Kindergarten Individual Development Survey (KIDS)
The Kindergarten Individual Development Survey (KIDS) is an observational tool designed to help teachers and administrators better understand the developmental readiness of children entering kindergarten. KIDS is core to the Illinois State Board of Education’s (ISBE) goal that every child in Illinois deserves to attend a school wherein all kindergarteners are assessed for readiness. KIDS focuses on the knowledge, skills, and behaviors that most impact long-term student success. This assessment takes place within the first forty days of the Kindergarten school year.
KIDS focuses on the knowledge, skills, and behaviors across four key domains that most impact long-term student success. The domains are: Approaches to Learning and Self-Regulation; Social and Emotional Development; Language and Literacy Development; and Cognition: Math.


Students who are taught reading comprehension strategies are more successful readers. While some students may eventually learn some of these strategies on their own, they can be taught quite effectively in the early elementary grades. Here are ten reading comprehension strategies from Ellin Keene’s book Assessing Comprehension Thinking Strategies to consider.
1. Think out loud. Good readers monitor their thinking while reading.
2. Use schema. Consciously connect the text to preexisting knowledge and experiences and consider how it helps their understanding of the text.
3. Inferring. Use experience and information from the text to draw conclusions, make connections, predictions, and form opinions.
4. Ask questions about the text before, during, and after reading.
5. Make decisions about what is important in the text (elements and themes). Be able to summarize the main points.
6. Set a purpose for reading to make it meaningful.
7. Monitor comprehension. Make sure students have strategies in place if they find the text too difficult.
8. Visualize what is being read. Make brain movies! Tune into the sensory and emotional images of the text to enhance the visualization. Use this information to help make inferences and draw conclusions.
9. Synthesizing and retelling. Keeping track of their impressions while reading and identifying the underlying meaning of the text. Connect the text to information from other sources. Extending that information beyond the text to form opinions and read critically.
10. Text structure. Understanding the elements of a story and how stories are put together helps students analyze and think critically about meaning.
Even learning just one or two of these metacognitive strategies has been shown to make a difference in reading performance. Which strategies do your students already use? Which ones will they learn next?


“Music is innate in us. Music is part of the fabric of humanity. There is currently no music education anywhere in the world.” Must again become part of education and culture.
Where does music come from? “It is very difficult to talk about music because music expresses itself in sound. Therefore you can not describe it with words. If I could explain to you or someone could explain to me the fifth symphony of Beethoven we would not need to play it. The fact that we play it because this is the fifth symphony of Beethoven. When we talk about music we talk about our reaction to music rather than the music itself.”
Music, an escape from reality? Another dimension of music says Conductor Daniel Barenboim, Sigmund Freud said that music rather creates a bigger reality.
“A great piece of music is like a whole life, it deals in sounds with problems of mankind …. You have everything you have in human life. You have conflict, love, strategy, possibility to develop ideas,” he explains.
“.. to be a politician you have to be the master of compromise, to be an artist you have to do everything except compromise” “music making, in its highest form is the art of most resistance not evade the problems but really solve the essence of them”
In order to have a dialogue based on music you need to be educated in music.
“what is music, how is music actually written, you have rhythm, that everyone understands. Harmony is already more a little difficult and there is counter point. The nature of music is for me, therefore, the nature of the human being. I say something and you comment on it or agree with it or disagree with it. It is always a dialogue and in music you can have a dialogue much better than in real life because in a verbal conversation, I speak and you listen, then you speak and I listen, in music everyone talks at the same time.”


Towards critical cultural and linguistic awareness in language classrooms in Norway: Developing intercultural citizenship through identity texts
Journal article, Peer reviewed
MetadataShow full item record
This article reports the results of a school-based curriculum development project that aimed to support language teachers working with culturally and linguistically diverse student populations in Norway to develop teaching strategies that foster intercultural citizenship and multilingual competence. Three university researchers collaborated with two schools to increase mutual respect and tolerance for cultural and linguistic diversity in language classrooms, to increase awareness of the positive impact of home language maintenance on academic performance, and to improve the engagement of multilingual literacy and student identity in the classroom. Data were collected during teacher workshops and while following the delivery of the project, and consist of lesson planning materials, texts produced by students, and a follow-up teacher survey. The article presents examples of activities and materials the teachers at the cooperating schools designed and implemented, samples of student work, as well as teacher reflections on the extent to which the project promoted multiliteracy and intercultural citizenship. The findings suggest that while the project helped strengthen awareness of cultural and linguistic diversity at the schools, understanding of the relevance of the home language to literacy development and academic success and multiliteracy were not adequately supported. Implications for future work to promote language classrooms that foster linguistic and cultural diversity and multiliteracy are discussed.


Welcome to our video series, “Get an Early Start!”
These videos are designed to help families of young children 0-3 years, and the professionals who serve them. Viewers will learn about some simple tools and strategies to use with children who have a disability or a delay. These videos also provide information on the early intervention services available in California. We think you will find these videos helpful. We value your feedback, so please complete the short survey after each video. These videos were funded in part by the State Council on Developmental Disabilities.
Typical Language and Literacy Development
Here you will learn about typical language and literacy development, and how to use some easy strategies to encourage your child’s language and literacy. The accompanying resource guide is full of information and charts you can use.
Resources – In this link, you can get resources for Typical Language and Literacy Development.
What To Do if Your Child has a Language Delay
When your toddler has a language delay, it can be overwhelming to know where to start. There are some simple, easy-to-use tools and strategies you can use to help your late talker communicate. The accompanying resource guide will provide you with additional information.
Resources – You can click on this link to get some resources for Language Delay.
Struggles at Storytime
There are some simple tips and tools to help your 0-3 year old who struggles with traditional storytime activities. The accompanying resource guide will provide you with additional information.
Resources – You can click on this link to get additional resources for literacy delays.
Early Intervention Services in California
When you suspect your infant or toddler has a delay or is diagnosed with a disability, it is important to know all the resources available to help you and your child. This video and resource guide will help you know what services are available in your community and how to access them.
Resources – Here in this link you can get resources for early intervention services in California.
Transition From Early Start
When a child who is receiving services through Early Start in California turns three, those services, if they are still needed, are served by the School Systems. Find out about this transition in this short video, and what resources are available in California.
Resources – You can click on this link to get resources for early transition services in California.


A Norwegian Preschool teacher and family therapist, Sverre Jor, gave the following feedback after two weeks at the Literacy Centre and spending time with Grade R: “In Norway the children start school at the age of 6, and I have worked with that age in Norway. I must tell everyone that will read this that the level of the children I have seen in some of the groups has made me very impressed. One of the groups has a level just as good as the one that we see in Norway. And the Norwegian children have computers and TV to use. I believe that the literacy program that the trust is using is making the difference, and that it helps the children to be readers.”
According to the PIRLS report ,2006, South-Africa ranked 130th out of 139 countries in the world with regards to Literacy levels – even worse that poorer countries like Malawi, Lesotho, Swaziland and Mozambique. Recently the Education Department in South Africa released statistics that indicated 80 % of grade 5’s in South Africa cannot read and write. INSPIREtoREAD wants to help make a difference and will focus on Literacy for children.
To see all children literate
To teach children Literacy skills that will help them be successful in reaching their potential
Passion, Nurturing and Excellence
Teacing & Training: INSPIREtoREAD will teach children to read and write. The focus will be on preschool and Foundation Phase children. To make this possible INSPIREtoREAD will train caregivers, teachers, parents and volunteers skills to assist children with reading and writing.
ASPIREtoBE: INSPIREtoREAD will work on creating bridges between hard working children as well as children that show potential and mentors to assist them in the future by taking an interest and encouraging development of each child.
Material development and establishment of literacy rooms: Books and other learning materials to assist with Literacy teaching and training will be developed as well as the establishment of multi-functional literacy rooms in communities with a need.
PS.Fund: Assist victims of bullying by making professional help available and use writing as a therapeutic tool.
Adele Botha – Literacy development and training
072 5422 563
Literacy Ikhaya Trust


Irish education was relatively informal until quite recently. Until the last quarter of the nineteenth century, a large majority of Irish teachers had received no training.
The Society for Promoting the Education of the Poor of Ireland, better known as the Kildare Place Society, was the first attempt to provide systematic non-denominational primary education. Founded in 1811, it trained several thousand teachers and supported schools throughout the country. Its personnel records from 1814 to 1854 are now held by the Church of Ireland College of Education, Upper Rathmines Road, Dublin 6, www.dcu.ie/church-of-ireland-centre/
Appendix 22 of the Irish Education Enquiry, 1826, 2nd Report. (4 Vols) lists all parochial schools in Ireland in 1824, including names of teachers and other details. It is published on CD-ROM by Eneclann (www.irishfamilyhistorycentre.com) and indexed in Schoolmasters and schoolmistresses in Ireland, 1826-1827, (1982), by Dorothy Rines Dingfelder, (NLI Ir 372 d 38).
The Enquiry itself was set up because of the objections of the Roman Catholic hierarchy to the non-denominational nature of the Kildare Place schools. Its outcome was the establishment of the Board of National Education in 1831, which ended state support for the Kildare Place schools and eventually placed control of elementary education in the hands of the local clergy in the form of National Schools, a system that is still in place.
The principal source for teachers in the National Schools is the series of Teachers Salary Books from 1834 to 1855 held by the National Archives. These are not particularly informative from a genealogical point of view, but sometimes include comments that can be of interest. They are organised by school, so it is necessary to know where your teacher was working.


Principal Investigator: C. Melanie Schuele, Ph.D.
The Child Language and Literacy Lab focuses on the study of language and literacy development of children with typical development and children with atypical development.
Talking, reading, and writing are very interconnected skills. Children who are good talkers tend to be good readers and writers. Children with language learning difficulties tend to have difficulty learning to read and write. Our research is focused on understanding the processes that underlie learning to talk, to read, and to write. Our goal is to conduct research that helps children become better talkers, readers, and writers.
When parents ask: What will my child do in your research study?
We answer: Play, talk, read, and write.
Learn more at: www.mc.vanderbilt.edu/languagelab
How to Find Us
Our playroom is located in the Vanderbilt Bill Wilkerson Center
on the 10th floor of Medical Center East, South Tower
Use the complimentary Valet Parking in the East Garage at Vanderbilt University Medical Center. Enter the East Garage from 21st Avenue,
valet park, take the elevators to the 10th floor, look for the waiting room sign.
Preschool and school-age children
Language evaluations at no cost to you.
Last Updated: Friday, March 22, 2013


State Initiative for Quality Education (SIQE) :
A Program for Ensuring Equitable Quality Education for all children in Elementary and Secondary Schools by SMSA.
It is based on the belief that all children can learn if they receive appropriate assessment and appropriate guidance for improvement. In the present scenario, the level of learning in schools is very low both qualitatively and quantitatively based on various reports. The result of equal assessment and teaching for all children makes a big difference in the classroom. Lack of natural association between class-room process assessment is found.
The CCE process will help to bridge the gap in diversity in children, such as level of understanding, interest, and level of activism. The purpose of which is to implement innovations and changes in the field of education over time so that the process of teaching and learning in the classroom can be strengthened.
There are 3 important points in this project-
- CCP (Child Centered Pedagogy ie Child Centered Education System)
- ABL (Activity Base Learning ie Activity Based Learning)
- CCE (Continuous Comprehensive Evaluation ie Continuous and Comprehensive Evaluation)
SIQE CORE BELIEFS :
It is based on that all children can read and all teachers can teach.
- Increase in Learning Outcome
- Participation in Learning
Classroom Process :
- Student Centered elementary education.
- Activity Based elementary education.
- Learning Focused by child level.
- Assessment as integral part of teaching and learning in school education.
The four pillars of SIQE / CCE :
Pedagogy change :
Activity Based and Child Centered Teaching and Learning.
Continuous Comprehensive Assessment.
Model evolved through rigorous process of piloting and on the basis (aadhar) of third party assessments.
Capacity Building :
Teacher support through cluster approaches.
One cluster resource school identified (recognition ) for every 15 schools. Where regular monthly meetings held for each subject.
Principal and In charge of primary section in the school.
District/Block level approach to planning, implementation and supportive supervision.
Orientation of field officers.
Joint and collaborative monitoring processes in education department.
Institutional Development :
SIERT as the academic lead in the state level.
DIETS to take academic lead in the district level.
To evolve a group of MTs (Master Trainer) at district level.
Related Articles :
- Continuous and Comprehensive Evaluation (CCE)
- Shala Darpan – Rajasthan School Educational Portal
- Meena Manch – Formation in School
Siqe material download :
SIQE related Guideline / Orders :
SIQE Syllabus :
|Hindi Syllabus Class-1 to 5|
Teacher’s Diary :
Student Report Card :
Source Book :
Baseline model paper :
SIQE related other format and guideline :


Improve reading comprehension in your classroom with our differentiated Sir Āpirana Ngata Reading Comprehension resource. Learn about Sir Apirana Ngata, the prominent Maori leader who features on the New Zealand $50 banknote. This pack includes a Year Five and Six non-fiction passage, differentiated at two levels, with six pages of engaging text-dependent questions and higher-order thinking tasks. These activities are great for your guided reading program, or as homework tasks.
These link directly to the New Zealand Curriculum, Level Three, Listening, Reading and Viewing (see the Activity Information pages for more details on the exact skills found in each activity). This resource would also be suitable for Year Seven and Eight learners as the higher-order thinking activities will keep them challenged and engaged!
In this Sir Āpirana Ngata Reading Comprehension resource, you receive:
1. One text – with an extended and scaffold version:
- Sir Āpirana Ngata
2. SIX corresponding NO PREP Higher Order Thinking Activities based on Blooms Taxonomy and aligned with the NZ Curriculum
Reading Comprehension Strategies included:
- Find Facts and Details
- Make Inferences
- Ask Questions
3. Graphic Organiser and Activity Examples
4. Teacher Answer Key for applicable questions
5. Two ‘Tips For Use’ pages with ways to use this resource in your classroom.
6. Close Reading bookmarks in colour and black and white.
This resource features British English spelling e.g. colour, analyse.


As discussed in our last article, high intensity functional training (HIFT) is a training regime characterised by the use of functional exercise at high intensity. Unlike similar variants, such as HIIT and sprint interval training, little is known about the potential heath and fitness benefits of this type of training. To gain further insight into the potential benefits of HIFT, a group of researchers investigated the effects of HIFT on health and fitness, in a group of recreationally-active adults.
The Study Details
Why they did it: To Determine the effects of 16-weeks of HIFT on body composition, bone metabolism, strength and motor skills.
The training program: the training program was performed two times per week and utilised c, such AMRAP workouts for metabolic conditioning, multi-joint exercises such as Olympic lifts, squats and deadlifts for strength and power development, functional exercises such as TGU’s, rope climbing, for motor skill development. Dexa scans were used to assess body fat% and lean mass changes, whilst fitness was assessed by the performance of 3 different timed WOD’s (workout of the day) as outlined in the table below:
What they found: On average, the men and women had a 6.5% decrease in body fat percentage, lean mass (muscle) did not change significantly over the 16 weeks. There was also small improvements in bone density in the female participants. Finally, there was a significant improvement in the performance of all three WODS (as outlined above).
What does this mean: The results of this study suggest 16 weeks of HIFT, utilising workouts that focus on skill, strength and metabolic conditioning with the inclusion of functional exercises can have a positive effect on body fat percentage, bone density and fitness (strength and metabolic conditioning) in recreationally active men and women.


There is this common belief that college success is difficult but this is not actually the case. The real problem is that you are letting go of being an adolescent and you move towards becoming an adult. This is the challenging part. For most students, college work is all about taking responsibility for what is needed, like turning papers in, sacrificing time that would be spent with friends and showing up to class in a regular fashion. Envision NYLF highlights that taking responsibility is half of being a really successful college student.
Besides self-responsibility, other factors are quite important for college success. The vital ones are presented below.
Learning How To Effectively Learn
It is really important to learn how to effectively learn, together with ways in which you learn best. Most of the colleges offer some courses that are going to teach you such skills. Such courses also have to be taught during high school but this is quite rare. Really good college success courses are going to teach you reading comprehension strategies, how to learn, how to study, learning styles, intelligence types, time management, career exploration, how to set goals, writing skills, problem solving, note taking and a whole lot more.
Strong Work Ethics
Really good work and study habits are going to lead students towards success. That success is moved into the work force. Really good study skills can only be highly effective when applied. Everything becomes worthless when not used.
The problem with work ethics is that some students simply do not have them. If this is your case, you need to be careful and you need to see why you do not want to do the work. Speak with college counselors. They can point you in the right direction.
If you want to succeed in college you need to be motivated. When motivation is not present, students do not use their potential, intelligence, work habits and study skills.
Long range goals should stay in the back of your mind at all times. The main such goal is finishing college. Unfortunately, having goals is often not enough for most people. It is really important that you find what motivates you if you are to be successful in college. This is not as easy done as said. Think about all the steps that you need to take and why you take them. Focusing on steps helps you to increase motivation and reach those long-term goals.
Every single person in the world can succeed in career, life and college. The real difficult thing is to take the very first step. If you want to be successful in college you have to take responsibility, become more effective and you need to learn how to learn. Really good work habits and study skills are needed while you find ways to fuel success motivation. As already mentioned, be sure that you talk with the counselor when you run into some problems. This is going to help you stay on path through the tips offered.


We believe the values and skills learned early on are vital building blocks for life. Because of the Y, more young people in neighborhoods around the nation are taking a greater interest in learning and making smarter life choices. At the Y, children and teens learn values and positive behaviors, and can explore their unique talents and interests, helping them realize their potential. That makes for confident kids today and contributing and engaged adults tomorrow.
Overnight, day or specialty camps at the Y share one thing: they’re about discovery. Kids have the opportunity to explore nature, find new talents, try new activities, gain independence, and make lasting friendships and memories. And, of course, it’s fun too.
With so many demands on today’s families and the increased focus on early brain development, families need all the support they can get to nurture the potential of youth. That’s why child care and early learning programs at the Y focus on holistically nurturing child development by providing a safe and healthy place to learn foundational skills, develop healthy, trusting relationships and build self-reliance through the Y values of caring, honesty, respect and responsibility.
Education & Leadership
All kids have great potential. At the Y, a leading nonprofit strengthening community through youth development, we work every day to help them set and achieve their personal and educational goals. As a result, millions of children and teens nationwide gain confidence as they recognize the Y as a place where they belong and can feel comfortable exploring new interests and passions. Additionally, through our leadership and academic enrichment programs such as mentoring, Youth and Government and college preparation, the Y makes sure that every child has an opportunity to envision and pursue a positive future, and to take an active role in strengthening his or her community.


New Future Foundation in its efforts to facilitate economic-social development,Youth and the development of Young Professionals taking their place at the forefront of community relations and international affairs, offers internships and memberships for individuals and organizations to take advantage of the resources and networking available at the United Nations.
The Project vision is to create a foundation for accessible basic elementary education in all areas of the world, especially in the least developed countries.
- As much as 115 million children of primary school age are not enrolled in school, with that number almost doubling to 226 million children who do not attend secondary school.
- Most illiterate persons are female. In more than 20 developing nations, illiteracy rates amongst women exceed 70%.
- Many children who do enroll in school do not graduate with even the most basic reading and math skills because their schools do not have enough teachers, books or facilities to provide a quality education.
- Across the world many children miss out on their education because:
- They are made to work to help support their families,
- They are recruited into armed forces and become child soldiers,
- Their families do not have the means to pay for schooling,
- Discrimination and racism undermine their chance to receive an education,
- They face violence as they pursue their education. This is the case for girls in areas where they are threatened with extreme physical harm (eg. acid attacks) for the seemingly harmless act of attending school.


As an elementary education teacher, you will be the one to instill the love of learning in children. ANECA makes recommendations regarding procedures, staffing levels, quality of teaching, resources available to students and continuity or loss of accreditation and the ANECA Registry 89 records all events in the life of an officially approved and accredited study programme or a university.
In order to work in schools during field experiences and the practicum, the teacher candidate must exhibit professional dispositions and behaviors and be of sound moral character.” The candidate at all times must exhibit good judgment, personal integrity, and exemplary behavior.
A bachelor’s degree in education can prepare you for a wide range of jobs and careers. That may be especially pertinent in the education field, because an tends to be a specialized degree Many teachers decide to get an advanced degree because of a special interest or because they want to further their career in a certain direction.
For example, an aspiring math teacher would take advanced math courses in addition to educational courses, such as implementing technology into a curriculum. At the Harvard Graduate School of Education, two distinct doctoral programs leverage the extraordinary interdisciplinary strengths of the entire university.
Online Degrees In Education
Thank you for your interest in the Early Childhood Education program at Ferris State University Please visit our official website at for further information and to contact us directly. The courses in the master’s program depend on the type of training the student is seeking. Teaching can be a very rewarding profession when students are learning and growing. And after you’ve started work as a teacher, you can advance your career with a Master of Education from NWU.
If you are looking for teacher education degrees but are confused about how much schooling you need for your career goals or even what different titles such as MEd and EdD mean, you’ve come to the right place. They are the leaders and guides in the educational field, either working intimately with students or with the larger community.
The New York State Education Department (NYSED) and Monroe College have partnered to offer students the opportunity to earn a bachelor’s degree in Early Childhood Education with no out-of-pocket tuition costs. These programs discuss instructional abilities and teaching theory.
Early Childhood Education Degree In PA
The Center for Teacher Education (CTE) offers undergraduate licensure programs in Early Childhood, Elementary, Secondary, and K-12 education. Those who choose to enter the teaching profession are looking forward to a long career of educating students and possibly moving up into administrative positions, where they can have a sizable impact on curriculum development and school system planning.
An education specialist degree is intended to develop proficiency and professional among teachers already in service. After this, students, now called “profesional” (professionals), Tecnólogos (associates) or “técnicos” (technicians), can opt for higher degrees.
The school leaving qualification attained by students is called the Leaving Certificate. Criteria used in ranking the top educational administration programs included tuition and fees, graduation rate, accessibility, student-to-faculty ratio, size of the program, and more.
Adult Education Degree Online
You might want to consider acquiring an online degree if you are interested in becoming a teacher. With modern curricula being built around the use of digital technology and new media, a master’s degree in education with a concentration in educational technology provides teachers with a valuable technological skill set and a solid working knowledge of e-learning methods.
CAGS does not offer Master of Science in Nursing with an emphasis in Nursing Education courses to online students who reside in Alabama, Alaska, Illinois, Louisiana, Maryland, Minnesota, New York, North Dakota, Oregon, Rhode Island, Tennessee, Washington, Wisconsin, and Wyoming.
Teaching For The Career Changer Or College Graduate Of A Non
With the escalating cost of higher education, many people have begun to question the value of pursuing a college degree. It will allow the graduate to be the lead teacher in a nonpublic school classroom or in a Head Start classroom while continuing to pursue a Bachelor’s degree from another institution of higher education. Most students in these programs finish in 6-24 months, and end up paying between $3,240 and $12,960.
Online Ph.D. degree is the highest level online degree in education. This is a signal from students at the college that they recognize the strength of the program, and also stands to reason that more resources are dedicated to departments with more students. Curriculum and instruction: Teachers pursuing an education specialist degree with a concentration in curriculum and instruction are involved with the teaching, supervision and curriculum of discipline-centered areas of study.
Aspiring junior high or high school physics teachers who currently lack a teaching license. The University of Illinois now starts offering the online degree program.


Music therapy is a research-based practice and profession in which music is used to actively support people as they strive to improve their health, functioning and wellbeing. It is the intentional use of music by a university trained professional who is registered with the Australian Music Therapy Association Inc. Registered music therapists draw on an extensive body of research and are bound by a code of ethics that informs their practice. Music therapists incorporate a range of music making methods within and through a therapeutic relationship. Music therapy is different from music education and entertainment as it focuses on health, functioning and wellbeing (Australian Music Therapy Association).
Our music therapy services are provided within a holistic conductive education framework. We aim to help our clients use music to achieve their non-musical goals. Music therapy employs a range of techniques including, instrument playing, improvisation, drumming, singing, musical games and song writing.
Each child’s program is tailored to suit their strengths, challenges and goals and focuses on improving:
– Gross and fine motor skills
– Social skills
– Communication skills
– Cognitive skills
– Musical skills
We can also provide advice and education for parents and caregivers about how they can use music at home to facilitate their child’s progress.
Music therapy can help people with:
• Developmental / speech delay
• Down Syndrome
• Multiple / Physical disabilities
• ADHD / Learning difficulties


This webinar examines how annual preschool information from the states can be used for planning, policy development and program improvement.
Comprehensive early childhood systems have the potential to integrate resources to promote the success of all young children. States vary in their ability to ensure all young children have access to high quality programs. Research indicates that good data, clear communication, and effective management systems are critical to the sustainability of effective early childhood systems. Technical expertise can build the capacity of SEA staff to work side-by-side with state partners to strengthen the early childhood system and achieve school readiness and school success goals for children.
Part 1 of this tool is designed to assist State Teams in mapping the current status of efforts to implement a comprehensive assessment system for children from birth through 3rd grade and teacher/classroom and program assessment and evaluation. Part 2 is designed to assist State Teams in setting priorities for planning, implementing and sustaining initiatives in their comprehensive assessment system in the coming year. Also available as a Word document. (Word)
This presentation provides information on what influences literacy development and identifies four strategies to increase reading proficiency. It also includes recommendations for leaders. Lori Connors-Tadros gave this presentation to the West Virginia Department of Education Advisory Committee on a Comprehensive Approach to Early Learning.
This document provides information on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to early childhood indicators of progress for children birth to three and three to five years old.
This webinar shares highlights from the national data, including trends over the past 10 years; takes a closer look at states with high minority populations, noting those that are making progress and states that are falling behind in efforts to increase access to high quality preschool for vulnerable children; and, discusses policy recommendations for State Education Agency and early childhood leaders to ensure that all children have access to high quality preschool. The webinar was sponsored by CEELO, with Dr. Steven Barnett (CEELO/NIEER), Dr. Milagros Nores (NIEER), and David Johns, (White House Initiative on Educational Excellence for African Americans).
This presentation gives an overview of CEELO and resources it hosts on the CEELO website. It also includes information from the NIEER State of Preschool Yearbook on the Mid Atlantic Comprehensive Center region. Jana Martella and Megan Carolan gave this presentation at the Mid-Atlantic Comprehensive Center Early Learning Round Table.
This presentation highlights critical indicators for improving access to pre-K for children with disabilities and details what the 2012 NIEER Yearbook data tell us, and how children faring after ten years of data collection. Jana Martella gave this presentation at the 2013 IDEA Leadership Conference.
This document provides information on what steps states are taking, that have received Race to the Top-Early Learning Challenge funding, to design their validation studies to inform their approach to validation studies.
This presentation details how to prevent/minimize achievement gaps and shortfalls for children birth through third grade and offers guidance on how rural Chiefs can lead to improve early learning opportunities and outcomes. Tom Schultz gave this presentation at the Council of Chief State School Officers Building Capacity of Rural States Meeting.
Promoting a Culture of Inclusion for Birth-Third Grade Systems Within State and Local Education Agencies
This presentation describes the current state of an institutional culture of inclusion, identifies real and perceived barriers to achieving and institutional culture of inclusion, develops potential strategies to infuse a viral culture of inclusion, and suggests action steps and recommendations for technical assistance providers to state education agencies, local education agencies, and programs. Jim Squires gave this presentation at the 2013 National Inclusion Institute.
This presentation describes multiple issues impacting birth through third grade inclusion, provides clarity on alignment, continuity, and transitions as they pertain to inclusion, and suggests actions for influencing policy and practice for birth through third grade inclusive services. It concludes with resources available from national technical assistance centers and institutes. Jim Squires presented with Sharon Ritchie (UNC – Chapel Hill) and Beth Rouse (University of Kentucky) at the 2013 National Inclusion Institute.
This document provides assistance in developing a tool to assist with cross walking with the Common Core Math and English Language Arts with this state’s kindergarten ½ day program to transition with the Common Core State Standards.


A really good kindergarten teacher is worth $320,000 annually, according to one recent estimate, well publicized in this newspaper. That would reflect the present value of the additional money that students in a really good kindergarten class can expect to earn over their careers.
But average pay for kindergarten teachers is only about $50,380. And even at that level, kindergarten teachers, many employed by public school systems, fare relatively well compared with those in similar jobs.
Preschool teachers, who are typically responsible for only slightly younger children and don’t belong to teachers’ unions, earn, on average, about $27,450. (Animal trainers, by comparison, take home on average $31,080.) Annual pay estimates are based on 2009 data from the Bureau of Labor Statistics.
More than 97 percent of employees in kindergarten and preschool teaching are women. Though women now average higher levels of educational attainment than men, many continue to enter occupations dominated by women where wages are relatively low.
Elementary education, special education, social work and child and family studies were recently tallied among the 20 college degrees in the country that lead to the lowest salaries.
As one online discussion of girly jobs explains, some women may just like these jobs despite the low pay.
Some empirical research supports this claim. In a careful analysis of longitudinal data on earnings that includes survey questions regarding attitudes related to work preferences, Nicole Fortin, at economist at the University of British Columbia, finds that women tend to place less importance on money and more importance on people and family than men do.
Those preferences help explain why women often choose to care for children and other family members, knowing full well that this will limit their career opportunities, lower their earnings and increase their economic vulnerability.
Both biological and cultural factors can explain attitudinal differences between women and men. In our society, caring for others has long been considered an essential aspect of femininity (social psychologists devote considerable effort to measuring such things). And sometimes women don’t choose girly jobs, but end up in them because they face discrimination or harassment in other jobs.
Caring often entails commitments to dependents such as young children, adults with disabilities or the frail elderly who can’t afford to pay directly for the services provided. It doesn’t fit easily into the impersonal logic of fee for service or supply and demand.
Further, caring often creates “outputs” that are not easily captured in market transactions, such as the increases in lifetime capabilities created by excellent kindergarten and preschool teachers.
It’s hard to imagine an explicit contract that could enable a care worker to “capture” the value-added – which extends well beyond increases in lifetime earnings to many less tangible benefits.
Good care helps create – and maintain – good people.
I agree. And I argue that child care, elder care, education and many social services resemble health care in this respect. They are not commodities that can be efficiently produced by a purely market-based economic system.
What’s striking is the high cost of femininity. Many traits that contribute to women’s success in finding a male partner don’t pay off in the labor market – and vice versa. As one economic analysis of a speed-dating experiment puts it, “Men do not value women’s intelligence or ambition when it exceeds their own.” By contrast, intelligence and ambition contribute to men’s success in both the “dating market” and the labor market.
But men’s attitudes toward women (which are changing, albeit slowly) don’t tell the whole story. Another factor is women’s affinity for services that aren’t rewarded by a market-based economy.
Indeed, market failures in the provision of these services help explain why we rely heavily on a welfare state that is, not incidentally, often dubbed a nanny state.
Many of the best-paying girly jobs – the professional jobs in health care and education that highly educated women are rapidly moving into – are heavily subsidized by the public sector.
Many of the worst-paying girly jobs – like teaching young children before they enter public kindergarten – pay badly because they get relatively little public support, are poorly regulated and serve families who can’t afford to pay for high-quality services.
Women who want to avoid the hazards of girly jobs can move into manly ones like petroleum engineering (the college degree leading to the best salary in 2009). But women have good reason to be more interested in social engineering.
We need to figure out how to honor girly values while earning manly pay.


Area of Learning
Curriculum for Early Years: 18months– 5 years old
- Communication and Language development involves giving children opportunities to experience arich language environment; to develop their confidence and skills in expressing themselves; and tospeak and listen in a range of situations.
- Physical development involves providing opportunities for young children to be active andinteractive; and to develop their co-ordination, control, and movement. Children must also be helpedtounderstand the importance of physical activity, and to make healthy choices in relation to food.
- Personal, Social and Emotional development involves helping children to develop a positive senseof themselves, and others; to form positive relationships and develop respect for others; to developsocial skills and learn how to manage their feelings; to understand appropriate behaviour in groups; andto have confidence in their own abilities.
- Literacy development involves encouraging children to link sounds and letters and to begin toread and write. Children will be given access to a wide range of reading materials (books, poems,and other written materials) to ignite their interest.
- Mathematics involves providing children with opportunities to develop and improve their skills incounting, understanding and using numbers, calculating simple addition and subtraction problems; andto describe shapes, spaces, and measures.
- Understanding the World involves guiding children to make sense of their physical world and theircommunity through opportunities to explore, observe and find out about people, places, technology andthe environment.
- Expressive Arts and Design involves enabling children to explore and play with a wide range ofmedia and materials, as well as providing opportunities and encouragement for sharing their thoughts,ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and designand technology.


There are four areas of emphasis in contemporary art education: visual arts, theatre, music and dance. Nowadays both visual and performing arts play a vital part in the core curriculum, as its importance has been recognized by the educational approach of the National Standards Summary Statement and the National Standards for the Arts Education. Art education assists the educational system of the United States to cultivate developed and deep personalities in the future citizens. In order to completely analyze the significance of dance, music, theatre and visual arts in the core curriculum it is necessary to reveal their primary educational goals and methods.
Visual arts basically are a certain form of art education with a goal of focusing on all the works that are visual products of creativity. These include: painting, sculpture, film, photography, and fine arts. The type of visual arts should be chosen according the artistic potential and the interest of the student. Students need to learn to perceive the visual works and to be able to find beauty in the outside world and therefore be capable of making a visual creative product themselves. Students in visual arts learn how to combine the visual picture with the emotions they want the viewer to experience while looking at it. Visual art teaches the student to find his personal way to reflect his inner world with all its positive and negative manifestations in his own works. Contemporary digital tools, cameras, common tools such as charcoal and pencil, and a great variety of examples of great artists available nowadays that is what teaches to speak out feelings and thoughts in the language of art. It starts from preschool and is also a part of secondary education.
Dance is a term used to indicate a form of performing arts characterized by human movements. The main goal of any dance class is to teach the student to express the feelings, moods, attitude and other different issues in a setting of movements. Dance develops the muscles, making them stronger and more flexible. In other words it is a class of the language of the body. There are many different types of dance genres: ballet, ballroom dancing, modern dances, hip-hop dances and others. The American system of education has included gymnastics, synchronized swimming and figure skating to the list of the dance classed in educational establishments. Contemporary educational establishments posses a large choice of dance classes from aerobics to cheerleading, so the student is free to choose. Dance teaches children to concentrate of the movements of their body and feel its plastic capasity.
Music is also a way of a creative development of a personality as it is an artistic work made of tones, sound and pauses that always carry a personal message delivered from the author to the audience. The students attending music classes should be able to recognize the sounds and learn the patterns of their harmonic combinations. Such musical training begins in preschool and continues even in postsecondary education establishments. Contemporary educational program implies school bands, choirs and other alternative music formations such as orchestras, which teach students and contribute to integration of arts in learning process.
Theatre is basically the art of dramatizing different situations on stage. The primary tool of the theatre and the goal of this class are to teach the student how to apply correct and proper word combinations, and the combination of movements so everything would look natural. Contemporary school possesses speech and drama clubs, which conduct several plays a year, students also can try themselves out in pantomime, mime or Chinese opera. The major development of this form of art is detected in secondary education establishments.
Gelineau was definitely right saying that “the national goals are written into law naming the arts as a core, academic subject”. For the national law has one great goal – to have a strong, mature, developed, intelligent and physically resourceful generation.
Gelineau, R.P. Integrating the arts across the elementary school curriculum. Toronto, Ontario, Canada: Wadsworth/Thomson Learning, 2004.
Sporre, D.J. Perceiving the arts: An introduction to the humanities. Upper Saddle River, NJ: Prentice Hall, 2003.
Wikipedia. “Art”. Retrieved from http://en.wikipedia.org/wiki/Art on July 25,2006.
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Music is a language which young children like to explore. At Cassiobury, we understand the importance of teaching regular Music lessons in EYFS and KS1. We follow 'Inside Music,' which is a music education programme by the Voices Foundation. The children learn songs, games and activities to develop step-by-step learning which builds skills, knowledge and understanding of key musical concepts.
In Nursery and Reception, teachers provide opportunities for the children to share their thoughts, ideas and feelings through a variety of musical activities. Children learn a wide range of songs and rhymes, and are encouraged to experiment with new sounds. Music is incorporated into the daily routine, helping children with transitions. The classroom provision has a selection of musical instruments for the children to access during Busy Learning Time. The children helped to develop a stage area in the Reception garden, which encourages pupils to perform songs and dances in front of an audience.
In Year 1 and Year 2, pupils are taught to use their voices expressively and creatively by singing songs and speaking chants and rhymes. Children learn to play tuned and untuned instruments musically. They also create sounds using the inter-related dimensions of music.
KS1 and Reception attend weekly singing assemblies, where the children learn a variety of songs from different genres. Pupils learn the Makaton signs linking to the lyrics of a song, enabling all children to participate.
Please search #CassInfMusic on Twitter to see our musical learning in school, as well as our Monthly Music Challenges that the children can access at home.


Journal of Historical Research in Music Education
Musicology -- Pedagogy
Claude V. Palisca (1921–2001) was a prominent American musicologist and music educator. He authored books and articles about Renaissance and Baroque music theory and developments in musicology, but is most widely known as the founder and first editor of the Norton Anthology of Western Music (NAWM) and coauthor of A History of Western Music, the two music history textbooks that are still in use in classrooms worldwide. In this article, we trace Palisca’s first idea of the NAWM’s structure, content, and purpose through his writings and activities between the 1950s and late 1970s. The central part among Palisca’s activities in music education belongs to his organization of the Yale Seminar on Music Education, his seminar report, and the listening curriculum designed to instill more balance between performance and academic study in largely performance-oriented public school music programs. In his listening curriculum, Palisca argued for emphasis on understanding music through listening within the historical and theoretical context of the music work, an approach he would later pursue in the NAWM. Palisca hinted that a similar teaching “package” is needed for the undergraduate level, thus identifying the listening curriculum from his Yale Seminar report as the first glimmer of the future NAWM.
Locate the Document
Simonović Schiff, Jelena Dj. and Humphreys, Jere T., "Claude V. Palisca as Music Educator: The Yale Seminar on Music Education and the Norton Anthology of Western Music" (2020). Music Faculty Publications and Presentations. 7.


Welcome to Amy Conley's resource page for materials and contacts that will be useful in your music education program.
Materials to Make: Egg Shakers (buy plastic eggs in late spring on sale, fill with anything, tape 'em up good, I like electrical tape because it's slightly stretchy for nonflat surfaces!); Scarf Rope (collect old scarves from teachers and parents, tie each end together to make a long rope of scarves. This can be tied temporarily in a circle for some circle songs, or left long to make a train to carry, do a snake dance in and out between each other or all around the room, etc.); Sticks from dowels (get parents to cut up some dowels, 6-8" and the children can sand them with sandpaper to smooth out the ends); Rhythm Rope: Hang a rope across part of the room and from that hang different cans/plastic recyclables, tap with dowels to singing or recorded music.
Materials to find in a classroom or home: 1. Plastic containers such as empty honey or cheese contatiners, plastic dishes, enamel pans, cookware that might be broken but safe, kitchen stuff from the dollar store, a few wooden or metal items, put them all in a large bag (such as a nylon laundry bag) and take them out for songs about cooking, food, etc. They are great instruments! Make sure there are enough things for each child to have something to tap on and something to tap with, such as a bowl and a wooden spoon, or a pan and a stick. 2. Any set of something like dolls, dinosaurs, cars, blocks, that can be used either as rhythm instruments or props to sing with (ex. stuffed animals, for animal songs, dancing, rocking with etc.). 3. Costumes, dress up and act out some songs. 4. paper plates or other art materials can sometimes be used for singing, such as masks, props, etc. 5. Set of pillows or chairs to use for musical games. 6. Mat to jump over when singing any song about going over things (Bear Went over the mountain, My Bonnie lies over the sea), or acting out Three Billy Goats Gruff, etc. 7. Clothes from the coat area, songs about mittens, shoes, or act out a song with.
Materials to buy: Here are some online suppliers I use regularly: http://www.mindysmusikids.com/ , http://www.littlelovees.com/ , http://www.mudpiemusic.com/ & http://www.discountschoolsupply.com/ (rainbow streamers), http://www.musictogether.com/ All carry instruments and props for music and movement. Always ask for teacher discounts, or volume discounts. Try your local music or toy store and ask for a volume or teacher discount also, maybe they can match the online pricing. My favorite items are: 1.Cooperband, a giant scrunchy! 2. parachute 3. hula hoops 4. jingle bells on wrist bands with velcro or just round plastic loop 5. Dynabands, available in non-latex in rolls from health or medical supply companies, cut up into two-foot sections. 6.dishwasher-safe red plastic Rhythmix sticks 7.drums of any kind, The Village Drum in Hookset NH or the websites above. 8. lightweight dancing scarves (15-27" wide squares) and Rainbow Dancing Streamers from Discount School Supply. 9. Egg Shakers from Mindy, many types and volume discounts. 10. Assorted rhythm instruments, ask parents if they could donate one or two and you'll have a whole set in no time. 10. Local rhythm instruments: Toyland in Milford, Music and Arts Center in Manchester, Mother and Child in Nashua.
Where to find great songs in a hurry! The Children's Music Network http://www.cmnonline.org/ has songs resource pages, especially in the area of human development and environmental issues. Songs are streamed, but you can also visit individual artists there and support their work.
Where to learn about early childhood music development: http://www.musictogether.com/ The national website for Music Together®.
World Music (develops excellent tonal and rhythm skills) Putamayo recordings! My favorites are World Playground and World Playground II
Exotic Instruments from Around the World: Lark in the Morning (catalogue and website). http://www.larkinthemorning.com/


Brianne Gidcumb | August 2014
Integrating Drama in the Elementary Classroom: Where Do We Begin?
In any arts integration initiative, it is vital students receive explicit instruction in the content and practices of the arts. This way, they learn to make natural connections across content areas in the classroom. Many elementary students are fortunate to have art and music time built into their schedules. However, drama classes are more difficult to find at the elementary level. So the question is: in order to effectively integrate drama into the curriculum, where will the explicit instruction of theatre arts come from?
How can we integrate drama into the classroom while providing some foundational skills and concepts in theatre arts?
Drama is a powerful tool. And in the absence of a drama program in the school, the rest of us should provide students access to the standards, skills, and concepts of this content area for their benefit. Through participation in theatre, students develop speaking and listening skills. Students collaborate with others in accomplishing common goals. Theatre arts promotes creativity in problem solving.
Theatre games for kids stretch perspective by giving students opportunities to reflect on behaviors, situations, and personalities in the context of a drama. Drama allows students to demonstrate a deep understanding of pieces of literature. Why wouldn’t we want to leverage this amazing tool?
Though many classroom teachers do not have a drama teacher to collaborate with, drama is a natural place to begin arts integration. Regardless of your experience (or lack thereof) in theatre arts. Below I’ve compiled a list of a few strategies that I think are really effective for integrating drama in the classroom. Moving forward, we’ll look more closely at the national standards for theatre and how “non-drama” teachers can provide theatre instruction through arts integration to help students achieve those standards, but for now.
Here are a few easy theatre games for kids to get started:
Explain to students that all actors have five tools when creating a scene: voice, body, imagination, concentration, and collaboration. Have students stand in a circle for the Actor’s Toolbox warm-up (see script). Ask the students to experiment with each tool. After the warm-up, describe a scene in detail, including colors, characters, and setting. Once students picture the scene with their imagination tools, have them depict the scene using one of their tools in a frozen picture somewhere in the classroom.
Actor’s Toolbox Script: https://educationcloset.com/2013/05/31/actors-toolbox-script/
Students create a frozen picture using their bodies. When creating a tableau, students explore various levels (sitting, standing, kneeling), use different body parts, and collaborate with classmates to create a scene. This technique might be used to assess students’ comprehension of major plot points in a story and differing perspectives.
Students create a tableau based on a piece of literature. The teacher taps the shoulder of a student in the tableau to prompt them to share their character’s perspective. This can be used to allow the teacher to assess a student’s comprehension of character and plot.
Show students a piece of artwork, and ask them to choose a character or an object from the painting to imitate with their bodies in a frozen tableau. Once the students are frozen with the painting, walk around the room and select a student to describe their character and tell a story about what is happening. When that person is ready to pass the story onto someone else, they can tap them on the shoulder and take their place in the painting.
Groups read biographies from a historical period, noting important points (events, actions, scenes, lines of dialogue). Students plan a scene with their biography groups, focusing on actual words or an actual event from the biography. (Creating Meaning Through Literature and the Arts, Cornett).


Hungarian Painter, 1845-1920
was a Hungarian painter and politician. Born in Szinye??jfalu, Hungary (today Chminianska Nov?? Ves, Slovakia), he learned painting at the Academy of Fine Arts, Munich under Karl von Piloty. He was a friend of Wilhelm Leibl and Hans Makart. His are some of the earliest works of Impressionism in Hungary and Central Europe. At the 1873 World's Fair in Vienna he won a medal with his painting Bath House. Szinyei was also an active politician. He was elected to the parliament of Hungary where he fought for the modernization of art education. He died in February 2, 1920, just four month and two days before the Trianon treaty, in Jarovnice Related Paintings of Merse, Pal Szinyei :. | oculi | Picnic in May | The Balloon | Luncheon on the Grass | The Swing |
Related Artists:Pietro vannucci called IL perugino
Citta della Pieve ca 1448 -Fontignano 1523James Joseph Jacques Tissot
James Jacques Joseph Tissot (15 October 1836 - 8 August 1902) was a French painter, who spent much of his career in Britain.
Tissot was born in Nantes, France. In about 1856, he began study at the École des Beaux-Arts in Paris under Hippolyte Flandrin and Lamothe, and became friendly with Edgar Degas and James Abbott McNeill Whistler. Tissot exhibited in the Paris Salon for the first time in 1859, two portraits of women and three scenes in medieval dress from Faust. The latter show the influence of the Belgian painter Henri Leys (Jan August Hendrik Leys), whom he had met in Antwerp in 1859. In the mid-1860s, however, Tissot began to concentrate on depicting women, often although not always shown in modern dress. Like contemporaries such as Alfred Stevens and Claude Monet, Tissot also explored japonisme, including Japanese objects and costumes in his pictures. A portrait of Tissot by Degas from these years (Metropolitan Museum of Art, New York) shows him with a Japanese screen hanging on the wall.Gustaf Wilhelm Palm
Swedish, 1810-1890,Swedish painter. He entered the Royal Academy of Arts in Stockholm in 1828, where he was a student of Carl Johan Fahlcrantz. Following a tour of Norway he went, via Copenhagen, to Berlin and Vienna for three years in order to seek a cure for an eye illness. He was influenced there by Biedermeier painting and Ferdinand Georg Waldm?ller, and also by the architectural painters Jakob Alt (1789-1872) and his son Rudolf Alt.


In partnership with the Huntsville Symphony School, the 3rd Grade Violin Program was established in 1997. Although the Athens City School System has long supported music education, instrumental programming is not available in the elementary schools. Most public school students rarely have the opportunity to touch, much less learn to play a string instrument. This program allows students of all ethnic and socio-economic backgrounds to receive training from highly skilled members of the Huntsville Symphony Orchestra School and to be involved in performances and orchestral field trips. Research suggest that not only does school and community-based music instruction have an impact on brain functioning, but that it could possibly make a significant difference in the academic trajectory of lower-income kids. Unfortunately, these are the students who typically have less access to music education programs. The violin program does three things for our students in addition to learning to play the violin: teaches them to succeed in a collaborative environment at the highest level, builds their personal confidence and self-worth, and encourages them to recognize that they exist as an important piece of a bigger picture. Each of these areas is crucial to developing healthy children who will contribute to the future of our community.


He’s got perfect pitch. He is 22, and sings with a rasp and vibrato through that last high note. Kodi’s piano accompaniment shows off technical precision that stole my heart.
Autistic people have talent, and nearly all autistic people have perfect pitch (read my research study). Autistic musical savants like myself want to be recognized for musical talent, the practice time we devote to showcasing perfection, and the music theory training that helps us fit in to a group of quality musicians, because we are usually the strongest one in the room.
Kodi’s win made parents and teachers think about autistic talent, and now everyone wants piano lessons for their autistic child.
All my piano students are autistic. Every autistic piano student should have equal access to the arts, whether they are nonverbal, blind, or poor motor skills. We can all do it, because we have the gift. But do all piano teachers have the gift to teach?
Current research is critical to work with a demographic that is misunderstood by mainstream education. Those who put together homegrown curriculum and color-basedprograms are truly demonstrating incompetent teaching skills. Teaching down to the diagnosis is a form of discrimination, and parents need to learn how to recognize a poor teacher-student relationship.
How to Know if Your Autistic Child’s Piano Teacher Is Trained for the Job
- The teacher will begin the lessons even if the student does not have an appropriate instrument in their home
- The teacher plays all assignments for the student, and then teaches by rote
- The teacher assigns scales and flashcard work for home practice
- The teacher does not hold a 4-year music degree from a nationally accredited institution.
- The teacher focuses on correcting posture and finger shape more times than the student is playing during the lesson.
- The teacher’s rates are below market rate for professional services in your region
- The teacher refuses to teach online (skype/facetime) to accommodate the student
- The teacher uses “student with autism” or “definitely has a spectrum disorder” language without regard for the prevailing preference of autistic people to be called primarily “autistic”
- The teacher talks slow, loud, and with vocabulary that feels infantilizing.
- The teacher is not autistic, and therefore, cannot serve as a positive role model.
Thankfully, I’ve done the work for you!
Piano teachers looking for an evidence-based piano pedagogy, read about my professional training program for LDME™ Training – Developmental Music Education™ Training to become a licensed developmental music educator®
Research Study about autism and perfect pitch: Non-Verbal Paradigm for Assessing Individuals for Absolute Pitch Kupferstein, H., & Walsh, B. J. (2016). Non-Verbal Paradigm for Assessing Individuals for Absolute Pitch. World Futures, 72(7-8), 390-405. [PDF]
Parents who want to learn more about piano lessons for autistic and nonverbal students using a method that guarantees these goals through neuroplastic changes, BOOK A CONSULT and let’s set a time to talk.


Shifting the discourse from a focus on academic language to the more dynamic but less researched construct of academic literacies, this volume addresses three key questions:
• What constitutes academic literacy?
• What does academic literacy development in adolescent multilingual students look like and how can this development be assessed?
• What classroom contexts foster the development of academic literacies in multilingual adolescents?
The contributing authors provide divergent definitions of academic literacies and use dissimilar theoretical and methodological approaches to study literacy development. Nevertheless, all chapters reflect a shared conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices. This framework foregrounds students’ participation in valued disciplinary literacy practices. Emphasized in the new college and career readiness standards, the notion of disciplinary practices allows the contributing authors to bridge the language/content dichotomy, and take a more holistic as well as nuanced view of the demands that multilingual students face in general education classrooms. The volume also explores the implications of the emphasis on academic literacy practices for classroom instruction, research, and policy.
Table of Contents
Chapter 1. Introduction
Part I. Academic literacies: A rationale and exploration of the construct
Chapter 2. Academic language and academic literacies: Mapping a relationship
Chapter 3. In more than one tongue: Academic literacies at work as living texts
Chapter 4. Adolescent development and everyday language practices: Implications for the academic literacy of multilingual learners
Alison Bailey, Marjorie Faulstich Orellana
Chapter 5. A sociocultural approach to academic literacy in mathematics for adolescent English learners: Integrating mathematical proficiency, practices, and discourse
Chapter 6. Translingual literacies in a social media age: Lessons learned from youth’s transnational communication online
José Ramón Lizárraga, Glynda Hull, John Scott
Part II. Academic literacy development: Contexts and practices
Chapter 7. Bilingualism-as-participation: Examining adolescents’ bi(multi)lingual literacies across out-of-school and online contexts
Chapter 8. Academic literacy development: A ten-year case study of an aspiring writer
Chapter 9. Inquire to acquire: A discourse analysis of bilingual students’ development of science literacy
Chapter 10. Schooling begins before adolescence: The case of Manuel and limited opportunities to learn
Part III. Implications of an academic literacies approach to learning
Chapter 11. The use of assessment in support of the development of adolescents’ academic literacies
Chapter 12. Building teacher knowledge of academic literacy and language acquisition: A framework for teachers’ cross-disciplinary professional learning
Mary Avalos, Margarita Zisselsberger, Jennifer Langer-Osuna, Walter Secada
Chapter 13. Establishing a foundation for academic literacy: The role of standards
Chapter 14. Literacy development in academic contexts for adolescent English language learners: Policy considerations and future research
Timothy Boals, Kenji Hakuta, Alissa Blair
List of Contributors
Daniella Molle is a Professional Development Researcher at WIDA, Wisconsin Center for Education Research, University of Wisconsin-Madison, USA.
Edynn Sato is a Principal Research Scientist in the Research and Innovation Network’s Next Generation Learning and Assessment Center at Pearson, USA.
Timothy Boals is a Senior Research Scientist at WIDA, Wisconsin Center for Education Research, University of Wisconsin-Madison, USA.
Carol A. Hedgspeth is a Research Associate at WestEd, USA.


New Entrants ELF Programme
ELF is Early Literacy Fun, a 4-5 week literacy and numeracy programme we run for New Entrants, in addition to their three school visits. It is designed to help your child develop their early literacy and numeracy skills, as well as gain confidence in the school environment. It is also designed to introduce parents/caregivers to our style of classroom teaching, and to give ideas about what you might focus on at home with your child.
During each session, your child will take part in activities such as:
- Reading and sharing books together
- Learning new rhymes and poems
- Alphabet games and activities
- Counting and numeracy activities
- Exploring the classroom space
ELF is on offer approximately 6 weeks before your child's birthday. It is taught by our New Entrant teachers on Wednesdays from 2.15pm – 3pm. To sign up, please contact the school office. You will need to be able to stay with your child during each session—and we ask that you not bring any other pre-schoolers.


- File Size: 25619 KB
- Print Length: 303 pages
- Publisher: Pearson; 2 edition (June 17, 2015)
- Publication Date: June 17, 2015
- Sold by: Pearson Education,Inc.
- Language: English
- ASIN: B00XIHIZJU
- Text-to-Speech: Not enabled
- Word Wise: Not Enabled
- Lending: Not Enabled
- Amazon Best Sellers Rank: #1,062,356 Paid in Kindle Store (See Top 100 Paid in Kindle Store)
Words Their Way: Vocabulary for Middle and Secondary Students (Words Their Way Series) 2nd Edition, Kindle Edition
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I love this book. Write some more!
Joseph W. Guenther, University of Wisconsin, Platteville
I like the overall presentation of the text. Given the emphasis on reading in middle and high school, I would think it would have a wide audience. I would consider this text as a supplemental or suggested text as it does enhance the content of the course I teach.
Nancy Williams, University of South Florida
This book contains useful information and offers helpful resources for those who would like further information. The chapters contain useful graphics and examples, and provide the reader with a solid background on words, word origins and the development of our vocabulary knowledge. The book also includes step-by-step strategies for sharing this knowledge with students.
Margot Kinberg, National University
Each strategy is described in detail, weaving research with examples from classrooms. I believe teachers can easily find new ideas for teaching content vocabulary, and understand when each strategy is most effective. I am especially impressed with the examples.
Cathy Blanchfield, California State University Fresno
The text is well organized, theoretically sound, and the strategies are practical and effective. Excellent strategies for addressing the word-specific challenges for English learners. Excellent ideas and activities.
Jackie Glasgow, Ohio University
About the Author
Shane Templeton is Foundation Professor of Curriculum and Instruction at the University of Nevada, Reno, where he is Program Coordinator for Literacy Studies. A former elementary and secondary teacher, his research focuses on the development of orthographic knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary. He is author of the "Spelling Logics" column in Voices from the Middle, the middle school journal of the National Council of Teachers of English.
Francine Johnston is a former first grade teacher and reading specialist who learned about word study during her graduate work at the University of Virginia. She is now an associate professor in the School of Education at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Francine frequently works with regional school systems as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement.
Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy where he and preservice, Master’s and doctoral students teach and assess children who struggle to learn to read and write. Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. Donald has been a classroom teacher and he researches and writes about literacy development and instruction. He is an author of numerous articles, book chapters, and books, including Words Their Way, Words Their Way with English Learners, and Vocabulary Their Way.
Marcia Invernizzi is a professor of reading education at the Curry School of Education at the University of Virginia. Marcia is also the director of the McGuffey Reading Center, where she teaches the clinical practica in reading diagnosis and remedial reading. Formerly an English and reading teacher, she works with Book Buddies, Virginia's Early Intervention Reading Initiative (EIRI), and Phonological Awareness Literacy Screening (PALS).
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New teachers face many responsibilities! Learn to prepare for your first day, week, and month in a Head Start classroom, manage the paperwork, and establish your priorities for each day
DIRECTIONS: The module can be accessed on the iPD, located on the Early Childhood Learning and Knowledge Center (ECLKC) website by clicking on the link posted * below.
First, make sure that you have added the module to your OCCRRA registry account.
Second, you will need to open an ECLKC account and log on to the iPD to access the module. The links below can help you with the process.
* The iPD can be accessed at: Link to iPD on ECLKC. Once you are on the iPD, search for the module by entering the title of the module in the search box.
Once you have completed the module, please allow 6 weeks for attendance verification.
For assistance with verification of the module email: DRuhland@zerotothree.org.
|Training approved for||
|Registration deadline||Jun 30, 2020|
|Number of open seats||796|
|Event Owner||ZERO TO THREE|
|Sponsor Phone||(202) 857-2995|
|Target Audience||Classroom Staff / Teacher,Staff working with children with special needs|
|Age Groups related to content||Preschoolers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||To ensure a well-run, purposeful program responsive to participant needs|
|Early Learning and Development Standards||N/A|
List the different elements involved in managing a Head Start classroom.
Describe a process for organizing the workflow of a Head Start teacher.
Solicit information from more experienced staff about managing the different aspects of the job.
Develop a system for finding the priorities of each workday.


Primary Advisor/Dissertation Chair
Maggie Struck/Trish Harvey
Secondary Advisor/Reader One
The author’s research inquiry was: what is the impact of behavior descriptive praise and evaluative praise on intrinsic student motivation and behavior? The literature states that using evaluative praise can cause a ‘fixed mindset’ where a child is fearful of trying new tasks, and confused on the desired behavior of the educator. Moreover using behavior descriptive praise allows children to view effort and working hard a positive aspect of learning, while the educator is able to easily establish clear expectations for the students. This study took place over a four month period with two different third grade art classes. Through the course of this research the educator used only one type of praise with each of the classes and then documented through journaling, behavior tracking, and student surveys to examine the impact of these different types of praise had on the classes. The results of the study confirmed the literature reviews findings that using behavior descriptive praise set clear expectations for students, and created a study body who focused on the effort they put forth, instead of the outcome.
Art Education, Classroom Management, Community Building, Learning Styles, Motivation, Teachers/ Teaching, Behavior Descriptive Praise, Evaluative Praise
McCormack, Stacie, "Effects Of Evaluative Praise Versus Behavior Descriptive Praise On Intrinsic Motivation And Behavior" (2018). School of Education Student Capstone Theses and Dissertations. 4424.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
This paper serves two purposes. First, it offers an overview of the role of the Mathematical Markup Language (MathML) in representing mathematical notation on the Web, and its significance for accessibility. To orient the discussion, hypotheses are advanced regarding users’ needs in connection with the accessibility of mathematical notation. Second, current developments in the evolution of MathML are reviewed, noting their consequences for accessibility, and commenting on prospects for future improvement in the concrete experiences of users of assistive technologies. Recommendations are advanced for further research and development activities, emphasizing the cognitive aspects of user interface design.
"The Accessibility of Mathematical Notation on the Web and Beyond,"
Journal of Science Education for Students with Disabilities: Vol. 23
Available at: https://scholarworks.rit.edu/jsesd/vol23/iss1/9
Accessibility Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Instructional Media Design Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Online and Distance Education Commons, Other Education Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Scholarship of Teaching and Learning Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons, Special Education Administration Commons, Special Education and Teaching Commons, Student Counseling and Personnel Services Commons


Bald Eagle Facts for Kids Video
A bald eagle is the only eagle which is unique to North America. It is the powerful national emblem of United States of America since 1782. They are also considered as a spiritual symbol by native people. A bald eagle can be easily recognized by its white head, brown body and wings with a hooked yellow beak. They prefer to live near a constant source of water. They generally feed on fish, snakes, duck and turtles. Bald eagles go after other creatures’ catches rather than doing their own fishing. These birds were about to go extinct but they have made a comeback with the help of laws created to protect them.
Quick Facts: –
- They are one of the largest raptors in the world.
- Female bald eagles are bigger than males in size with around 3 feet long bodies and a wingspan of about 8 feet.
- They usually mate for life and share parenting duties.
- Bald eagles have a sharper vision as compared to humans and their field of vision is wider.
- They can swim as well and catch their food there.
- These Eagles hold the record for the largest nest of any bird.
- Their average lifespan can range somewhere from 25-30years in wild. The oldest living bald eagle is 38 years old.
- They were removed from the list of endangered species in 2007.
- These large birds have a rather wimpy voice for their size.
- Their sharp and pointed beaks help them to rip and tear the prey into bite-size pieces.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts about Bald Eagle for Kids ." Easy Science for Kids, May 2020. Web. 29 May 2020. < https://easyscienceforkids.com/bald-eagle-facts-for-kids-video/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts about Bald Eagle for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/bald-eagle-facts-for-kids-video/
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Kindergarten-The Matching Game 1
Using ScratchJr, the students worked to create an animated matching game. Choosing 3 animals from ScratchJr, the students drew their game plan in their Launch Logs, then moved to the iPads. The students chose either the "green flag" or "touch" triggers to move the animals to the first letter of the animals' name. This project reinforces the importance of giving program commands in the correct sequence.
1st Grade-Meet ScratchJr 1
Using ScratchJr (a programming tool on the iPad), the students learned how to create their own animations. They had to think about and plan how they wanted their animation to look and how their characters were going to act.
2nd Grade-Moving with Math 1
Playing the Rosie games taught students to use step-by-step instructions for a character or actor (as they are called in coding apps). Using ScratchJr, the students learned how to choose new actors, program them to move, and how to use the grid feature to move actors using math skills. The students created a game with 2 cars. Two students tapped the cars to begin the motion of moving them to the finish line. Whomever ended up tapping first was the winner.
3rd Grade-Rosie's Path 2
Just like the kindergarten-2nd grade classes, the students learned how to program Rosie the Robotic Dog to move through a maze of colored dots to retrieve bones, jump the mud puddles, and end at home. The 3rd graders took the process an extra step by including repeats (or loops) and "if-then" statements.
4th Grade-The Body's Computer
Our brains work in a similar way to a computer--with inputs and outputs. We receive stimuli, our brains process that information, and then our cells pass signals to generate a response. Students continued learning about the brain by completing a clay model of the brain.
5A & 5B
With Spring Break on the horizon, the specials teachers decided to mix it up a little. The students could choose between dodgeball or free art/STEAM. Some of the students used this opportunity to organize the VEXIQ robotics kits.
5C & 5D-Information Highway
The students learned that computers store information in binary code (1s and 0s). Each code represents text. Using a downloaded PDF and conversion table, the students converted data to and from binary, marked up the PDF in Preview, and uploaded the completed document to Google Classroom..
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


Who are we?
ABRSM is the exam board of the Royal Schools of Music. We are a charity committed to supporting and inspiring people to progress with music. We support high-quality music-making and learning around the world.
Together with our partners, the Royal Academy of Music, the Royal College of Music, the Royal Northern College of Music and the Royal Conservatoire of Scotland, ABRSM sets standards in music education.
We encourage students to build skills, knowledge and understanding incrementally to help them unlock their musical potential, whatever their background and whatever part they wish music to play in their lives.
We want everyone to be able to develop musical skills and fulfil their potential with music. We believe that access to high-quality, progressive music learning is the right of everyone.
Aural tests are an integral part of all Practical graded exams and assess the standard of a candidate’s ‘musical ear’. The examiner will deliver each test following a set of spoken words and instructions. Each test will require either a spoken, sung or clapped response.
The speed and accuracy with which candidates respond to the aural tests can tell the examiner a lot about the candidate’s musical make-up and help to form an overall picture of the candidate’s abilities.
The tests are administered by the examiner from the piano. For any test that requires a sung response, pitch rather than vocal quality is the object. The examiner will be happy to adapt to the vocal range of the candidate, whose responses may be sung to any vowel (or consonant followed by a vowel), hummed or whistled (and at a different octave, if appropriate).
All candidates take the same group of tests. These are carefully graded from basic recognition of rhythm and memory of short phrases to tests demanding well-developed aural perception and discrimination. The pass mark is 12; the maximum mark is 18.
|Grade||Test A||Test B||Test C||Test D|
|Grade 6||key-chord G minor, starting note G||Music (PDF)|
|Grade 7||key-chord G major, starting note G||Music (PDF)||
(i and ii)|
|Grade 8||key-chord C minor, starting note C|
for transposing instruments:
in Bb: key-chord D minor, starting note D
in F: key-chord G minor, starting note G
in Eb: key-chord A minor, starting note A
|Music (PDF)||Piece description (PDF)|
ABRSM Aural Trainer contains interactive challenges to help develop your music aural skills (listening skills). Anyone can use it, but it is designed around the components of ABRSM aural tests for Grades 6 to 8. The app can be used in any order, however often you like, on your own or with your teacher.
If you require any support or guidance with Aural Trainer 1-5, please visit the following page for further guidance on its functions and features: www.abrsm.org/auraltrainer/support.
If you still require assistance with a problem, or if you have any suggestions for improvements or developments, please contact the Aural Trainer support team by completing the following form below:


Access, engagement, networks, and norms: Dimensions of social capital at work in a first grade classroom
Social capital refers to access and use of resources available through one's networks to solve problems, and the norms that reflect inclusive or exclusive access to those networks and resources. Research has found positive relationships between social capital, academic achievement, and attainment. Studies, however, have generally examined social capital through factors that occur outside the classroom; students who have social capital, acquired through their family and community relationships, seem to be more successful academically. Limited research has explored what if any factors within the classroom might impact the production, and nature of social capital, or its workings in a classroom. The purpose of this study was to explore the workings and nature of classroom social capital, including its possible relationships to engagement and cognition among 5 student participants. Using methods of qualitative data collection, mixed methods were used to analyze information resources, participants' networking, student work, and classroom discourse. Eight interdependent networking factors and 3 overarching patterns of norms were discovered. The networking factors reflected the structure, content, processes, purposes, and acceptability of participants' networking. The norms, also working interdependently, appeared to promote or inhibit among other things, engagement in networking, help seeking, access, sharing, and intertextual use of diverse, often complex sources of information. Through interaction of the 8 factors and 3 overarching norms, ongoing outcomes of networking appeared to include the creation of bridging (inclusive) and bonding (exclusive) forms of social capital, and depth of scientific conceptual understanding, in this case, about birds. Bridging social capital appeared related to willingness to engage in strong and weak tie networking, help seeking, intertextuality, and possibly to mastery goal orientation for all participants, regardless of reading level. Expository sources more so than narrative texts generated intertextually dense, social and cognitive networks, often between members with weak ties. Together the networking factors and norms shed light on the way discourse, resources, and practice might impact social capital, suggesting that forms of social capital may be produced, accumulated, and depleted by factors and norms that are open to variation and occur within the classroom.
Elementary education|Social structure|Cognitive therapy|Science education
Wexler-Robock, Stephanie, "Access, engagement, networks, and norms: Dimensions of social capital at work in a first grade classroom" (2006). ETD Collection for Fordham University. AAI3210284.


Crocodiles are reptiles like snakes and lizards, but did you know they’re more closely related to birds and extinct dinosaurs? It’s true. Crocodiles are about the closest we’ll get to the ancient dinosaurs. Crocodiles have been around for 55 million years. They live in rivers, lakes and wetlands in many warm parts of the world.
The crocodilian family includes alligators, crocodiles, caimans, and gharials. All these lizards have long snouts, sharp teeth and keen hunting skills. There are a few differences, though.
Fun Facts about Crocodilians for Kids
- Have you wondered how to tell the difference between a crocodile and an alligator? Crocodiles have longer, pointed snouts, while alligators have shorter, rounder snouts. Or, think about it this way: Alligators live in America; crocodiles don’t.
- Crocodilians are expert hunters. They have good eyes. They can see at night and under water.
- They also have good hearing. Crocodiles can hear their babies’ cries inside the eggs!
- Crocodiles will eat whatever they can catch – including wild pigs, water buffalo, deer, and sometimes humans.
- Crocodilians don’t chew their food. They bite off big chunks and swallow them whole.
- Ancient: very old
- Caiman: a small crocodilian
- Snout: nose and mouth
- Chunks: pieces
Learn More All About Crocodilians
Check out this cool crocodile video:
A video about the strength of a crocodile’s bite.
Crocodile Questions &Answers
Question 1: Are Crocodiles good mothers?
Answer 1: Crocodiles are the best mothers of any reptile species. They take care of their babies after they hatch until they can take care of themselves. Crocodile mothers are very protective over their nest. If you ever happen to stumble across a nest leave immediately and quietly.
Question 2: Are Crocodiles fast swimmers?
Answer 2: Crocodiles are expert swimmers. They can stay under the water for up to one hour and can swim at 20 miles per hour. If you see warning signs telling you to beware of Crocodiles, never enter the water or stay around the water banks.
Question 3: What is the largest species of Crocodile?
Answer 3: The saltwater Crocodile is the largest species. Saltwater Crocodiles are also known as Estuarine Crocodile, Marine Crocodile. Saltwater Crocodiles are not only the largest Crocodile species, they are indeed the largest reptile on earth.
Question 4: Do Crocodiles Sleep?
Answer 4: Yes Crocodiles do sleep but they are extremely light sleepers. They have excellent hearing and are always alert. They can actually sleep with one eye open according to Australian studies. They can also sleep with their mouth open…..scary or what.
Question 5: What is a baby Crocodile called?
Answer 5: A baby Crocodile is called a Hatchling.
Question 6: How long do Crocodiles live?
Answer 6: A Crocodile can live 70 to 100 years old, similar to us.
Enjoyed the Easy Science for Kids Website all about Crocodilians info? Take the FREE & fun all about the Crocodilians quiz and download FREE Crocodilians worksheet for kids. For lengthy info click here.


Bushfires in Australia Facts for Kids Video
Bushfires in Australia
Bushfires are also known as wild fires, vegetation fires, forest fires etc. They are part of the Australian landscape. They have been around for about 50 million years and now became a regular thing with the climate of Australia. A bushfire can be defined as an uncontrollable fire. They cause major damage to property and human life. Vegetation works as a fuel for these fires. They occur on every continent except Antarctica.
Quick Facts: –
- They can be caused by volcanic eruption, lightning, self heating etc.
- These bushfires are preceded by high temperature, strong winds and low humidity.
- Four of the five deadliest fires of Australia on record have been in Victoria.
- In 2007, Australia had an average 3284 bushfires per week.
- Change in climate doesn’t light fires but it creates favourable conditions for more dangerous and frequent bushfires.
- These bushfires are scary fast.
- According to CSIRO, the science agency of Australia, back burns are the only solution to control the bush fires.
- Back burn is a process in which a controllable fire needs to get started in the fire threat area so the bushfire will not get sufficient fuel and stop right then and there.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun facts for kids about bushfires in Australia ." Easy Science for Kids, May 2020. Web. 27 May 2020. < https://easyscienceforkids.com/bushfires-in-australia-facts-for-kids-video/ >.
APA Style Citation
Tobin, Declan. (2020). Fun facts for kids about bushfires in Australia. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/bushfires-in-australia-facts-for-kids-video/
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