Health Care software can be open source and freeware, and it is useful to keep medical records, disease databases and more. It can also be used to design health related websites such as that of Lilly ICOS, which is where people .
Software refers to several computer programs and information designed to give a computer directions so that it can perform one or more tasks. Computer software is different from hardware in that the latter is composed of actual physical objects (monitor, keyboard, mouse) while the former is impalpable. Examples of software are application software, shareware, middleware, programming languages, operating systems, testware, firmware, shrinkware, device drivers and programming tools. Software download allows users to obtain this technology, either paying for it, or as a free trial. Shareware, for instance, is provided on a trial basis, meaning that customers may try it for free. If, at the end of the trial, they are convinced of its qualities, they may pay for it and own it permanently. Shareware should not be confused with freeware, which is fully available for use without payment, even though the proprietor may ask for an optional fee, or donation.
The vocable freeware was invented by Andrew Fluegelman when he was trying to find a way to commercialize a communication program, while at the same time circumventing the traditional methods of distribution. What Fluegelman ultimately came up with was the aforementioned shareware business model, but the word freeware stuck, even though it does not necessarily mean what he first envisioned. Freeware is licensed without cost and is either completely functional for an unlimited period; or has only basic functions enabled with a fully functional version available commercially or in the form of shareware. The freeware author may reserve several rights, as well as impose a few restrictions on the user. Antivirus software may or may not be freeware, depending on the developer. An antivirus is used to prevent, detect, and remove malware, including computer viruses, computer worm, trojan horses, spyware and adware. Antiviruses mainly use three methods of identification, signature-based detection, Heuristic-based detection and file emulation.
There is also video software available, which manages the post-production video editing of digital video sequences on a computer non-linear editing systems (any system that performs random access editing on source material). It has taken the place of flatbed celluloid film editing tools and analogue video tape-to-tape online editing devices. Music software, on the other hand, deals with a great variety of functions, ranging from musical composition, audio recording and editing, music synthesis, music playing, music education tools, and more.
In general, this technology can be applied to several different fields, such as business, computer-aided design, databases, decision making, education, image editing, industrial automation, mathematics, medicine, molecular modeling, quantum chemistry, telecommunications, video games and word processing. Even creating davebollinger.com required using some of this technology, and by browsing through the website, you will be able to learn more about it and about its many applications.


Alcock, Katie J. (2005) Literacy in Kiswahili. In: Handbook of Orthography and literacy. Lawrence Earlbaum Associates, Mahwah, New Jersey, pp. 405-420.Full text not available from this repository.
Kiswahili is a little-studied but widely spoken language with its origins in East Africa. This chapter introduces the topic of literacy in Kiswahili by summarising some information about the language and its history. Following this, work on the development of reading and spelling in Kiswahili is reviewed. Learning to read Kiswahili is generally a rapid, all-or-nothing process. However, spelling development is not so straightforward, even in this regularly spelled language, because a variety of factors other than the phoneme–grapheme relationship contribute to spelling. This chapter concludes with an illustration of how the study of this language can illuminate our knowledge of literacy development in languages other than English.
|Item Type:||Contribution in Book/Report/Proceedings|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Departments:||Faculty of Science and Technology > Psychology|
|Deposited By:||Dr Katherine Alcock|
|Deposited On:||18 Jul 2008 13:22|
|Last Modified:||07 Jan 2015 19:52|
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“Music education helps kids learn other challenging subjects, like math.”
Music education gives children sharper skills and increased confidence that help them to master other difficult subjects. Particularly math. But don't just take our word for it! Leading academic experts have researched this phenomenon over the years, and here we've compiled some of their findings for you.
Dr. Frances Rauscher of the University of Wisconsin demonstrated remarkable increases in spatial-temporal IQs of young children exposed to music training. Using a standard IQ test, [the study] found that spatial-temporal IQs of children who received music training were 35 percent (35%) higher than those of children who did not receive training. Eight months after instruction began, the music students’ scores improved by 46 percent (46%) while the scores of children who received no training improved by only 6 percent. These findings were consistent across demographic and socio-economic categories.
In a pilot program, Wisconsin’s School District of Kettle Moraine conducted a similar™ study using kindergarten students rather than preschoolers and group piano keyboard instruction rather than private lessons. By December the piano students scored 33 to 35 percent higher than those who had received no formal music instruction, and by the end of the school year, the difference was an astonishing 46 percent (46%)
The Neurological Report Magazine [March, 1999] published the results of a study by Professor Gordon Shaw of the University of California, Irvine. This project involved second graders from one of the poorest-performing schools in Los Angeles. Students received piano lessons along with a special computer program. After four months, they were tested for their ability to analyze ratios and fractions. Students scored twenty-seven percent (27%) higher than their counterparts from another school district that did not receive piano instruction.
According to The College Board (Profiles of SAT and Achievement Test takers), there is a direct correlation between improved SAT scores and the length of time spent studying music. Those children who studied music for four or more years scored 60 points higher on verbal and 41 points higher on math portions of the SAT (for a combined total of 101 points) than students with no coursework or experience in music.
According to a nationwide survey conducted by the Gallup Organization, more than nine in ten Americans believe music education should be a part of every student’s day. In fact more than three-quarters of the people questioned feel that states should mandate it.
“American Attitudes Toward Music”, conducted for NAMM – International Music Products Association, also found that active music making takes place in half the homes in America. Music participation and support for school music education are both significantly stronger than in an identical poll conducted in 1997. Another significant finding is the sharp increase in the number of people who believe music education helps students succeed in other academic areas.
“The results of this national survey leave no doubt that Americans feel strongly about music,” says NAMM President and CEO Larry Linkin. “It is especially dramatic to see the growing clamor for music education in our schools.”
Among more than 1,500 people surveyed, 95 percent stated that they feel music is part of a well-rounded education (up from 90% in 1997), 93 percent feel schools should offer musical instruction as apart of the regular curriculum (up from 88 percent), and 78 percent (up from 70%) feel states should mandate music education for all students.
Eighty-one percent of respondents said they feel participating in school music corresponds with better grades and test scores, up sharply from 69 percent in 1997. Seventy-five percent said they believe learning a musical instrument helps students do better in other subjects such as math and science, and 73 percent said they believe teens who play an instrument are less likely to have discipline problems.
The survey found that 50 percent of households have one person age five or older who currently plays a musical instrument, up from 38 percent in 1997. Forty percent of households have two or more persons who play a musical instrument, up from 34 percent in 1997. In all, 53 percent of households own a musical instrument, up from 43 percent.


President’s Day is celebrated on the third Monday each February, and most young children only know it as a day off of school. Although this holiday was originally created to honor George Washington’s birthday, it has evolved in many states to include Abraham Lincoln, and in some states the holiday honors Thomas Jefferson, our third President. This holiday is a perfect opportunity to teach your children about all of the Presidents of the United States, and have some fun […]
When you have a baby or toddler, it can be nerve-wracking to know at what point in their development they reach certain milestones; crawling, walking, grasping items, etc. Tactile and motor skill development begins at birth and develops naturally, but parents can help encourage development in a couple of different ways.
1. Give your child wiggle room. Within a few weeks of birth, children can hold their heads up on their own, and by two months they can sit while […]
It is a new year, and it is a perfect opportunity to teach your child to create goals. It can show them independence and also create more family time if you create resolutions together. Here are some tips for helping your child with New Year’s resolutions.
1. Talk about it as a family. Take turns discussing where everyone would like to see improvement in themselves. Do not use it as an opportunity to tell your child where you would like […]


Basic Skills Still a Problem for Many Adults
Date: 24 March 2011
Reference: PAC 09/10/11
One in four adults here has significant problems with reading and maths, and current programmes do not fully their meet needs. That stark message comes as the Northern Ireland Assembly Public Accounts Committee publishes its report on adult literacy and numeracy.
Speaking at the launch of the report, Committee Chair Paul Maskey MLA said: “Literacy and numeracy is a major problem in our society; it has no boundaries and no easy solution. T ackling this problem is not simply about improving education—there are much wider social and other issues involved which impact on the local economic, health and justice systems. Therefore, the introduction of a joined-up, cross-departmental approach which seeks to prevent, as well as correct, these shortcomings is essential.
“Raising the level of literacy and numeracy skills within such a substantial proportion of the adult population here represents an enormous challenge. The Committee recognises that the problem is not of the Department for Employment and Learning’s (DEL) making; rather, it is a legacy of the schools system over successive generations. Nevertheless, the Department has a primary responsibility to address that problem.”
Over the nine years to 2010-11, DEL spent some £70 million on ‘Essential Skills’, its adult literacy and numeracy education programme. By July 2010, just over 83,000 people had enrolled on courses, of whom some 51,000 had gained an Essential Skills qualification. More recently, greater numbers of people have been enrolling on the programme, however, those with the lowest skill levels are yet to be brought into the system. At the current rate of progress, it could take the Department decades to overcome Northern Ireland’s literacy and numeracy skills deficit.
To address key issues highlighted in the Report, the Committee has recommended that the Department closely monitors the ‘Essential Skills’ programme. This will ensure that the appropriate action is taken to improve the quality of tuition, better manage student attendance and more effectively integrate ‘Essential Skills’ training within vocational courses.
Chairperson Paul Maskey concluded: “There is a clear need for major cultural change locally, so that education becomes much more highly valued throughout the population.
“DEL currently funds some 20,000 people each year to participate in Essential Skills training. However, given the huge number of the working age population with poor literacy and numeracy skills, this level of provision appears inadequate. The Committee acknowledges that, in a time of economic cutbacks, sufficiently resourcing the ‘Essential Skills’ programme is in itself a challenge. Nevertheless, it is one to which the Department will have to rise if it is to make a greater impact on the basic skills deficit than has been evident to date.”


If you’re prone to drumming on your steering wheel, desk or whatever is in reach when listening to your jam, this device could up your percussive game.
To make a musical instrument out of the mundane, users attach the circular sensor at the end of the stethoscope-like device to the surface of any everyday object and it becomes imbued the power of music. Then, users plug Mogees into a mobile device's headphone jack and connect their headphones to the gadget to listen to the music they create.
See also: Beep Speaker Is the Chromecast of Music
Mogees works by employing a small, specialized sensor called a "piezo-transducer" that converts a vibration produced by tapping any physical object into an electric signal. That signal is then sent to a mobile device running the Mogees app (available for both iOS and Android) which turns the signal into music.
Users can select different options that will determine how a particular object sounds once the vibrations are converted. They can also switch between free mode — where the user can change scales and keys and improvise pieces of music — and song mode, which lets the user tap along with their favorite songs.
Bruno Zamborlin, a musician who performs with British experimental dance group Plaid, designed and created Mogees to provide a fun, plug-and-play experience, but also as a tool for music education.
"I have done several workshops in primary schools in the UK, using Mogees to teach key aspects of sound and music in the national curriculum, and the results have been terrific," Zamborlin told Mashable. "Kids really learned concepts about vibrations and acoustic properties of materials in a brand new, interactive and natural way. Mogees is not just an instrument for musicians — it's a tool for music discovery that everyone should have fun in using."
Zamborlin started Mogees’ Kickstarter campaign on Feb. 17, and has raised almost $20,000 of its $83,000 goal with 22 days left.
Have something to add to this story? Share it in the comments.


Literacy for Young Children: A Guide for Early Childhood Educators
Use research-based strategies to build early literacy skills.
Early childhood educators recognize that young children are more likely to succeed in later grades if they have a variety of engaging preschool experiences. Literacy for Young Children brings together reading research and learning standards to help teachers become informed decision makers about meeting the literacy needs of young students from diverse backgrounds.
Based on the authors' work in Early Reading First classrooms, this resource includes evidence-based, easy-to-implement activities to develop oral language, phonological awareness, print awareness, emergent writing, and early comprehension skills.
Chapters provide an overview of each skill, methods for assessment, and appropriate instructional strategies. The book showcases examples of PreK and kindergarten children from different cultural and linguistic backgrounds to demonstrate how teachers can support individual learners. Readers will be able to:
"This book merges the five big ideas in reading with developmentally appropriate practice to create a practical guide that will enhance literacy development in any type of preschool setting. The references, resources, and examples will help teachers bring these ideas to life in their classrooms." --Addie Gaines, Principal, Kirbyville Elementary School, MO


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Special Interest: Process of Science
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Earth Stories: Earth Science for Elementary Education Majors
This course is designed to help Elementary Education majors learn basic geological concepts. This is done in the context of the nature of science and basic scientific thinking skills.
Science Education and Philosophy of Science
The course surveys issues in philosophy of science that are central to science education through an exploration of the works of twentieth century philosophers of science who were most influential in shaping ...
Question of the Day: Making a Scientific Argument
A scientific argument must persuade the reader that the data you present, and your arguments are strong enough, to support your theory, model, or proposed action. The effective writer will make it easy for the ...


Although it lasted only twenty-three years (1933-1956) and enrolled fewer than 1,200 students, Black Mountain College was one of the most fabled experimental institutions in art education and practice. It launched a remarkable number of the artists who spearheaded the avant-garde in the America of the 1960s. It boasted an extraordinary curriculum in the visual, literary, and performing arts as evidenced by some of the artists and teachers listed here:
Its art teachers included Anni & Josef Albers, Eric Bentley, Ilya Bolotowsky, Willem & Elaine de Kooning, Buckminster Fuller, Lyonel Feininger, Franz Kline, Walter Gropius and Robert Motherwell. Among their students were John Chamberlain, Kenneth Noland, Robert Rauschenberg, Dorothea Rockburne, and Cy Twombly.
The performing arts teachers included John Cage, Merce Cunningham, Lou Harrison, Roger Sessions, David Tudor, and Stefan Wolpe. Among the literature teachers and students were Robert Creeley, Fielding Dawson, Ed Dorn, Robert Duncan, Paul Goodman, Francine du Plessix Gray, Charles Olson, M. C. Richards, Ruth Asawa, Arthur Penn, Kenneth Snelson, Stan Vanderbeek, José Yglesias, and John Wieners. Guest lecturers included Albert Einstein, Clement Greenberg, and William Carlos Williams.
It was a unique educational experiment for the artists and writers who conducted it. Not a haphazardly conceived venture, Black Mountain College was a consciously directed liberal arts school that grew out of the progressive education movement.
In 1950, Olson published his seminal essay, Projective Verse. In this, he called for a poetry of "open field" composition to replace traditional closed poetic forms with an improvised form that should reflect exactly the content of the poem. This form was to be based on the line, and each line was to be a unit of breath and of utterance. The content was to consist of "one perception immediately and directly (leading) to a further perception". This essay was to become a kind of de facto manifesto for the Black Mountain poets. One of the effects of narrowing the unit of structure in the poem down to what could fit within an utterance was that the Black Mountain poets developed a distinctive style of poetic diction (e.g. "yr" for "your").
In addition to Olson, the poets most closely associated with Black Mountain include Larry Eigner, Robert Duncan, Ed Dorn, Paul Blackburn, Hilda Morley, John Wieners, Joel Oppenheimer, Denise Levertov, Jonathan Williams and Robert Creeley. Creeley worked as a teacher and editor of the Black Mountain Review for two years, moving to San Francisco in 1957. There, he acted as a link between the Black Mountain poets and the Beats, many of whom he had published in the review. Also, the appearance in 1960 of Donald Allen's anthology The New American Poetry 1945-1960 (which divides the poets included in its pages into various schools) was crucial: it established a legacy and promoted the influence of the Black Mountain poets worldwide.
Apart from their strong interconnections with the Beats, the Black Mountain poets influenced the course of later American poetry via their importance for the poets later identified with the Language School. They were also important for the development of innovative British poetry since the 1960s, as evidenced by such poets as Tom Raworth and J. H. Prynne. Modern projectivist poets include Charles Potts. The recent pamphlets and collections of Mario Petrucci (a rare example of a British poet extending Projectivist and Objectivist factors convincingly into his work) demonstrate a significant and distinctive way forward for English language poetry in this vein.


Reflecting on Your Viewing Experience
Review your notes on Thalia's progress throughout the year. Consider the following questions for discussion:
- In what ways does Thalia develop as a reader and a writer over the year? What would you tell Thalia's first-grade teacher about her abilities at the end of kindergarten?
- What classroom practices and home experiences contributed to her progress in literacy? What goals does Mr. St. Clair set for Thalia during the year? How does he support Thalia in her reading and writing? How did his instruction influence her ability to focus on "the details"?
- What other classroom practices would you plan for her? What questions do you still have about Thalia's knowledge and use of reading and writing?
- How does the instruction Thalia receives in Spanish support her language and literacy development in English, and vice versa?
- How has this video influenced your teaching practices? What segments affirmed what you already knew and had been doing? What will you do differently as a result of watching this video?


Early Childhood Education
The Early Childhood Education program prepares students educationally to immediately become assistant teachers, teachers, or site directors in early childhood settings such as early learning (child care) centers and preschool programs (Professional Track). It also prepares students to transfer to bachelor degree programs in early childhood education, child development, or elementary education (Transfer Track).
The curriculum balances general education courses with courses specifically designed to develop an understanding of the learning needs of young children. Many opportunities for “hands-on” experiences with children give students a firm foundation for immediately entering the workforce or continuing their formal education.
After completing the Associate in Science of Early Childhood Education degree at Lackawanna College, students will be able to:
- Explain the history, foundational theory, governance, and persistent issues in education, as well as the responsibilities and behaviors of a well-organized and responsible educator
- Define, analyze, differentiate, and create effective assessments that align with objectives appropriate for children from Birth to Grade Four, considering student strengths and weaknesses
- Self-assess and reflect on teaching effectiveness in light of student’s learning styles, development, and ability levels and use that reflection to contribute to current debates in early learning curricular and assessment reform
- Identify and apply knowledge of all developmental domains as well as the implications of that development for effective teaching and learning
- Demonstrate application of models, theories, and laws of inclusive education in curriculum and lesson planning and identify and demonstrate application of assistive technology and other strategies to implement IFSP goals
- Explain and demonstrate how educational theory informs best practice through the creation and application of developmentally appropriate, standards-based learning environments and materials
- Differentiate, discuss, and create classroom management plans with consideration of teacher behavior in time management and organization in space, methods, and materials adaptations; and expectations for student behavior with age-appropriate, educationally-focused accountability
- Describe and evaluate the process and progress of children’s literacy acquisition, including the role of literature in cross-curricular activities
- Establish and implement respectful, collaborative relationships among family, school, peers, community, and media, while identifying laws that govern the release if student information
- Carry out play-based lessons and assessments
- Demonstrate knowledge, skills, ethics, and experience sufficient to be “work ready” as well as “transfer ready”
- Participate in level I and II field observation to analyze and apply program level objectives


The next chapter for Head Start
Head Start, the federal program that promotes school readiness for children birth to age 5 from low-income families, came about when President Lyndon B. Johnson in 1964 declared The War on Poverty. Part of that war included looking at the creation of a comprehensive child development program to help meet the needs of disadvantaged preschool-aged children.
Part of Head Start’s mission was to help break the poverty cycle, ensuring children from low-income families had the structures in place – be it educational, nutritional or social – to be on the same plane as their more affluent counterparts when the school bell rang for kindergarten. An integral part of its founding mission also was to ensure parent involvement from the communities Head Start would serve.
In North Carolina, then-Gov. Terry Sanford’s North Carolina Fund created Operation Breakthrough’s Head Start Program as its flagship agency in response to President Johnson’s War on Poverty.
The organization has weathered its share of issues over the years, most recently coming under investigation by the state Office of Economic Opportunity. Under new leadership, it has righted its course.
As its 50th birthday approaches, the organization – and Durham – has much to celebrate. For the first time in its history, all five Operation Breakthrough Head Start child-care centers received five-star ratings.
The centers are working hard to make sure their charges are kindergarten-ready, which means knowing their alphabet, numbers and colors. But they also are working to ensure that parent involvement, an essential ingredient to student success, is cultivated early.
As reported by The Herald-Sun’s Greg Childress Monday, while it is common for the women in the lives of the children enrolled at Head Start to volunteer at the centers and become actively involved, it’s far less common for the men.
To the agency’s credit, it is trying to find ways to encourage men -- whether they are fathers, grandfathers, uncles or big brothers – to become more active participants in the lives and education of the children in the program.
The importance of this outreach should be underscored. Studies show that children who have caring and involved fathers have stronger educational outcomes, better verbal skills and are more equipped at handling the stress and frustration associated with schooling.
There are certainly other factors that can come into play, but having as much support as possible around a child as he or she embarks on elementary education can’t help but improve the odds. Focusing on this part of its mission is an excellent way for Operation Breakthrough’s Head Start program to begin its next chapter.


Family Reading Time
La hora de lectura en familia
These videos are also available on our YouTube channel.
Research shows that having conversations with children during book reading can significantly improve their understanding of the book and build their early literacy skills. For children from multilingual households, spending time reading every day in both English and their first language can support their language and literacy development, as well as help maintain first language proficiency.
The Family Reading Time / La hora de lectura en familia video series was developed with support from the Windham Area Women and Girls Fund to provide multilingual families with tips for reading with young children. The videos feature women and girls reading to children in English and Spanish using a variety of dialogic reading methods.
About the Project
Family Reading Time was developed under the Dialogic Reading for Multilingual Families project. The project provided training to multilingual families, including high school students, on the importance of continuing to read to children in their first language. Trainings also included information on dialogic reading strategies for fostering oral language during book reading. Interested families volunteered to be videotaped reading to their children.
Credits for Family Reading Time/La hora de lectura en familia
Producer: Julia DeLapp
Director and editor: Denise Matthews
Production coordinator and editing consultant: Ken Measimer
Content expert: Ann Anderberg
Videographers: Ken Measimer, Sean Leser (Eastern student), Amy Dillon (Eastern student)
Narrators: Luz Ramos, Denise Matthews, Anny Ovalle (Eastern student)
Translation: Maria Jose Pastor, Maria Martinez (Eastern student)
Photography: William Black
The Center for Early Childhood Education thanks the Windham Area Women and Girls Fund
of the Community Foundation of Eastern
Connecticut for supporting this project.
Other video resources


Through an integrated approach, literacy solutions Reading Wonders, WonderWorks, and Maravillas build all learners – both striving and struggling, as well as both English and Spanish – speaking – into stronger readers and writers.
Foundational Skills Kits
Build Proficient Readers
Explicit instruction of phonological awareness, phonemic awareness, phonics, fluency, and word recognition to close identified gaps
Ample practice for achieving accuracy and fluency
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Close gaps quickly, allowing students to accelerate and succeed!
Access Complex Text
Scaffold and Stretch Students to ACT
Keys to Scaffolding
Scaffolding for the Wonders Reading/Writing Workshop
Scaffolding for the Wonders Approaching Leveled Reader


John Stuart Mill would have been outraged that, in the second decade of the 21st century, women are still under-valued, exploited and under-represented, for it was he, speaking in the House of Commons in May 1867, who advocated votes for women.
Yet, here we are 150 years later, still trying to have equality in our society. Yes, we have women’s suffrage, but at the present rate of change, we will not have a gender balanced Parliament until 2050.
Rwanda has it now.
Women are invisible to the majority of those in power. Yet it is visibility that will change the way women are perceived. This lack of female role models affects younger generations too. Just look at our media. Look at how women are portrayed in mass circulation papers and television programmes. All of this has an influence on the attitudes of some men – and boys too. If women are not seen as decision makers, not as spokespeople for a community, nor as having economic or political clout, then is it any wonder that some boys and men feel they can treat girls and women the way that, what appears to be a significant minority, do?
Business may be hard, competitive and there may indeed be failures, but the government aim of 25% of boardroom members being women is not going to be achieved by 2015. Nor will the number of executive directors who are women be increased without changing the way we do business.
Nor is this approach new – certainly not to Liberals or Liberal Democrats! The 1870 Education Act provided for elementary education for the working class; the 1906 Liberal government provided pensions for the aged poor; the Welfare State was designed by Beveridge and more recently, the Pupil Premium designed to help children from poorer homes. All of these measures were and are to change society by providing institutional mechanisms for doing so and because it was recognised that without them, our economy would do worse.
So, what would be the effect of more women in senior positions in our companies?
Research outlined by the European Institute for Gender Equality (EIGE) shows clearly that ‘the quality of corporate governance and ethical behaviour is high in companies with high shares of women on boards’. Given some of the behaviour of some major enterprises, which has emerged since the onset of the crisis, boards need this balance more than ever.
With more than 50% of the population and 67% of university graduates, women should be able to feel that the system is treating them fairly; that an application for a senior post will not be dismissed, or given to a less able man, simply because the candidate is a woman.
I don’t want tokenism. I want a fair society and one which work effectively. In short, I want Liberal values put into action. That calls for boards with more women, but the fact is that companies are simply not heeding the calls. If we want a fair and effective economy, we need real change – now. That is why I support the European Commission’s proposals for a minimum of 40% men and 40% women on company boards.
* Flo Clucas OBE is the President of the ALDE Gender Equality Network and former President of the ALDE Group on the EU Committee of the Regions. She was a councillor in Liverpool City Council for 26 years.


Special education classes provide a unique service to physically or mentally challenged students. The ideal special education classroom provides quality instruction to students with disabilities. While the push in education these days seems to be toward online education and the inclusion of special education students within mainstream classrooms, special education classes are still needed for more severely disabled students. The purpose of the special ed classroom setting is to provide more intensive, individualized attention to the students who most need it.
However, even in special education classroom settings there can be a wide a range of skill levels and abilities. How can teachers provide quality instruction to all students? Here are some strategies that special education teachers can use to benefit all of their students:
1. Form small groups
Forming small groups of two or three students within the class grouped according to their level can help with personalizing the teaching while not sacrificing class instruction time. For example, in math class, one group could be working on the basics while a more advanced group could be working on their geometry skills. Students would be grouped together according to similar skill levels and objectives along their education pathway.
2. Create classroom centers
Classroom centers are another effective way students can be grouped. Each center would specialize in one area or level. The centers would be self-contained in terms of instructions and all lesson materials. They would also be somewhat self-explanatory and self-guided to allow the teacher to rotate among the different centers and provide appropriate guidance. A teaching assistant, parent or volunteer could help facilitate the groups. Such centers would strike a balance between being self-explanatory, without totally giving up more direct teacher time.
3. Blend ‘the Basics’ with more specialized instruction
Still another way of instructing multiple levels of students is to teach general concepts to the whole group while pairing it with individual instruction. Since every school subject has some general concepts that could be relevant, individual students can benefit from this no matter what their level of proficiency.
Reading comprehension strategies, the basics of math, organizing writing ideas, or even a scientific theory are some examples of general concepts that could be taught to support what each student is learning in that area. Students can then apply this knowledge to their particular individual assignments. However, the teacher could always add some additional content for more advanced students.
4. Rotate lessons
Lessons within the different groups or centers could be rotated so that on any given day the teacher could introduce new material to one group, while only having to check in on others who are doing more independent activities. The teacher assistant could also be of service within such a lesson cycle.
5. Try thematic instruction
Thematic instruction is where a single theme is tied into multiple subject areas. This method of teaching has been shown to be very effective in special education classrooms. A “theme” could be anything from a current event, honing the skill of reading comprehension, a writing topic or a historical event. For example, a historical event could be tied into all other subjects. The theme should be attention-getting — something that will grab the students’ interest and keep them engaged.
6. Provide different levels of books and materials
Since there will be a variety of proficiency levels in the classroom, be sure to have different levels of textbooks and other teaching materials available for each subject. Having a range of levels on hand will ensure that each student can learn at the appropriate level. This minimizes frustration and maximizes confidence and forward momentum in the student.
As you can see, teaching special education students effectively can be enhanced with some adjustments. Regardless of the severity of their disabilities, classes can be structured in a way that caters to the individual level of functioning.
Doing so does not mean giving up quality personal instruction time. No matter what the content areas or variety of levels your students are working on, harmony and integration are possible. Strategies such as grouping, learning centers, rotating lessons, choosing class themes and having a flexible array of texts and materials can help teachers to provide ideal instruction and support within their special education classes.
Tags: Special Education


fine arts - art
The study of art in North East Independent School District is a high quality program for elementary and secondary schools. Our goal is to guide students in their personal discovery of the visual arts through the study of art and artists of different cultures and periods. Participating in art activities and studies will help students gain an understanding of self, others, and the environment. Through art education students develop visual literacy, increase critical and creative thinking processes that help them articulate and solve problems in a variety of ways, and learn to view art as a reflection of society.
The Visual Arts Staff consists of 95 Art Educators. There are 51 Secondary Art Teachers, 44 Elementary Campus Art Coordinators, one Elementary Art Specialist and one Visual Art Director.
More than 2,000 students are enrolled in middle school art classes, over 3,000 in high school art classes, and 90 in the North East School of the Arts.


Making a dough for classroom play is also a time to teach vocabulary and math skills, and social skills such as cleaning up after oneself. Write the recipe on a page or easel paper to refer to even if your students are not yet reading. Illustrate with drawings or take photographs to use as illustrations the next time you make the play dough. Playdough is a soft, moldable flour dough that holds its shape.
What science skills will children learn while making playdough? How can making a material for play support developing math skills and language and literacy development? Here’s a beginning list; please add to it by posting a comment.
|Activity||Skills used or learned|
|Reading a recipe chart with both words and pictures||Teaches that print has a purpose.
Is a time to use language.
Teaches that symbols represent real things, such as the color blue is a symbol for water, and two pictures of a measuring spoon represents using two spoons of an ingredient.
Teaches units of measurement.
|Handling and talking about the properties of the materials (dry, wet, liquid, powdery, oily)||Teaches vocabulary.
Experience with materials.
|Following the steps of a procedure||Scientists follow procedures for safety, and to reproduce the results of a first try.
The order in which materials are mixed may affect the product.
Measuring exactly takes practice.
Children can practice self control.
|Mixing materials together||Mixing materials together can make a change—a material may get wet, clump together, or dissolve.|
|Heating the playdough mixture||Heat can transform materials into a material with new properties|
|Playing with the playdough||During play children use their imagination, practice social skills, develop language skills, continue to explore the properties of the new material, and express themselves artistically.|
Playdough is easy to make with children because there is some “wiggle room” in the amounts—a little more water will make a softer dough, a little less oil will make it a bit sticky. Recipes for playdoughs (a valuable classroom tool) are widely available online and in activity books. Here it is again!
Ingredients and materials:
- Safety goggles
- 1 cup white flour
- ½ cup table salt
- 2 teaspoons cream of tarter (found in the spice section)
- 1 cup water
- 2 tablespoons of vegetable oil
- Measuring cup
- Teaspoon measure
- Wide, shallow pan
- Put on safety goggles.
- Have the children feel each ingredient while discussing it: is it wet? Is it dry? Is it a liquid? Is it a solid?
- Have the children help read the recipe to see what comes next and to measure out all the ingredients.
- Measure out and put all the dry ingredients together in a bowl.
- Mix them together by stirring.
- Measure out and add the water. Stir to mix.
- Measure out and add the oil. Stir to mix.
- Pour into a wide, shallow pan. (Avoid pans with non-stick coatings—salt may damage it.)
- Stir continuously while cooking over medium-high heat until a dough forms, about 5 minutes. Stir and turn over the dough until doesn’t look wet anymore.
- Remove from heat, and cool. Knead a few minutes until smooth.
- Add color, scent, or glitter if desired.
- Store in a closed container or send some home in plastic bags.
Mixing to make a change is fun, especially when you get to play with the resulting mixture. Your class might want to take their recipe to another class and teach them how to make playdough!


One of the most creative aspects of our Digital Methods class is the integration of the Digital Art Workshop for Youth. Art Education students engage in hands-on teaching and mentoring of children ages 10-14 in our after school workshop.
For the first month of class, Digital Methods students refreshed their skills in photoshop and shared research on animation techniques. When the workshop launched in October, they played various roles, such as demonstrating animation tools, mentoring in the computer lab, and developing visual strategies for collaborative storytelling.
The Digital Methods students selected seven well-known stories to recreate using digital media. Each college student worked in a team with several children during the workshop to produce a group animation on the class theme : Tales of Transformation.
Digital Methods in Art Education students reflect on their mentoring experience on their own blogs.
Fall 2009 Workshop Mentors :
Amber Burns (Olson)
view slide show of our creative process


Introducing your child to music education at a young age offers an incredible array of developmental benefits. more
Pre eclampsia is the most common complication of pregnancy with 5-10% of pregnancies being affected by the condition. Of these, 1-2% of women suffering from Pre eclampsia will experience symptoms severe enough to threaten the lives of both mother and baby.
Pre eclampsia usually develops in late pregnancy but it is possible to see symptoms after 20 weeks. It needs immediate attention to avoid the possibility of it progressing into Eclampsia, an even more serious and life-threatening condition that can cause seizures, coma and possible death.
Pre eclampsia is responsible for 5-10% of all premature births due to complications involving the transfer of oxygen and nutrients through the placenta to the foetus, which can ultimately compromise the wellbeing of your baby.
Symptoms of Pre eclampsia
- Blurry vision
- High blood pressure
- Fluid retention that result sin the sudden and extreme swelling of the face, feet and hands
- Little or no urine being produced
- Nausea and vomiting
- Abdominal pain just below the ribs
Who is at risk of pre eclampsia?
Some women are at higher risk of Pre eclampsia. These risks increase when:
- You are pregnant for the first time
- You are pregnant with twins or more
- You have a family history of pre-eclampsia
- You have a history of high blood pressure
- You have vascular disease
- You are diabetic
Diagnosis of Pre eclampsia
Because pre eclampsia is the most common complication of pregnancy, healthcare professionals look closely for possible signs of pre eclampsia at each regular antenatal check-up. Pre eclampsia could be developing if:
- Your blood pressure is significantly rising
- Proteins are found in your urine
As Pre eclampsia can develop quickly, it is important to be aware of the symptoms and contact your doctor if you are concerned in any way.
Treatment of Pre eclampsia
Pre eclampsia will resolve after delivery but symptoms can be treated by:
- Mild pre eclampsia can be treated with rest
- Medication may be needed to control high blood pressure
- Induction may be necessary - Pre eclampsia is responsible for one in five inductions and for one in six caesarean deliveries
This article was written by Ella Walsh for Australia's leading pregnancy resource, Kidspot. Sources include Vic Govt's Better Health Channel.
Last revised: Thursday, 19 March 2009
This article contains general information only and is not intended to replace advice from a qualified health professional.


William Gedney Bunce (1840 – 1916)
Born in Hartford, Connecticut, William Gedney Bunce served in the Civil War, 1st Connecticut Cavalry. He was discharged after two years due to a leg wound, which resulted in a limp the rest of his life.
Bunce began his art education under Julius T. Busch, a German-born artist residing in Hartford. After the Civil War, he moved to New York City where he studied under William Hart.
By 1867 he had moved abroad. He spent more than a decade studying in various European cities. He sojourned in London, Paris and Rome. World renowned sculptor Augustus Saint-Gaudens met Bunce soon after he had arrived in Rome. St. Gaudens had been informed of a fine studio that was being occupied by a young dying man. St. Gaudens met the supposedly fatally ill young man who turned out to be Bunce. Saint-Gaudens later commented: “We became fast friends. This was thirty-six years ago and still he is alive, as sound as a drum, as lively as a cricket, and likely to outlive those of us who expected to attend his funeral and occupy his studio in Rome.”
While in Rome in 1871, Bunce’s first paintings were sent back to the United States for exhibition, but it was not until his 1879 return to New York City that he received critical acclaim. His paintings were unique in that he composed them with a palette knife rather than a paintbrush. In 1880 his evocative Venetian canal scenes were praised, but a year later there were already warnings from the press of mannerism and unmotivated repetition. Nevertheless, he was recognized for his sense of color and apparent simplistic design.
Until World War I, Bunce divided his time between Venice and the United States, but he was more associated with Venice. Over the years he became something of an institution there. Acquaintances like Robert Blum and William Merritt Chase joked about his proud and cantankerous nature, which in 1881 had caused Venetian gondoliers to refuse him their services. But he also had loyal promoters and patrons, such as the dealer Daniel Cottier, the architect Stanford White, and Queen Victoria of England who had ordered one of his Venetian landscapes.
Bunce kept a New York studio on Washington Square for many years but ultimately moved back to Hartford, where he built a new studio and continued to paint until 1916. Bunce died on November 5, 1916 when he was hit by a car while crossing the street – one of the first victims of an automobile accident in Hartford.


Scientists have long known that the human mind develops most rapidly during the first five years of life, a point President Barack Obama underscored in his State of the Union address when he urged states to provide universal access to high-quality pre-kindergarten programs. Investment in early childhood education is an investment in the nation's future, and Maryland is well-positioned to heed the president's call.
Children who attend high-quality, public pre-K arrive at school better equipped with the cognitive and social skills needed for learning, and there is a large body of evidence suggesting that they retain that advantage throughout their school careers and beyond. Currently, nearly 29,000 of Maryland's approximately 73,000 4-year-olds are enrolled in high-quality, public pre-K programs, with another 10,000 or so attending comparable private nursery schools and day-care centers. But too many kids still don't have access to the kinds of experiences that challenge their minds and prepare them to enter kindergarten ready to learn.
During the last decade, Maryland has greatly expanded access to public pre-K while raising standards of care. It introduced the nation's first system for holding pre-K programs accountable and consolidated early learning initiatives in a single agency, the state Department of Education, which spearheaded the creation of public-private partnerships between schools in poor neighborhoods and community-based early learning centers and service providers.
In late 2011, the state won an early learning challenge grant funded through the federal Race to the Top competition aimed at encouraging local jurisdictions to come up with innovative approaches to increase the quality of instructional programs for students, provide additional training for caregivers and narrow the student achievement gap along racial and class lines. Maryland used that money for a variety of purposes, including the creation of local early learning councils that bring together stakeholders to focus on school readiness.
Sen. Bill Ferguson and Del. Samuel I. "Sandy" Rosenberg, both Baltimore Democrats, are proposing to take that a step further. They have proposed legislation this year that would set up something of a state-level "Race to the Top" in which local jurisdictions could compete for grants to help create more high-quality preschool services, additional partnerships between pre-K programs and health and social service agencies and expanded professional development opportunities for caregivers by tailoring initiatives to local needs. The bill would require the governor to allocate at least $10 million a year for the program from the state's casino gambling-supported education trust fund. Essentially, the Race to the Top grant helped the state set up the framework for expanded, high-quality pre-K; the Ferguson-Rosenberg bill — known as "Race to the Tots" — would help those programs get off the ground.
We know what works. In 2001, only about 40 percent of Maryland 4-year-olds entering kindergarten had the skills needed for success in elementary school. Since then, the state's efforts have steadily raised standards and staff training efforts to the point where, today, more than 80 percent of children who attend public pre-K arrive at kindergarten ready to learn. The achievement gap has narrowed, and each successive cohort of kindergarten students has arrived in class better prepared to succeed than its predecessors.
But Maryland can't entirely eliminate the achievement gap until it eliminates the school readiness gap. That's why expanded access to high-quality pre-K programs is essential if Maryland is to create the highly educated work force it will need to compete successfully in a global marketplace. Children who enter the elementary grades without the skills they need will always find it difficult to catch up. The school readiness gap is the precursor of the achievement gaps that develop later, and the key to closing it is high-quality instruction that begins before children enter kindergarten.
The legislation proposed by Delegate Rosenberg and Senator Ferguson would build on the progress Maryland already has made, and it would pay big dividends down the road. President Obama cited research showing that every dollar states invest in high-quality early childhood learning programs returns $7 to $10 to their coffers in the form of higher tax revenues and lower social welfare costs.
Maryland has a chance to make difference in the lives of thousands of students whose prospects would be improved by wider access to high-quality pre-K. But the enormous benefits offered by such programs can only be realized if the state chooses to fund them.


Are you talking with your baby?
Just as children require warmth, food, and protection, they also require "language nutrition” to meet their developmental potential. Language-rich adult-child interactions are as critical to a baby’s and young child's brain development as healthy food is to physical growth. And a solid foundation of language nutrition can play a critical role in developing a child’s social and emotional capacity.
The quality and quantity of communication between caregivers and children—beginning at birth—has a direct impact on a child’s language and literacy development. The impact of these adult-child interactions on the developing infant and toddler is unparalleled by any other stage of development. In the first few years of life, babies’ brains are forming the neural connections for language that will shape their capacity to learn.
Early exposure to language has a strong effect on vocabulary development by age 3, which is a key predictor of reading comprehension by the end of third grade. The best predictor of a baby’s later academic accomplishments is the number of words spoken to the baby and the amount of time spent in active engagement and communication.
Unfortunately, millions of underprivileged children and children with congenital liabilities exhibit delays in picking up language, learning, and reading. Those delays can be traced to a disruption in the relationship between infants and their surrounding social environment. Without critical language nutrition, children’s capacity to learn to read by third grade is greatly diminished, which hinders their ability to read to learn in later grades and throughout life.
The good news is that all parents have the potential to be their child's first and best teacher. Studies have found the number of words parents speak to their babies—not the parents’ social class, income, or ethnicity—is what best predicts a child’s academic accomplishments.
Before all babies can receive that vital language nutrition, the adults who interact with infants and toddlers need to transform their thinking and behavior. When parents, caregivers, teachers, and health providers receive training on how to use evidence-based strategies, they gain the knowledge and skills necessary to improve every child’s outcomes.
Talk With Me Baby
Talk With Me Baby, a large-scale public-health initiative already underway in 13 counties in Georgia, has the potential to leverage dramatic results for all children. The initiative is providing language nutrition that will help children reach the milestone of “reading to learn” by the time they leave third grade—including those born into families of generational poverty, have a sensory disability, are English learners, have a genetic predisposition to developmental delays, or have a chronic developmental delay.
This highly collaborative, novel concept sprung from conversations on improving health and education outcomes for children between Georgia Pathway to Language and Literacy Coalition for Children who are Deaf and Hard of Hearing; the Georgia Coalition for English Learners; Get Georgia Reading—the Georgia Campaign for Grade-Level Reading, which launches this spring; Emory University Department of Pediatrics; Emory Nell Hodgson Woodruff Department of Nursing; Children’s Healthcare of Atlanta; Georgia Tech; Marcus Autism Center; Atlanta Speech School; Georgia Department of Education; and the Georgia Department of Public Health.
The goal of Talk With Me Baby is to increase early exposure to language as a strategy to ensure better outcomes for children including higher reading proficiency by the end of third grade.
For more information, contact firstname.lastname@example.org
This story first appeared on the Georgia Family Connection Partnership's blog.


Ofsted names keys to successful music education partnerships
10 October 2012, Clare Stevens
The secrets of successful partnerships between schools and other organisations have been identified by Ofsted in a new report entitled Music in Schools: Sound Partnerships, commissioned a year ago by the Department for Education as part of the National Plan for Music Education. It was launched by Mark Phillips HMI, Ofsted’s national adviser for music, on 5 October at the National Association of Music Educators’ annual conference.
The report is based on visits by music inspectors between September 2011 and July 2012 to 59 schools, together with six further visits to observe good practice. Most of the schools surveyed were using partnerships to offer a greater range of activities than they could provide by themselves. However, the inspectors found that in too many cases these were not managed well enough by the schools and rarely resulted in significantly improved long-term outcomes for all groups of pupils, particularly the most disadvantaged. Only ten schools were making good or outstanding use of partnerships to improve musical outcomes for all groups of pupils and achieve good value for money. The survey found that buying in additional instrumental and vocal teaching – the most frequent form of partnership work – is not a guarantee of sustained good-quality outcomes, however expert or reputable the partner organisation.
The report identifies five key actions taken by schools were partnerships were most successful:
• Significant, sustained levels of funding were matched by rigorous monitoring and evaluation, enabling leaders and managers to take swift action where funding was not being used well.
• Schools ensured that all groups of pupils benefited from the partnership, particularly the most disadvantaged. Careful monitoring and tailoring of provision ensured that all groups achieved well.
• Provision was linked to individual pupils’ needs, interests and abilities. Careful analysis of pupils’ prior achievement and experiences – including in their feeder primary schools – secured high levels of engagement and good progress. As a result, projects complemented, augmented and supported other music work in the school.
• Partnerships were used to develop both school teachers’ and visiting musicians’ practice. Clear strategies were in place so they could learn from each other. This led to sustained, high-quality musical experiences for pupils during and beyond the partnership.
• Headteachers and senior leaders used the partnership to strengthen their own knowledge and understanding of the quality of music education. This enabled them to monitor and evaluate provision with increased rigour and resulted in improved outcomes for pupils, better quality of professional dialogue with music teachers, and better value for money.
Inspectors also identified five characteristics of schools where partnerships had limited effect:
• The effectiveness of the partnership was not monitored sufficiently well by school leaders. In these schools, the partnership was more likely to represent poor value for money because not enough pupils made good progress over a sustained period.
• Disadvantaged pupils such as those in receipt of free school meals or with special educational needs did not benefit from the partnerships as much as others. This often resulted in widening gaps in participation and achievement between different groups of pupils, including at GCSE.
• Partnership programmes were not sufficiently aligned with the school’s day-to-day musical provision or well enough informed by analysis of pupils’ starting points and capabilities. In these schools, the value of the partnership was diminished because provision did not capitalise and build on pupils’ prior learning.
• School staff and visiting musicians did not work together. This represented missed opportunities to develop the teaching skills of all adults involved in the partnership.
• Senior leaders were not well enough informed to ask critical questions or make critical judgments about the quality of music education; too often, too much was based on trust rather than rigorous challenge. Consequently, weaknesses in provision were not addressed.
The report includes guidance to help schools improve their partnership working in music education, including with the new music education hubs. It has been published on the Ofsted website together with eight case studies of good practice, including video clips, from a diverse range of primary and secondary schools, of varying sizes, and from different rural and urban areas of the UK.
The Federation of Music Services welcomed ‘Ofsted’s positive and pragmatic approach to supporting improvements in music education. The use of a robust evidential base to identify key actions to underpin such improvement is extremely helpful. We are delighted that the role of music services in providing opportunities and setting high standards has been highlighted in the report.’
Deborah Annetts, chief executive of the Incorporated Society of Musicians, said: ‘This is a crucial report which must be read by headteachers, senior leaders, those working in music education hubs and anyone involved in partnership work from across the music sector.


Improving legal and safe driving among Aboriginal people
Auditor-General's Report to Parliament
19 December 2013
New response needed to improve Aboriginal peoples’ access to driver licences
Government responses to improve legal and safe driving among Aboriginal people have had limited success reducing Aboriginal peoples’ over-representation in road accident fatalities, traffic-related offending and imprisonments.
Less than half the eligible Aboriginal people in New South Wales currently hold a driver licence compared to seven out of ten for non-Aboriginal people. Licensed drivers make for safer roads, with fewer accidents and injuries. Driver licences give people the mobility they need to access services and actively participate in their communities.
Barriers to access
There are real barriers for Aboriginal people to obtain, retain and regain driver licences. Barriers preventing Aboriginal people from obtaining a licence include:
- a critical shortage of supervising drivers to assist learner drivers complete the required 120 hours of supervised driving
- poorer literacy and numeracy skills among Aboriginal people which lower the pass rates for the driver knowledge test
- not having a birth certificate which is the main proof of identity to obtain a driver licence
- the layout, location and hours of operations of motor registries.
Aboriginal people find it harder to retain their licence primarily due to unpaid fines. The fine may or may not be related to driving, but if not paid can result in driver licence suspension.
Aboriginal people are losing their licence for fine default at around three times the rate of non-Aboriginal people and face real barriers to regaining it.
Aboriginal people found guilty of a ‘driver licence’ offence are also more likely to be imprisoned. In 2011, twelve per cent of Aboriginal people found guilty of a ‘driver licence’ offence were imprisoned, compared to five per cent for non-Aboriginal people.
Challenges facing Aboriginal people in regaining their driver licences include knowing the options available for paying fines and managing debt, the ability to attend court if required and understanding court processes.
Programs to improve access
The New South Wales Government offers a number of programs to address the barriers Aboriginal people face in obtaining and retaining a driver licence. These programs include literacy/numeracy support, debt management, road rules education and supervised driving assistance.
These programs have had limited success at reducing the over-representation of Aboriginal people charged with or imprisoned for traffic offences. Driving programs have generally been only available in limited areas and for a short time. They also suffer from constraints in insurance coverage and volunteer driver reimbursements, lack of program ownership, uncertain funding and poor evaluation.
Some local programs have been more successful over longer periods of time. Some of the factors contributing to the longevity of these programs include a vision towards employment, utilising connections into Aboriginal communities and involving Aboriginal people in program development and delivery.
The State Debt Recovery Office also provides assistance for eligible people to work off their fines and sends SMS reminders to people about unpaid fines. These initiatives have been slow to reduce the number of licence suspensions among Aboriginal people for overdue fines. Only 0.05 per cent of 2011-12 penalty notices were settled through a Work and Development Order.
The NSW Auditor-General, Grant Hehir, recommends the NSW Government support Aboriginal people to obtain a driver licence through:
- publicising that a Certificate of Aboriginality will be accepted as a primary proof of identity document if accompanied by a secondary proof of identity document
- assisting Aboriginal people to pass the driver knowledge test
- assisting Aboriginal people to complete supervised driving hours
- improving the access and quality of driver licensing programs.
The Auditor-General recommends that the NSW Government support Aboriginal people to retain or regain a driver licence through:
- expanding and promoting Work and Development Orders
- investigating innovative ways of communicating court attendance information.
The Auditor-General further recommends that New South Wales develop a coherent and coordinated approach led by the key departments of Transport for NSW and the Department of Attorney General and Justice.
Download full report
Download media release


expert advice MORE
Phonics Instruction at an Early Age
Q: I have a six-year-old son who will be entering the first grade in the fall. He is having a real struggle with blending words. He knows the sounds of the letters but gets very frustrated with blending. How do you feel about games such as Hooked on Phonics or similar games that relate to this subject? He is presently taking a summer school class in reading.
A: Most schools do not expect children to be fluent readers when they enter first grade. They also recognize that it takes considerable practice for young readers to learn how to blend sounds together to read words. Since your son already knows the individual sounds, he probably just needs additional practice in blending them together.
While your son is still in the summer reading program, take advantage of the teacher's expertise to find out if one of the commercial phonics programs would be helpful for him. Check out Hooked on Phonics. This program helps children acquire phonics skills; however, parental guidance is required.
Remember, reading should be an enjoyable activity for beginning readers. Don't turn it into a series of boring, repetitious drills that will turn your son away from reading. Keep the time devoted to improving your son's skills short, and stop whenever he becomes restless. Here are some suggestions to improve your son's blending skills:
- Read beginning readers like The Cat in the Hat and Green Eggs and Ham that have lots of rhyming words and repetition to your child. Pause while reading and give your son the opportunity to sound out some of the rhyming words.
- Buy some magnetic letters that your son can use to form rhyming words. Give him sound patterns such as _at, _ill, and _et, and have him place different consonants in front of them to make words. This activity can also be done on a blackboard or with paper and pencil.
- Throughout the day, play impromptu word games with your child. For example, when you see a fan ask him to think of words that will rhyme with fan. If he is unable to give a response, give him a couple of choices (pan, pat) and have him tell you which one of the two words actually rhymes with fan.
More on: Expert Advice
Peggy Gisler and Marge Eberts are experienced teachers who have more than 60 educational publications to their credit. They began writing books together in 1979. Careers for Bookworms was a Book-of-the-Month Club paperback selection, and Pancakes, Crackers, and Pizza received recognition from the Children's Reading Roundtable. Gisler and Eberts taught in classrooms from kindergarten through graduate school. Both have been supervisors at the Butler University Reading Center.
Please note: This "Expert Advice" area of FamilyEducation.com should be used for general information purposes only. Advice given here is not intended to provide a basis for action in particular circumstances without consideration by a competent professional. Before using this Expert Advice area, please review our General and Medical Disclaimers.


The Tuneables is an award-winning children's music education DVD and CD series designed to teach the key building blocks of music at a critical time in a child's development. Sponsored by the Music Intelligence Project, this fun, interactive program engages children in songs and activities that provide a foundation of music understanding and growth in intellectual development. Ages 3-8.
Buy your copy today at: www.thetuneables.com/the-music-shop/
When the question arises as to whether playing recorded background music for young children provides any benefit, the answer must be, "Yes." This is a convenient and pleasurable way to introduce children to the music of their culture and allow them to become familiar with a repertoire of songs and other compositions. In addition, when the music selected for listening is sufficiently complex, like Mozart's, some benefit to increased intelligence may occur. Most importantly, these listening experiences provide the readiness for structured music instruction.
The distinction between listening to background music and purposive music instruction is the complexity of the mental activity required. When listening to background music, the mind will passively or actively process the music with some degree of understanding. However, when a child receives instruction on how to play an instrument or sing, a complex interplay and coordination of skills must occur. Fingers, hands, feet, teeth, lips, and tongue may be required to make specified movements with precise timing. Vocal chords and lungs must be engaged with the recall of pitch and rhythm to produce a song. The brain, through the eye, must recognize musical symbols and translate them into the simultaneous recall of musical patterns and expression with the muscle movements that create a musical effect.
Researchers have concluded that the multiplicity of experiences found in active music learning can lead to increased cognitive functioning in a wide range of abilities such as math, language, and spatial-temporal reasoning. These conclusions are supported by research into physiological changes in the brain as a result of music instruction and study.
Links to specific studies on music instruction and brain development:
Engaging young children in music experiences can have a strongly positive influence on their intellectual development. But you have to be smart about choosing what experiences produce the best result. The key consideration is to make sure the children are actively involved—focused listening, singing, moving rhythmically, playing simple instruments, and forming musical concepts—all with the aim of producing a musical result and knowing that it happened.
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Three years after the government made the right to education a fundamental right for children below 14 years, a study conducted by NGO Child Relief and You (CRY) reveals significant gaps in compliance to ensure free and quality elementary education.
The study, released on Wednesday, reveals that many children are studying in unsafe schools with no electricity, water or toilets.
The study — ‘Learning Blocks’ — was conducted across 71 districts in 13 states and found school infrastructure, all-weather buildings, toilets and drinking water facilities, fencing or boundary walls, pupil-teacher ratio and the one-classroom-one-teacher practice missing.
Acknowledging that a lot had to be done, HRD minister Dr M M Pallam Raju told HT that a circular had been send to all state governments to ensure proper water supply and useable toilets. “The idea is to have a wholesome environment in schools.”
CRY head Puja Marwaha said: “Lack of basic infrastructure — especially facilities for drinking water and separate toilets for girls — is one of the key factors that push children out of school.”


Art Education Leads to Academic Improvement
Created by former Disney and Dreamworks animators and professional educators, Creativity Express is animated online Art Education for children ages 7-97. Sixteen cross-curricular lessons teach the elements and principles of art, with an added focus on empowering kids' inner creativity, imagination and critical thinking skills.
Backed by years of research, Creativity Express meets the National Standards for the Visual Arts, and several State Curriculum Standards.
Why Art? Read our whitepaper: Leading the way to academic improvement.
Children, a polar bear, and two penguins
Explore with your Art Guides:
- 16 lessons explore the elements and principles of art
- Creativity Builders 32 hands-on art projects with integrated lesson plans
- Artist cards and puzzle pieces are awarded after lesson challenges
- My Portfolio your child's artwork for online viewing
- Virtual gallery of lesson artwork
- Glossary of art terms
- Teacher account center complete learning management system for parents and teachers
- Assessment Rubric Evaluate student comprehension and progress aligned with the National Standards


History of Lock Haven University
The history of Lock Haven University is the story of the creation of a climate conducive for teaching and learning.
The Central State Normal School, a private corporation until it was legally conveyed to the Commonwealth of Pennsylvania in 1914, was founded in 1870 and chartered to prepare teachers for the public schools. Subsequently, changes in its mission led to changes in name, to State Teachers College at Lock Haven (1926), to Lock Haven State College (1960), to Lock Haven University of Pennsylvania (1983). The last name change occurred when the State System of Higher Education was created and Lock Haven University joined the 13 other universities within the State System.
Gradually, the scope of our commitment to education has broadened. Emphasis was first given to Elementary Education, with Kindergarten and Primary grades, Intermediate and Junior High levels, and Secondary Education added later. When the Commonwealth moved beyond the concept of an exclusively teacher’s college after 1960, Lock Haven State College became a dual purpose institution with undergraduate curricula in both education and the liberal arts. Graduate programs were instituted after the formation of the State System.
Not only has the mission and vision of Lock Haven University expanded over the years, but also the physical environment and facilities have seen extensive changes. Due to increases in numbers of students, from approximately 600 in the 1940s to over 2,000 in 1970, and current enrollments at approximately 3,500 students, the campus has been modernized with the addition of many new buildings and residence halls, as well as an extensive library collection housed in technologically current facilities.


DLTK's Crafts for Kids
Lessons for the Playground (...and life!)
Since my daughters have started their elementary education I have noticed that there is a clear emphasis on developing a strong sense of community within the school. The teachers and students are very active in lessons about bullying, friendship and how to deal with disputes.
One of the early lessons that has really stuck with me is the one that Tasha first learned back in grade one to help teach the children not to tattle. Tasha explained to us that if a student felt it was necessary to approach a teacher to tell them something that they should first ask themselves a question. Is the situation dangerous or destructive? Because if it is not then the student is really tattling and there is no need to get a grown up involved.
I found the "Dangerous or Destructive?" rule very helpful and began using it at home as well to help teach my daughters when it was appropriate to get an adult involved with a disagreement between children.
As much as that rule has helped me both at home and at school, My husband and I have still had unexpected challenges to deal with... sometimes the girls fail to recognize the dangerous consequences of a situation and fail to get us involved when they should. Other times, their definition of dangerous and destructive is a bit different than mine might be *grin*. As with all things, practice makes perfect! We continue to work with our daughters (and now with other people's children as we coach soccer and lead Sparks meetings). Sometimes, our efforts are informal and other times we take a more directed approach to helping the children learn to handle interpersonal relationships.
One of our viewers recently contributed a couple of lesson plans for us to include in our site. The first lesson helps children learn the difference between tattling and reporting. The second lesson teaches friendship and help children to understand discrimination or prejudice. Both lessons include follow up questions and activities to get your classroom involved in a discussion about the topic of the books. You might like to give them a try in your classroom.
Tandy Braid is an elementary school guidance counselor and has written two books which have become the basis for the lesson plans which she has shared with us. Thank you Tandy!


It’s Not Just About The 3 R’s
When it comes to education, people tend to think of the basics: reading, writing and arithmetic. Due to the obesity issue with kids, there has been a great deal of emphasis on the importance of sports and fitness. People think that sports can also offer children opportunities to inevitably play in major league clubs, the Olympics, etc. and therefore athletic programs should not be cut. Unfortunately, when it comes to music, not much thought is given as it is often the first to go when it comes down to budget cuts for extra-curricular programs. However, music is something that is such a critical component of our lives. It has been used as a form of communication and is also found throughout nature.
Why Exactly Do Birds Sing?
Birds put a lot of effort into singing, drumming, winnowing, and otherwise displaying. They are trying to impress mates and proclaim territories.*
Rock Me Amadeus
During the time of Mozart as well as other Masters, one’s ability to sing or play a musical instrument also determined not only how one would be received into society but for women, how well they could marry.
Indeed, it is a critical component to well being and can literally change the course of one’s life. Such is the case with newly discovered artists such as Susan Boyle, Kelly Clarkson, etc.
Rock Legends React
There is a non-profit organization that is on a mission to change this called Little Kids Rock. It was founded by some of the greatest names in the music world. LKR currently reaches over 74,000 kids across America! When it comes to making sure every kid gets a first-rate education, music matters! LKR believes that learning to play a musical instrument can be a transformative experience in students’ lives, with the power to inspire the creativity and confidence that are critical to success in school and beyond. They are devoted to restoring and revitalizing music education in U.S. public schools. They bring free musical instruments and music instruction to underserved schools across the country. If you would like to find out about how you can get involved, visit LittleKidsRock.org and donate today!
In this segment of The Organic View Radio Show, host, June Stoyer will be joined by the legendary rock drummer, Liberty Devitto (known for his tenure with Billy Joel) to discuss his work with Little Kids Rock! Click here to listen to the LIVE interview.
A Little More For Liberty Devitto Fans:
Liberty Devitto is legendary American Rock Drummer from Brooklyn, New York and loved by all New Yorkers, especially the folks from Long Island, where he grew up. Although he is best known for his work as the drummer for Billy Joel’s band, he has played with the biggest names in the music industry such as Stevie Nicks, Phoebe Snow, Richie Supa, Felix Caveliere’s Rascals, Mitch Ryder, Billy Joel/Elton John, Paul McCartney, Billy J. Kramer, Ronnie Spector, Joan Jett, Jeff Carlisi, Rob Auther, Peter Frampton, Will Lee, Mitch Ryder, Tone Loc, Denise Williams, Wild Cherry, Sam the Sham, Patty Smyth , Louis Prima Jr, Doctor Hook, Shelia E and so many other talented performers.
He continues to play with the NYC Hit Squad and has been a session drummer on recordings of other artists. He is a Drummer, Clinician, Lecturer, Songwriter, Producer and clearly a man of many talents. His latest project is called Camp Jam, which is America’s most comprehensive rock camp. Guitar players, bass players, keyboard players, drummers and vocalists can unleash their inner rock star at Camp Jam. This isn’t just limited to kids either! They have programs available for all ages and ability levels! Here is a video of Liberty Devitto’s song, Money In A Card©. Now doesn’t this song put you in the Christmas spirit?
Money In A Card


Sections / Articles
Art Education Is Fundamental, Not Ornamental, Says Daniel Pink
By Anthony Moyer
In his workshop at the 2013 NAESP Conference, author Daniel Pink shared information about the importance of arts in education. Hearing him speak in this intimate setting was an exciting and valuable experience.
Pink began his presentation by emphasizing his belief in the STEM movement in schools. But he also believes that the arts play an important role in schools, and that the STEM acronym should really be STEAM: science, technology, engineering, art, and mathematics. Although politicians and education policymakers endorse the STEM movement, said Pink, many do not believe that arts in education are essential, and, unfortunately, often advocate for the removal or minimization of art programs.
But arts and the sciences go hand in hand. Some medical schools are requiring students to learn more about art. Medical students travel to art museums for diagnostic training, for instance, where they learn to ask the right questions and make critical observations. Asking the right questions has become more important than providing the right answers, since technology is now capable of providing us with accurate information at our fingertips. Doctors who are literate in the arts are able to reason both analytically and algorithmically. Pink emphasized that arts education has traditionally been viewed as ornamental, but he encouraged us to view it as fundamental.
He encouraged school leaders to advise our teachers to require less “commissioned” work of students. Commissioned work is regimented; non-commissioned activities have few constraints, allow individuals to be self-directed, encourage free-thinking, and are fun and engaging. Pink shared that students and staff members perform more effectively when assignments and tasks are non-commissioned. He advocated for activities such as “genius hours,” during which staff and students have the opportunity to engage in non-commissioned work, and answer questions such as, “Name one thing that would make our school more effective.” Pink reminded us to focus on staff members who are “first movers,” since they serve as catalysts for new and innovative ideas and tasks. He also warned us about setting unrealistic “big, audacious goals” that are difficult to achieve. Instead, he directed us to set goals to earn “small wins” that are realistic and attainable.
I left Pink’s pre-conference session with the strong belief that art is not ornamental, but fundamental. Next school year, I plan to focus on “small wins,” provide time for “genius hours” for my staff and students, and encourage teachers to provide more non-commissioned work throughout the school day. Art teaches rigor and self-direction, two characteristics that employers seek in their employees, Pink pointed out. If we hope to prepare our students for the 21st century, arts education is fundamental.
Anthony Moyer is principal of Willow Lane Elementary School in Macungie, Pennsylvania.
Photo courtesy of Lifetouch.
Copyright © 2013 National Association of Elementary School Principals. No part of the articles in NAESP magazines, newsletters, or website may be reproduced in any medium without the permission of the National Association of Elementary School Principals. For more information, view NAESP's reprint policy.


Top Picks : Analysis | Commentary
The Right to Education (RTE) Act, 2009 empowers children belonging to the backward section of the economy to free and compulsory education. The Right to Education Act was earlier termed as The Right of Children to Free and Compulsory Education Act came into function after Gopal Krishna Gokhale’s famous impassionate plea to the Imperial Legislative Council for introducing free and compulsory primary education throughout India. The Right to Education Act made compulsory all government and private sector schools across India to provide 25 percent reservation to children between the age group of 6 and 14 belonging to the weaker section of the country access to free and compulsory education. India became one of the 135 countries to make education a fundamental right of every child, when the act finally came into practice in April 2010.
A rough version of the draft was first prepared in the year 2005. It was met with a lot of criticism because of the large percentage of reservation made mandatory across all schools for the unprivileged children. However, the Central Advisory Board of Education, who were founders of the draft stood ground and justified the 25percent reservation as a definite requisite to become a democratic and egalitarian society.
Bill approved by the cabinet on 2 July, 2009
Bill passed by the Rajya Sabha on 20 July, 2009
Bill passed by the Lok Sabha on 4 August, 2009
Received Presidential approval and made into a law on 26 August, 2009
The law came to effect on 1 April, 2010, (except for the state of J&K), by Prime Minister, Dr. Manmohan Singh
The Right to education Act is a fundamental right which allows every child between the age group of 6 to 14 to have access to free and fare education. It requires all private and government schools to reserve 25 percent of the seats for children belonging to weaker sections of the society. The act also separates the fraudulent schools and donations and concessions have been rolled back. The act also states that no child shall be expelled, held back or required to pass a board examination until the completion of elementary education. There is also a special training of school drop-outs to bring them up at par with students of the same age.
The Right to Education act stretches to 18 years of coverage for children with disabilities, and other provisions covered in the act range from infrastructure development, teacher-student ratio and faculty are mentioned in the act. The National Commission for Protection of Child Rights is an autonomous body set up to monitor the implementation of the act along with commissions set up by the States. The body in question was formed in the year 2007
Implementation & Funding
The Right to Education act has clearly laid down distinct responsibilities for the centre, state and local bodies for its implementation. However, a lot of states have been complaining about the lack of funds being received which is making it impossible to meet with the appropriate standard of education in the schools needed for universal education. Hence, the centre that is at the receiving end of the revenue will have to subsidize for the states.
A committee set up to study the fund requirement for the implementation of the act estimated an initial capital requirement of approximately Rs. 171000 crores or 1.71 trillion over 5 years, and in April 2010 the Indian government agreed to share the funding of the price at a ratio of 65 to 35 between the centre and the state and a ratio of 90 to 10 for the Northeastern states. Later the principal amount was then increased to Rs. 231000 crores and the centre agreed to raise its share to 68%. However there is much debate on this. Another important development in 2011 was to further stretch the act and implement it till the preschool age range, hence the age ceiling would rise from 14 years now to 16 years and would cover till class 10. . However this is under talks.
On completion of one year a report was released by the Human Resource Development ministry, which did not reflect happy numbers. The report admits that 8.1 million children in the age group of 4 to 16 remained out of school; there is a shortage of over 508000 teachers’ country wide. And there were several key legal commitments that were falling out of schedule. The Supreme Court of India also intervened to see the just implementation of the Right to Education Act in the Northeast States.
The Right to education act has met with a lot of criticism such as being called a draft that was hastily prepared, there was not much consultation made on the quality of education, on excluding children under the 6 year age range. Many of the schemes have been compared to that of the Sarva Sikhsha Abhivan and DPEP of the 90’s which was criticized for being ineffective and corrupted. The Right to Education Act also seems to have left out the orphans, since during the time of admission a lot of documents are required, like that of birth certificate, BPL certificates and the orphans deprived of such documents are not eligible to apply.


When music-making was first introduced to me, I remember thinking, "I want to play the violin."
And so, ever since that summer going into third grade, playing and learning violin has become one of my greatest passions. I cannot imagine my life without that beautiful stringed instrument.
Unfortunately though, due to budget cuts made by schools, some children nationwide will not even have the opportunity to pick up an instrument. This makes me sad.
"I'm going to miss my music," Mathew Whitman, 6, of Staten Island, told the Staten Island Advance in May after budget cuts threatened music classes at his school.
Research shows that music can focus concentration, increase attention, and improve memory.
Think about one of your favorite songs. I bet that you can recall every single word in that song like it was your street address. If you could apply these kinds of memorizing techniques to courses such as history or science, think of how much further students could get in their learning.
From my personal experience, I know that music improves mathematical skills. In music, you must learn how many beats are in a measure, what kind of note gets one beat, how long to hold out a certain note, what speed to mark time, and how to figure out how many notes you can put in one measure due to the time signature. It takes mental stamina to put together all this information to play fluently.
The reasons school boards use to justify cutting music classes -- often the need to put more emphasis on reading and math to boost test scores -- are not good enough.
There is some hope for saving the music.
The VH1 Save the Music Foundation is "a non-profit organization dedicated to restoring instrumental music education in American public schools, and raising awareness about the importance of music as part of each child's complete education, " according to its Web site.
This organization helps jump-start music programs in schools that cannot afford them. Since 1997, they have provided $43 million worth of new musical instruments to deserving students in more than 1,600 public schools nationwide.
No schools have threatened cutting music locally, but we can't be complacent.
It's time for administrators to listen to musical students for a change.


Studies have long shown that exposing youngsters to classical music has positive effects. Children who study this subject develop an ability to think creatively and to solve problems by imagining various solutions, thinking "out of the box." Orchestra members develop teamwork skills and discipline, come to value craftsmanship and excellence and learn to conquer fear and to take risks. Music also provides children with a means of self-expression and gives them a glimpse of other cultures.
Twelve Benefits of Music Education
A dozen reasons music education is beneficial to students.
Using Classical Music in the Classroom
Eight activities you can use to bring classical music alive for your students.
Stories from around the world on the benefits of music education.


I did find something about Tona rituals in the book:
MASK ARTS OF MEXICO, Ruth D. Lechuga, ChloŽ Sayer, Chronicle Books, San
Francisco, 1995, pp. 48.
It begins Chapter 3, DOMINION OF THE ANIMALS with:
"In Mexico, according to popular belief, each man and woman shares a
common destiny with an animal counterpart. If someone is without food, the
animal will go hungry; if the animal suffers injury, the human being will
become ill; if the animal is killed, the human being will die. Tona (also
Tono) is the term for this animal guardian or soul companion.
Before the Conquest each deity also had a tona. Tezcatlipoca, the
'Smoking Mirror,' was a very important god in Aztec cosmogony. Nocturnal
and invisible, he was represented by an obsidian mirror. He could bestow
riches and good fortune or withhold them at whim. His tona was a jaguar,
popularly known throughout modern Mexico as the tigre (tiger). This may be
why the tigre is the most revered and feared of animals."
Then it went on to talk about numerous other tonas, and about the dance of
los tejorones where these tona masks were aparently worn. Perhaps los
tejorones is familiar? Thanks so much for your research!
At 9:39 AM 10/21/97, Lorena Nalin wrote:
>I am sorry to say that the guru of Hispanic culture here at the University
>of Arizona Southwest Cultural Center has not heard of this ritual/festival.
>Perhaps it comes from another geographical area, there a a couple of books
>he suggested that are here at the UofA library but I'm not hopeful they
>will be helpful. How quickly do you need the information?
>It might be something I can pass along to the UofA Art Education Listserve.
>The students are in the library more often than I am.
>Let me know.
>>Wow, Lorena, thanks so much! I look forward to hearing from you!
>>At 5:52 PM 10/12/97, Lorena Nalin wrote:
>>>This week is conference week, so I will have some time to contact the
>>>Unversity of Arizona's Southwest Heritage Center, they are part of the
>>>library system. If anyone knows about this ritual it will be them.


- Adorable alphabet trees give youngsters plenty of practice. These systematic reproducibles give youngsters plenty of practice writing their ABCs and forming words that begin with each letter.
- Fun letter sorts to help kids become successful readers. A great way to get kids on target to meet the Foundational Skills for Reading outlined in the Common Core Standards.
|age recommendation||4-6 years|
|grade||pre-K; kindergarten; 1st grade; 2nd grade; 3rd grade|
|number of pages||64|
|size||8 3/8" x 10 7/8"|
|subject||reading & writing|
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Early Literacy and Family Rituals
Abstract (Summary)The purpose of this study was to extend the research on children's early literacy development by examining the practice of daily family rituals. The assumption was that the predictability and affective meaning that rituals provide would create an environment that fosters the development of literacy skills and motivation to learn. Measures included the PALS Prek, PPVT-III, and Family Ritual Questionnaire. Although there were no significant positive relationships between regular family rituals such as dinnertime and reading aloud practices and literacy outcomes, negative correlations were found between the assignment of roles on weekends, the routine of vacations, mother's work hours, and children's literacy scores. These findings may indicate some inflexibility among family members and not enough time spent in a variety of spontaneous literacy-building activities.
School:Utah State University
School Location:USA - Utah
Source Type:Master's Thesis
Date of Publication:05/01/2008