, and practice reading comprehension. We have moved to bookpagezcom our team has worked hard for over a year to update all of the resources and develop a new website with some really exciting tools, and.
Find and save ideas about reading comprehension posters on pinterest | see more ideas about comprehension strategies, reading comprehension strategies and reading. Learning to hone the skills of reading comprehension can be difficult to help in the process this lesson explores visualizing, making connections. The early grades are a time when young children can and should be building reading comprehension skills most research focuses on reading comprehension ski.
Adapted from the work of beal, keene, and tovani make connections what connections do i make as i read good readers notice pieces of. Reading comprehension is the ability to process text, understand its meaning, and to integrate it with what the reader already knows fundamental skills required in. By lori oczkus literacy coach popular speaker across the united states author of reciprocal teaching at work: strategies for improving reading comprehension and.
A complete guide to reading comprehension for parents and teachers, with helpful articles, tips, and elementary school worksheets from 1st to 5th grade. Comprehension strategies are sets of steps that good readers use to make sense of text comprehension strategy instruction helps students become purposeful, active. This article focuses on reading comprehension strategies that are part of three main approaches: building background knowledge, teaching vocabulary explicitly, and. Comprehension strategies for 3rd grade talking about books and reading daily is an important skill that all readers need to be able to do this. Presents a lesson for reviewing reading comprehension strategies first year teachers or new teachers will have students apply those strategies toward composing an oral p.
A strategy is a plan developed by a reader to assist in comprehending and thinking about texts, when reading the words alone does not give the reader a sense of the. How can you help your child improve reading comprehension here are strategies for teaching your child with learning and attention issues reading comprehension at home. Check out our strategies for reading comprehension page check out our reading comprehension worksheets page as steve mentioned on the teaching reading page. Chapter 4 reading comprehension: strategies that work young children are developing as readers when they are able to understand, interpret and critique what they read. Teaching reading comprehension is a must kids need to know that recognizing and saying the correct words is only part of reading comprehension is the other side of.


ART & DESIGN
A high quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
At Northern Parade our art and design curriculum aims to:
- Produce creative work
- Become proficient in drawing, painting, sculpture and other art, craft and design techniques
- Evaluate and analyse creative works using correct terminology
- Know about great artists, craft makers and designers
Music is a universal language that embodies one of the highest forms of creativity.
A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.
At Northern Parade we ensure that all pupils:
- Perform, listen to, review and evaluate music.
- Learn to sing and to use their voices, to create and compose music.
- Understand and explore how music is created.
The Infant School are part of the Portsmouth Music Hub partnership and participate in various events and activities throughout the Academic Year. Visit the Music Hub website and facebook page for local music news and updates on local events.
At Northern Parade we are lucky enough to have our own Steel Band! Click on Pan Parade in the side bar to find out more!


Master of Science
Department or Program
Department or Program Chair
Elizabeth Truesdell, Ph.D.
Madalienne F. Peters, Ed.D.
Many students are struggling in school academically. These students do not qualify for additional resources. Typically these students continue to struggle in their classroom, year after year. Additionally, teachers tend to socially promote these students. These students continue to fail because they are lacking foundational skills.
The purpose of this study is to examine the impact of small group instruction using select reading comprehension strategies on student reading achievement comparing Measures of Academic Progress (MAPs) assessments from September 2014 to February 2015. The literature suggests that reading comprehension strategies and phonetic awareness improvements are only noted in small group instruction, grammar needs to be taught explicitly, and teachers need to understand individuals backgrounds and use that knowledge to motivate and encourage their students learning.
This is a teacher action research project. Pretest and posttest quantitative data will be collected and analyzed. The results indicated that approximately 50% of students who received explicated small group instruction in reading comprehension performed higher on their reading section of the MAPs statewide assessment in February 2015.
Schalich, Marion E., "Analysis of Pre Test and Post Test Performance of Students in a Learning Center Model at the Elementary School Level" (2015). Master's Theses and Capstone Projects. 181.