DELTA KAPPA GAMMA SOCIETY
DELTA KAPPA GAMMA SOCIETY. The Delta Kappa Gamma, an international honorary society for women in education, was founded by Annie Webb Blanton and eleven other Texas women on May 11, 1929, at the University Faculty Women's Club in Austin. The organization, originally called Kappa Gamma Delta, was chartered under its present name on August 15, 1929, after founders learned that the original name was being used by an aeronautics society. Exclusive rights to the name were not finally secured, however, until 1941. Blanton, a professor of rural education at the University of Texas, founded the society as a vehicle for its members to counter discrimination against women in education and to give recognition for excellence. Its purposes were also to provide women with a sense of unity and cooperation, to secure legislation supporting improvements in education, to help women gain equal representation in professional organizations, and to provide financial assistance for women preparing for careers in education. As Delta Kappa Gamma grew, it concentrated increasingly on providing intellectual and financial support for its members and on recognizing excellence.
Seventeen chapters were formed the first year; by 1987 the society had over 3,000 chapters in fifty states and thirteen countries. Nearly 300 of those chapters were in Texas. Blanton, the first president, decided that the society's name, symbols, and initiation ritual would remain secret to outsiders. Her invitations to potential members were signed with the pseudonymous initials KGD rather than with her own name. Initiates originally were required to have at least five years of experience in elementary, secondary, or postsecondary education; this was later changed to three years. Blanton hoped to attract members with a variety of experiences. Among the original twelve founders were an elementary teacher, three elementary principals, one mathematics and two history teachers, three college instructors (of physical education, elementary education, and psychology), and a dean of women.
Delta Kappa Gamma has chapter, state, regional, and international bodies, and its governance and operation are controlled by an executive board of 120 people. It holds biennial regional and international conventions. The society offers several awards and scholarships, including the annual International Achievement Award for leadership; the Educator's Award, given for the outstanding book on education by a woman; and more than twenty annual scholarships for members pursuing graduate study. It also makes several yearly awards through its World Fellowship Program to women from other countries studying at universities in the United States and Canada. The Delta Kappa Gamma Foundation was established in 1964 as a source of grants, scholarships, and fellowships and to support such educational projects as providing a reading teacher for the Navajo community college. The society publishes a quarterly Bulletin, a periodic newspaper called News, and numerous brochures and pamphlets. The group's collection of "pioneer figurines," dolls representing significant women in education, is displayed at its international headquarters in Austin. Its national headquarters are in Denton. Its membership grew from twelve in 1929 to 162,000 in 1987.
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Philosophy - Core Elements
Meet the Director
Classes & Recreation
Parent & Me Classes
School's Out Days
Children as Constructivist Learners
• The school’s curriculum emerges from child development combined with the children’s interest.
Children construct their own learning as opposed to teachers dictating facts.
• Children engage in Project Based Learning, which enables them to integrate knowledge and skills in
meaningful ways, incorporating math, literacy, science, social studies and physical education.
• A project is an in-depth investigation of a worthwhile topic. The teachers’ focus is to guide the children
to ask questions and, therefore, the children become more interested in what they are learning.
• The cognitive, social, emotional, language, literacy and physical skills are developed through the
learning experiences that the children participate in each day.
Families as Engaged Partners
• Family engagement is essential to building a quality school community. We actively incorporate parents’
perspectives into how we think about teaching and learning.
• Families have opportunities to joyfully celebrate Jewish life with their children.
• Communication about each child’s development is on-going, relevant and supportive.
• Families are involved in adult learning to support their own and each other’s parenting and Jewish journeys.
• Children and families are represented in the classroom environment, creating a sense of belonging.
• Space is flexible and materials open-ended, stimulating exploration and inquiry.
• Children have freedom to interact with the environment and manipulate materials.
• Aspects of the natural world are present in the classroom, engaging the senses.
• Attention is given to indoor and outdoor classrooms and common spaces to create community,
build connections and allow opportunities for Jewish living
Directors as Visionaries
• Inspired by Jewish values, directors work with the parents, teachers and lay leaders to create an
environment that cultivates a diverse and vibrant community.
• Create professional learning opportunities for the faculty. Arrange consistent and adequate time
for the teachers to learn, grow and reflect with their colleagues, families, students and community.
• Ensure that the goals of the early childhood center are aligned with the mission and goals of the JCC.
Integrate the JCC staff and lay leaders with the early childhood center.
• Cultivate professional and lay leadership to promote a sustainable early childhood learning center.
Meet the Director, Veronica Maravankin
• Early Childhood Educators are considered by the JCC and view themselves as Professionals.
• Engage in deep meaningful learning experiences, collaboration and mentoring with all members of the community.
• Fluent in the standards of excellence set by the state and accrediting agencies and have a passion to
go beyond these definitions.
Catch (Coordinated Approach to Child Health)
• Based on a foundation of Jewish values, Discover CATCH Early Childhood nurtures a love of
physical activity in children and encourages them to develop life-long healthy eating habits.
• The physical education component incorporates activities that develop flexibility, strength,
muscular and cardiovascular endurance.
• Featured activities and games develop fundamental motor skills and rhythm.
• A “no elimination” philosophy assures all children are moving at all times while having fun.
Teachers as Professionals
• Teachers have an authentic relationship with Israel allowing the children to create a strong bond with the
“Israel of the imagination.”
• Different aspects of Israel are experienced on a daily basis to seamlessly create powerful images and
representations in the minds and hearts of our children.
• Israeli music, dance, customs, foods and language come alive at the school.


This guide is here to help you research topics in elementary education, and secondary education. Education research encompasses the study of psychology, assessment, standards, teaching and learning.
Using the tabs at the top of the Research Guide, navigate through the tabs to locate the specific type of resources you need including reference encyclopedias and dictionaries, books, journals and research databases, and web resources.
Southworth, A. S. (1850). Classroom. The Carnegie Arts of the United States collection, New York, NY. Retrieved from ARTstor.
Circulating Books: Education books are located in the entire “L” section. “LB” section concentrates on the theory and practice of education. “LC” section concentrates on special aspects of education. These areas are found on the third floor of the library.
You might also find them scattered throughout the library under their various subjects, i.e. Physical Education is GV; Bilingual Education is P.
Search the Dixie State University Library Catalog to find your Book
Books in the Library: Search in the Library Catalog for books by or about an author.
Example: "Madeline L'Engle"
Off-Campus Access to E-books: Library Home Page > Books & More > Off-Campus E-books
Interlibrary Loan: To order books not in the Dixie State University Library use the online Interlibrary Loan service. Allow 10 days for delivery.
Utah Curriculum Adoption Program:
Come and check out all of the curriculums that the State of Utah has sent us for your use and viewing pleasure. You can check these out or view them at the Dixie State College Library.
Core Curriculum Standards:
Utah Core Curriculum 2013 This is an interactive website and talks about Common Core on all levels.


The Fine Arts
The Fine Arts (music and theater) provide a powerful form of expression for the human spirit which brings great rewards to every person's life. The unique combination of intellect, artistry, and feeling required for artistic expression distinguish it from other human endeavors, and rank the arts among the highest of cultural accomplishments. Music and theater have been an important part of education since at least the time of ancient Greece, and they continue to be central subjects in school curricula. In many countries, the compelling need for music in schools, as in life, is widely recognized. At Rumsey Hall, we recognize that need and endeavor to create an atmosphere where music and theater are available to every student regardless of their level of experience or talent.
In the Upper School classes are offered at every grade level in both music and theater; two theatrical performances, five musical concerts and AirBand are produced every year. The finale for the year is Rumsey's annual Talent Show where students and faculty come together to create an evening of comedy, skits, dance, and music. It is one of the highlights of the year, giving our Seniors a final opportunity to be on stage before saying goodbye at graduation.
Creativity forms the basis and emphasis of the visual art program at Rumsey Hall
School. In reflection of the School’s mission, the Art department values Effort
as well as technical skill.In an effort to educate the “whole child” the Art
department strives to balance the development of creativity with basic
instruction in principles of design. The art course offerings stress discovery
and self-expression though media including: painting, drawing, printmaking,
clay and multi-media three-dimensional construction. The art room is open to
students during the academic day and two evening each week. Interdisciplinary
projects are coordinated with the academic disciplines. Student art work is
displayed throughout campus, themed exhibits are on view in the Finkelson
Gallery. Students also have the opportunity to visit local art galleries and
art museums in Manhattan.
Lower School Music
The Lower School Music Program at Rumsey Hall School infuses each child with a well rounded and practical grounding in music literacy, appreciation, and performance, through adherence to the MENC National Standards for Music Education. Based on the Kodaly methods of teaching, where music is seen as a necessary part of a child's development, the program immerses each student fully in their musical experience to become musically literate and confident in their performance skills by the time they leave Lower School. The Lower Schoolers have ample opportunity to explore their musical talents through their daily classes and Rumsey's Afternoon Enrichment Program. Some of the musical offerings provided include musical theatre productions, handbell choir, recorder class, African drumming, Little Clef Club, and karaoke. Each Spring Term, Form III (Grade 5) writes,composes, and produces their own musical theatre production which is performed In the Maxwell A. Sarofim '05 Performing Arts Center (The MAX). The Lower School also has their very special Winter Concert and Grandparents' Day concerts when they showcase their talents. Each year the Lower School improves and expands their music program, as they prepare to matriculate into the Upper School music program.


Harrison Music Education Systems Contemporary Music Theory Level 2 Book
Harrison Music Education Systems
Music Theory & Ear Training Reference Materials
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An intermediate level text.
The Contemporary Music Theory series by Mark Harrison is designed from the ground-up to explain the terminology and musical structures needed for modern applications. Level One is an introductory course which covers music notation, key signatures, basic scales, intervals, modes, diatonic relationships and 3-and 4-part chords. Level Two is an intermediate-level music theory course covering larger chord forms, definitive chords in major and minor keys, substitutions, analysis of key centers in tunes, upper structure chords, voiceleading, and pentatonic and blues scale applications, a complete glossary of terms, and hundreds of written theory exercises with answers.
- 372 pages
- Size: 12" x 9"
- Composer: Mark Harrison
- ISBN: 793598826


Looking for art education books that cultivate creativity and the development of skills? The following 6 books not only do that but also introduce children to a variety of tools and materials.They provide you with ideas to ignite children’s imaginations and show you how to introduce new techniques, artistic styles and artists in ways that keep children interested.
Art education books generally fall into one of three categories. The first category is for adults, to help them learn how to teach art to children, the second category is for children, and allow them to follow easy step-by-step instructions on how to draw or how to do other types of artwork. The third category is written for children and their purpose is to educate children about great artists and their styles.
1. Drawing with Children
Drawing with Children, by Mona Brookes, is one of my favorite art education books and a must read for anyone teaching art to children. It presents easy-to-follow lessons for building artistic skills and for using drawing in other subjects.
Children learn to draw the basics that can be combined to make a whole object and develop spatial awareness. The book is an important, foundational tool for children who are learning to see things as an artist sees them.
2. How to Teach Art to Children
This book offers basic lessons for teaching the elements of art – line, shape, color, value, texture, form and space. After basic lessons, children create a variety of projects emphasizing the art element.
The projects are easy to do with a minimum of basic materials: water colors or acrylic paints, glue, colored construction paper and markers. If you already have a good understanding of art elements and artists, this book may not be for you.
I used a book called, “Emphasis Art: A Qualitative Art Program for Elementary and Middle Schools” to teach the elements of art and loved it. It now costs over $90 but you may be able to pick up a second hand copy.
3. Follow the Directions & Draw It all by Yourself
This book helps kids learn shapes and builds fine motor skills. Kids love drawing easy pictures of dinosaurs, butterflies, and more on their own. They can work through step-by-step pictures by themselves and experience success. Contains 25 reproducible lessons and reinforces the skill of following directions. Use this along with the step by step drawing pages.
4. Storybook Art
Teaching art with picture books is a fun way to teach art. MaryAnne Kohl is a well known writer of art education books and in this one she provides simple art projects based on the art of children’s book illustrators. I like the open-ended art projects. Illustration techniques include painting, drawing, cutting and collage, and construction and crafts.
5. Art with Anything
This is one of MaryAnn Kohl’s newer books and it includes 52 weeks of making art with everyday stuff. It’s a great book for those days you need a quick idea for teaching art to children.
Buy “Art with Anything: 52 Weeks of Fun Using Everyday Stuff” by MaryAnn Kohl
6. Marc Chagall
Many home school parents and teachers use the Mike Venezia series – artists and musicians to teach children. The author introduces children to the world of art using a combination of text, original pictures and funny cartoons. The series of books complement a child’s arts and crafts program or drawing class.
There are about 48 books in the series.
They are a great series of books called, Getting to Know the World’s Greatest Artists that are designed to teach children about great artists.
Running out of art ideas? Try this art education magazine…
Receiving an art education magazine in your mailbox every month can give you the motivation and pluck to introduce new art lessons to your students. The one below may also be available at your local library. The magazine provides many creative ideas for all age groups, many of which are easily adaptable to work with your current themes.
Arts & Activity Magazine
This art education magazine has been around for a long time. It’s used by those teaching the arts to Grades K-12. Some of the columns include “Cracking the Color Code, The ABCs of Art, Art Works, A & A It Works, and Earth.. It’s got Art. Purchase Arts and Activities magazine.
Sample pages below:
Using other magazines as a source for art education ideas…
I often pull inspiration for teaching art from other magazines. They have seasonal ideas that can be adapted to art and other lessons. FamilyFun for example, offers craft ideas with patterns that can adapt to classroom activities. Lots of seasonal ideas here!
Cloth Paper Scissors is another terrific magazine for getting ideas for the classroom.


A case study of co-teaching between a regular education teacher and a special education teacher in an elementary school
Teacher isolation continues to be a product of a strong school culture belief system that creates a professional challenge for educators attempting inclusive educational practices, particularly co-teaching partnerships between special education teachers and regular education teachers (Friend & Cook, 2004.) This case study specifically looked to understand how school culture influences co teaching collaboration efforts between a special education teacher and an elementary education teacher (Schein, 2004) where inclusive practices are implemented that have a positive impact on student learning for all students, especially students with disabilities. The study illustrates that it is possible to eliminate a traditional two track educational system between regular education and special education and to create an integrated culture where the two became fused as one. This elementary school was assigned a principal who believed a supportive school culture was best for students, teachers, and support staff and took this opportunity to create a more inclusive and collaborative environment. With the emphasis on inclusion, the principal fostered staff buy-in and established ownership with the staff by helping them focus on how to provide differentiated instruction to all students in regular education classes, including students with disabilities (Zigmond, 2001). In this collaborative school environment, a co-teaching partnership between a special education teacher and a 5th grade elementary teacher is considered to be a successful partnership. Having two highly qualified teachers willing to change how they teach in order to provide differentiated instruction and interventions helps meet the individual needs of the diverse student population in this 5th grade regular education classroom.
Wichita State University, College of Education, Dept. of Educational Leadership
Includes bibliographic references (leaves 134-141)


Press Release by National Iranian American Council (NIAC)
Universal Declaration of Human Rights (UDHR) - Article 26.
- (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
- (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
- (3) Parents have a prior right to choose the kind of education that shall be given to their children.
Education Rewards, by Sarah Hartwig
Posters for Tomorrow exhibition, “The Right to Education” held in Paris in December 2011; organized by UNESCO and the 4Tomorrow association to stimulate thought and debate on human rights issues.
Washington, DC - NIAC calls on the Treasury and State Department to take immediate action to address restrictions that have cut off online courses for Iranians. The online education provider Coursera has announced that it will no longer provide access to individuals in Iran, Sudan, and Cuba due to U.S. sanctions. Under existing federal authorities, a license should be issued to Coursera to allow their continued provision of educational services in embargoed countries. NIAC urges Coursera to work with Treasury and State to facilitate the provision of this license.
"Denying Iranians the right to an education undermines American interests and values, and violates the principles of the Universal Declaration of Human Rights," said NIAC Policy Director Jamal Abdi. "The Iranian government has systematically denied education to students based on their political and religious beliefs. The U.S. should not be in the business of denying education to students simply because they are Iranian."
NIAC has urged that scientific and academic exchanges are critical to improving U.S.-Iran relations and empowering moderate elements in Iran.
Coursera is but one example of how broad U.S. sanctions have impacted Iranian students in recent years. Similar non-profit online education services MITx and EDx do not offer Iranians certificates of completion.
In 2010, Educational Testing Service suspended the TOEFL English-language proficiency test for Iranians, which is required for studying in the US and UK, in 2010. Thankfully, that issue was resolved through grassroots pressure and the intervention of Treasury and State.
Many Iranian students studying in the U.S. report difficulties in paying tuition and basic living expenses due to sanctions closing off financial channels. In 2012 in Minnesota, TCF Bank unilaterally terminated at least 29 Iranian students' bank accounts. The bank is now being investigated for discrimination by the Minnesota Department of Human Rights, but such difficulties continue to plague Iranian students in the U.S.
Under Iran sanctions legislation passed by Congress in 2012, prospective Iranian students are now denied from studying in the U.S. in energy or nuclear-related fields. A directive was subsequently sent to U.S. universities operating abroad instructing them to deny undergraduate students from taking math, science, or engineering courses beyond the introductory level and requiring a U.S. government license to admit Iranian graduate students. Under sanctions pressure, scientific journals began rejecting Iranian authors last year. Many prospective students in Iran say they are being denied U.S. student visas due to security restrictions and because they are automatically disqualified due having fulfilled their mandatory military service in Iran.
"The patchwork of Iran sanctions is so broad and convoluted that the limited carve outs put in place are never able to prevent collateral damage," said Abdi. "The end result is that we end up punishing ordinary people and jeopardizing our most important relationships with the next generation of Iranians who will decide Iran's future."
Between 1974 and 1983, more students came to study in the U.S. from Iran than any other country, with approximately 50,000 Iranian students studying in the U.S. That number has dropped significantly. Recognizing the significant benefit of hosting Iranian students and building bonds with the people of Iran, the State Department has worked to expand Iranian student visas and nearly 9,000 Iranian students now study in the U.S.-more than at any other time in the past two and half decades. Unfortunately, sanctions continue to undermine these efforts.
US Restricts Free Online Courses to Some Countries
- The U.S. education company Coursera, which offers free Internet-based classes in subjects ranging from Medicine and Mathematics to Business and Social Sciences, says it 'regretably had to make changes' to its accessibility in some countries. 01/30/14
... Payvand News - 01/30/14 ... --


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All those items that stain your clothes can actually be used for a fun art creation..have your child use those staining items to make a natural dye for making her own tie-dyed clothes. Tie dying became popular in the 1960s, but using natural dyes has been around for thousands of years. Even fabric used in the tomb of King Tutankhamen was dyed using natural pigments!
What You Do:
- Before beginning to make the natural dye for the tie-dye, invite your child to prepare her item for dying. Unlike manufactured dyes, natural dyes need a little help setting in fabric. Creating a fixative for the fabric to soak in ensures the natural dye will set in the fabric. She can simmer her white cotton item in a mixture of four parts water to one part white vinegar for an hour in a stockpot and then rinse with cold water.
- Now it’s time to make her natural dye! There are several plant items that create colorful dyes. Onion skins make a yellow dye, beets a dark pink, red cabbage a purple, and blueberries a light blue, just to name a few.
- Start with beets, since they set into fabric easily. Invite your child to help chop the beets and place them in the stockpot. Now she can add 4 cups water and bring the dye to a simmer over medium heat.
- To create her tie-dye, encourage your child to pull and twist sections of her cotton material and then secure with tightly with wound rubber bands. She can keep twisting and tying until there’s no fabric left!
- Now she can carefully place her cloth in the dye and let it simmer for an hour. Then, she can turn off the heat and let the fabric sit in the dye until it comes to room temperature.
- Invite your child to remove her fabric and give it a good squeeze to release some of the dye. Now she can carefully remove the rubber bands and see what her fabric looks like!
Naturally-dyed fabric will be lighter once it’s dry, and should be laundered separately in cold water.
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


There's nothing more enjoyable for a kid than an educational game that encourages kids to learn through play. It's especially enticing to parents when children don't even realize that they're playing an educational game. Of course, with so many kids' educational games from video and computer to board and card games, the possibilities are endless for your little ones to grow, learn and have fun, all at the same time.
With rapidly growing technology come a slew of games that both entertain and educate children young and old. These interactive games combine technology with kid-friendly amusement to bring your children animated games that can improve basic skills, knowledge and support their education. The Kurio 7 tablet, which runs Android 4.0, comes packed with popular games that can help your children learn through play. With hundreds of free open source educational games, your child can spend hours learning and playing on their parental-controlled tablet.
If you don't want your child to have access to the internet, you can invest in handheld video game consoles like Lexibook games, where your children can play classic arcade games, learning games and more on a pre-loaded console. More cost effective than a tablet, handheld gaming devices boost hand-eye coordination, logic skills and more. Your child can have fun while playing games that push them to think more creatively.
Of course, standard computer games can also offer educational value to your child's play time. In addition to becoming acclimated to computer usage at a young age, you'll find a variety of kids' games that are perfect for learning. With fun educational games for kids that can help them in everything from math and science to reading and spelling, your children are sure to have hours of learning entertainment. For older kids, you can find trivia games, historical games and more to expand on educational topics that interest your children.
Of course, there's nothing quite like classic board and card games to help your children learn. With cooperative games that teach sharing and working together toward the same goal, your child will learn about social interaction. In addition to interaction with others, your children can also expand on classroom knowledge with games that test their skills. Educational Insights offers a vast selection of games that are enjoyable and excellent learning tools. Games like Wordical and Pass the Peas help children with letter recognition and word-building. Other games, like Free Range Fractions and Even Steven's Odd, are perfect for numbers and math problem-solving.
For older children, you'll find a wide selection of board games that teach them about strategy, boost creative thinking and even expand on already-learned ideas and skills. Scrabble is an excellent strategy and word game that pre-teens and teens can play to improve their vocabulary, strategic thinking and more. Cranium is the perfect game for engaging several parts of the brain. From word puzzles and artistic challenges to communication skills and trivia knowledge, this game pushes your kids to think inside and outside the box.
The excitement of playing games starts with an enjoyable game. Whether it's a single-player video game or a competitive card game with the whole family, your child's learning doesn't have to end in the classroom. With fun educational games for kids, your children are sure to enjoy learning at home just as much as they love playing. Regardless of your child's age, you'll find a variety of games that are suitable for their level of knowledge and understanding.


Books Alive! For Kids®, a four-time EMMY nominated national award winning performing arts literacy program, targets students pre-school through third grade with an emphasis in urban inner city and rural schools. Books Alive! For Kids® is designed to enhance creative thinking, writing, reading, art and music education in three highly interactive sessions. The programs goals are to reduce childhood illiteracy; encourage and prepare students to compete and succeed in global community through reading and make the experience of reading stimulate a love for learning with all our senses. The success of the program has been proven through increased reading scores and comprehension.
Our integrated arts program provides teachers, parents, group leaders, and students with all the tools they need to present the material in a multi-sensory way. Not only does Books Alive! For Kids® promote literacy and a love of learning, it helps participants meet academic requirements.
How It Works:
Session 1: See It!
Read the book…
and use the Book Box contents to engage students
with questions, vocabulary strips and extended
activities. Teachers know they’re developing literacy
skills to help attain content standard and benchmarks;
kids know they’re having fun!
Session 2: Touch It!
Make the Craft…
and become an artist! Teachers love how multi-sensory
learning unleashes creativity, and kids love the hands-on
involvement so much they don’t realize they’re learning skills
that teach them to be tomorrow’s innovators.
Session 3: Hear It!
Watch the Emmy-nominated Performance…
and see how quickly students learn the values presented
in each Books Alive! For Kids® book title with high-quality
video productions that apply lessons learned from our
Take It Further!
Visit Books Alive! For Kids Online Resource Center…
for supplemental materials designed to allow classroom exploration of related
topics for a variety of grade levels, interests and abilities.
“As a result of working with Books Alive! For Kids®, we have seen an increase in reading scores over the past five years at all grade levels. Over the past three years, over 70% of our third graders passed the Ohio Achievement Test in Reading while overall reading scores have reached an average of 50% or higher in grades 4-6.” Thomas Boggs, Principal, Bond Hill Academy
“I like the way all the books already have the vocabulary cards done and ready to use for pre-reading and for post reading activities. After following the suggested activities for Giraffes Can’t Dance, I used the vocabulary cards in my writing learning station. Students were given choices: ‘write a story about a time you were not good at doing something or write your own story about an animal that couldn’t ______.’ Students used the vocabulary words to write their own stories!” Geraldine Johnson Elementary, Bridgeport, CT
Books Alive! For Kids® Parent Power Program engages, educates, and empowers parents and students with the love of reading through our specially designed Snack-Pack for use at-home or after-school. Includes book, craft, instructions, and interactive Parent Power Points.
Books Alive! For Kids® Birthday in a Box makes your next party pop! Make the next birthday a literary memory with invitations, crafts, music, menus, and thank-you notes. Your guests will go home delighted!
Books Alive! For Kids® Holiday in a Box celebrates seasons around the world through winter-themed Book Boxes, guaranteed to warm all hearts.


Unique program creates mini publishing moguls
|CONTACT: Renee Cree, email@example.com, 215-707-1583
|“Barack Obama was born in Hawaii, and he lived with his family.”
This story about the 44th president begins much the way you’d expect a book written for first graders. But its author doesn’t have a master’s in education; in fact, the writer and illustrator is Darcell, a six-year old student at the Frederick Douglass School in North Philadelphia.
Darcell and many other kindergarten and first-grade students are something of mini-publishing moguls; for the past two years, they have worked with Temple University students through Kids Write and Create, a mentoring program designed to improve literacy skills among inner-city kindergarten and first grade children.
Brian Goldstein/Temple University
Photo 1 of 2 Click image above for larger preview
|“We targeted these students because existing research shows that students who aren’t reading at grade level by the end of first grade are unlikely to ever catch up,” said Rena Krakow, an associate professor of communication sciences and disorders in the College of Health Professions and Social Work and director of Kids Write and Create.
In order to combat the city’s high adult illiteracy rate – 22 percent, compared to the national average of about 14 percent, literacy experts say it’s important to catch children as early as possible to prevent adult illiteracy.
“To that end, we designed this program to be highly motivating to children of this age,” said Krakow.
Each semester, a Temple student from the department of communication sciences and disorders is paired one-on-one with a Douglass student, and together they plan, compose, revise, finish and read their own books, at levels best suited to each child.
The children dictate their text to their Temple buddies, who type the text, scan in the children’s illustrations and print and bind the books, including a cover and an “About the Author” page. In the fall, children work on personal narratives, and in the spring, they write on a pre-chosen topic. At the end of each semester, the bound books are presented to the authors and their families at a special celebration held in their honor.
Last spring, the topic was famous African-Americans. Darcell chose the first African-American president. Other students chose their school’s namesake Frederick Douglass, Rosa Parks and Dr. Martin Luther King, Jr., as well as some famous athletes and musical stars.
“It is fun that you can write something that you want,” said one child.
Krakow says Kids Write and Create differs from other kid writing programs in that the children are mentored individually by Temple students who are studying to be speech/language pathologists, whose scope of practice includes literacy development and disorders. These students are supervised by Temple faculty with degrees in linguistics, special education, and speech/language pathology.
“Whereas classroom teachers can only provide limited attention to individual students and most one-on-one programs provide minimally trained volunteers, our mentors have the knowledge and skills to support the children’s early literacy development,” said Krakow.
So far, the results have been positive; scores on the Test of Early Reading Ability show a significant increase in skills among children involved in the program.
And while the crux of the program is to improve literacy skills, Krakow said it’s also been wonderful for the children’s self-esteem: “It felt good because I know how to write a book,” said one child. “I learned to read it by myself,” said another.
Other faculty members involved in Kids Write and Create are Megan Dunn Davison, clinical associate professor and Brian Goldstein, chair of the department of communication sciences and disorders. Kids Write and Create is part of the North Star program, an after-school activities program based at the Frederick Douglass School and directed by Betsy Wice. The program has received funding from grants from the Barra Foundation the Dolfinger-McMahon Foundation, and the friends and family of Maryanne MacNamee.


15,000 Objects from Around the World Include Games, Dolls, Toys and Rare Books
If he had been a great and wise philosopher, like the writer of this book, he would now have comprehended that Work consists of whatever a body is obliged to do, and that Play consists of whatever a body is not obliged to do.
Mark Twain, from Tom Sawyer
An extensive collection of toys, dolls, games, childhood objects and rare books representing different cultures and eras are among the thousands of items included in the Israel Museum's Ruth Youth Wing Collections. More than 15,000 objects in these collections reflect various elements of childhood: games, learning, friendship, competition, curiosity, imagination and creativity. A unique mix of objects from many cultures—each with its own ceremonies and traditions -- blend together to represent the life of the child within the family and the greater society.
The Youth Wing Collections are divided into six categories. The Dolls collection includes 1,250 pieces ranging from decorative and collectible dolls to folklore characters, theater puppets and marionettes. Featured in this collection are dolls made by Edith Samuel, one of the most important doll makers in the world during the 1940s and 1950s. Samuel, a German artist who emigrated to Israel in 1939, created dolls that represented various cultures and segments of Israeli society since the founding of the State in 1948. The Doll House and Furniture collection features impressive miniatures and houses, and the Animals collection features a range of small animal statues for children.
The broad Toys category includes board games, building toys, cars; puzzles string and pull toys, tin toys, and games from the 1930s. Toys in this group that were made in Israel reflect the culture and values of the times, and reinforced Zionism, settlement and the spirit of the new nation.
In the collections of Objects of Distant Cultures one can find musical instruments, toy whistles, unique eating utensils and religious ceremonial objects from around the world, while the "Israeliana" collections contains household objects that provide a sense of family life in the Israel of the 1950's and 1960's.
The Graphics collection contains original illustrations by children's artists as well as Israeli artists, while the Paper Works collection features kites from many countries and thousands of stickers
Also featured are 5000 rare illustrated children's books, many from the 19th century. Several toy collections were donated to the Museum by collectors and artists while others were purchased and brought from different countries around the world.
"These collections urge us to ask questions and learn more about the role games play in our lives and how they reflect our culture." said Tali Gavish, Curator in the Ruth Youth Wing. "It also encourages us to reflect on the different ways toys contribute to development and creativity and what we discover about childhood."
The Toy Collections are currently open to groups only by appointment and is curated by Tali Gavish, Curator in the Ruth Youth Wing for Art Education.


Science, Technology, Engineering, and Math (STEM). Conceptua Math is focused on providing tools and resources to support a successful STEM curriculum. Our math product focuses on foundational skills and professional development approach supports empowering teachers make informed instructional decisions for their students.
Science, Technology, Engineering, and Math, better known as S.T.E.M. has, in one form or another, been a concern since the fading of the Sputnik era. Driven by the scores on any number of assessments, the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMMS), and the Program for International Student Assessment (PISA:2006), there is a growing concern that U.S. students are falling behind those of other nations in the areas of science, technology, engineering and math. STEM is a encompassing “plan to win the future” by providing emphasis, funding, and resources to develop interest and programs that bolster interest in STEM.
We've taken the goals of STEM to heart. The Conceptua Math implementation approach is centered on helping teachers gain content knowledge and strategies so that they are better able to help their students be successful and excited about math. We want to help students conceptualize each topic so these concepts form a foundation for their success in the more advanced topics of mathematics.
Conceptua Math is comprised of tools, curriculum and resources that foster professional growth while providing a challenging, engaging environment for students. Each of the Math Tools is supported by instructional videos that demonstrate how to use the tools for teaching fractions topics. Our curriculum materials are all supported by sample lesson plans, model student-teacher discussions, and detailed examples of student misconceptions and key understandings that should be achieved. In addition to delineating key concepts and essential understandings, our instructional design includes a formative assessment that spurs teachers to have conversations with their students to address misconceptions and diagnose needs. Teachers can then choose support lessons to address student needs and provide the necessary level of intervention, including assigning practice with critical pre-skills. All of this support is aligned to the Common Core State Standards and a number of textbooks.
In addition to math curriculum and technology, we provide a variety of services to support the professional growth of teachers. The free videos give short snippets of ideas for addressing the teaching of fraction concepts. Our SOS implementation framework, used during our professional development sessions, provides an organizational plan that helps teachers grow professionally and provide students with a supportive environment.


Thursday, 10 May 2012
In conclusion, the goverment is hoping the NKRA programme will be succesfull in produce excellent human capital for the development of the workforce to drive the national economy to achieve the New Economic Model, ultimately achieving Vision 2020.
- Increase the number of preschool classes in a dense population, poor urban, and rural area.
Detailed Information on Education NKRA
The National Key Result Areas (NKRA) Education, member governments will focus on four sub-NKRA to expand access to affordable and quality education.
- Uniform support to preschool student.
- Improvement the quality of the teachers.
- Provide the National Pre-school information system.
What the objectives?
The education of NKRA set two main focus as a basis for transformation to ensure that all children receive quality basic education and develop a performance culture to drive transformation in the education system.
Thus, Preschool education, mastery of literacy and numeracy in Phase One, High School Achievement (SBT) has introduced a new offer to the dean and professor in raising the achievement of excellence through NKRA be sub field.
In addition, the sub areas include increasing enrollment rates NKRA children aged four and five years participated in preschool education.
The implementation was to ensure that every normal child can master basic literacy and numeracy skills after attending three years of primary education.
National Key Results (NKRA), Government Transformation Programme (GTP) Education 2010 succeeded in elevating the teaching profession ranked eighth country to get the world as reported by Newsweek magazine.
NKRA aspirations are focused on increasing overall student achievement includes intellectual, emotional, spiritual and physical boost the image of the country's education system. The increase student achievement at all key stages in the development of talent to produce a skilled workforce so that the objective of becoming the developing countries by 2020 is achieved.


USC Pen Pals
The USC Pen Pal Program was started in the mid-1990s by Ms. JoAnn Reynolds, a teacher at Hood St. Elementary School who frequently mentored student teachers from USC, and Dr. Richard Hudson, a USC mathematics professor who often taught content courses for pre-service elementary teachers. The program was aimed at making a better connection between the mathematics children learn in elementary school and the mathematics that future teachers study in their undergraduate program. Among other activities, the collaborators paired their students for the weekly exchange of “math letters.”
The Pen Pal program created with that initial PDS Inquiry Grant has grown to impact thousands of elementary students and future teachers.
The current program involves a weekly or biweekly pen pal journal exchange between University of South Carolina students enrolled in Basic Concepts in Elementary Mathematics I&II (enrollment restricted to Early Childhood and Elementary Education majors) and local elementary school students in grades 1-4. In the journals, students use only first names and exchange friendly letters once a week or once every two weeks. Each letter ends with a math problem for the child to solve and asks for a math problem in return.
Each semester’s correspondence ends with a pen pal party at which the students get to meet their pen pals. The USC students create a math skills board game to play and each elementary student is given a T-shirt or canvas bag to commemorate the exchange.
Pam Oates, a third grade teacher at Ben Lippen School, describes the pen pal program as “every teacher’s dream – to have students excited about writing and math!!” All of the elementary teachers report an increased confidence in math ability as well as improvement in problem solving and letter writing skills.


The results of Sistema-based social programmes are almost impossible to quantify – but as Jonathan Govias argues, the potential of ‘the system' is boundless
With the British government investing millions of pounds into the development of a national El Sistema network while simultaneously enforcing a policy of austerity, the new question emerging about El Sistema in England has become: ‘Is it worth it?’ But precisely like the past big question about El Sistema – whether it should be adopted or adapted – this inquiry also ignores the fact that there’s no conclusive answer yet to what precisely ‘it’ is. José Antonio Abreu, the founder of El Sistema, has resolutely resisted attempts to define its practice, with the result that when the question ‘What is Sistema?’ is asked, at least three possible responses can come to mind.
The first and simplest answer is the organisation, the Venezuelan national network of youth orchestras from which the name ‘The System’ is derived. This is the Sistema made famous by the 2007 BBC Proms performances, and the Sistema of exuberant young orchestras captivating audiences across the globe.
The second El Sistema is the concoction of its international mythologisers. This Sistema is defined not by its extremely diverse practices, but by the rhetoric of its evangelists. Good intentions have yielded extravagant promises: this is the Sistema that will eliminate crime, lift millions out of poverty, or close the class divide. While these programmes have delivered much good, if largely conventional music education, their advocates have at times set the bar perilously high for all music educators.
Then there’s the third Sistema, which is nothing more – and nothing less – than the idea that music can transform people cognitively, emotionally, even spiritually, just as much as it can socially. This idea, this promise, so logical and plausible in theory, remains largely uncharted territory in practice.
The puzzle presented by Abreu’s reticence in describing El Sistema is reminiscent of another historical enigma. In the margins of his notebook, the mathematician Pierre de Fermat wrote of his discovery of a proof for a pivotal mathematical thought, yet failed to disclose the proof itself. Until it was solved, 358 years later, that unproved theorem provoked more inquiry, exploration and advancement than a bald, or potentially erroneous proof ever could have.
By refusing to issue an authoritative statement on what constitutes El Sistema, Abreu has granted music educators the liberty to explore this idea unfettered by preconception or tradition. Some have interpreted this space as a vacuum and therefore cling to mirroring superficialities of practice, such as cardboard violins (see The Strad, March 2011). Others view it as carte blanche to describe all forms of music education as producing pro-social outcomes. Between these extremes of copying and chaotic opportunism lies the pursuit of the proof, the search for the mechanics of practice that, regardless of geographic location, target population, musical genre, or instrumental or choral modes, will deliver on Abreu’s conjecture.
Like Fermat, Abreu has offered us a hint. Social action through music demands completely new modes of education: it demands social learning. The most provocative work in this field hasn’t been done by music educators, but by a computer scientist named Sugata Mitra, on faculty at the University of Newcastle. Mitra has devoted almost two decades to the study of the extraordinary motivation and accomplishment of students who learn through social interaction, rather than teacher intervention. At its heart, his work revolves around the massive divide between teaching and learning, and the boundless potential that emerges when the focus is placed squarely on the latter. If Sistema is to deliver on its promise, this is where it must start.
The British government’s funding of Sistema programming through the In Harmony initiative may have raised questions in some quarters, but internationally it represents a comparatively rare example of prudent government investment. There has been no political attempt to dictate day-to-day practice beyond a broad framework, no move to define a single mandatory outcome, and the existing infrastructure has been relatively safeguarded. Crucially, the government has given its target programmes the space and the resources to explore Abreu’s idea to its fullest. There is a time limit, and there remains the accountability concomitant with all public monies, but if the programmes focus their resources on asking the right questions, there may well prove to be no limits to the system.


Author: Dr. M.D. Buch
Development of Education System in India’ is a latest detailed text book designed for B.Ed./M.Ed. and M.A. students of various universities of India.
Since India is a very large country marked by too high population and too scarce economic resources, the handling of educational problems, quantitatively and qualitatively is a very tough job of educational administrators, teachers, headmasters and principals. Among the Important problems which India faces are:
i) Universalisation of Elementary Education.
ii) Women Education
iii) Adult Education
iv) Language Problem
v) Education for weaker sections
vi) Medium of Instruction
vii) Distance Education
The present book covers almost all the chapters which have been prescribed in the new syllabus of various universities too. It highlights exhaustively the problems in the main fields of education — Primary, Secondary, Higher Education, Teacher Education, Quality Control in Higher Education etc.
Publisher:DILPREET PUBLISHING HOUSE
H.O.: 4393/4-A, Ansari Road, Darya Ganj,
New Delhi-110 002;Tel.: (011) 2328 5093 ;
Mobile: 98910 47983, 92121 16769
B.O.: Raj Bagh Extn., H.No. 63, C/o Ali Mohd. Bhutt
(Near A.M. Watali), Srinagar, J&K;
Mobile: 97970 67167


The infamous “red pen” markings on your school work. They either give you a sick feeling when you think of them or they remind you of your school days success! How do teachers know if you learned something? They give you a test and grade it with their red pens. How do YOU know you’ve learned something? You take a test and PASS!
In the last week, we’ve been doing some life changing things together.
- First, we spent some time dreaming. We contemplated what we really really wanted in life.
- Second, we turned our dreams into goals by giving them a deadline.
- Third, we shifted our priorities to match our goals. We listed them out so that when we make a decision or a choice, we could line them up with our priorities to make sure we make the right choices.
- Fourth, we created action plans. We took each of our priorities and wrote out some steps to put our plan into action.
Our action plan steps included 4 very important elements.
- 1. Each of them directly add value to my priorities and will help me reach my goals.
- 2. Each of them are smaller or short term so that I am not over committing or creating opportunities for failure.
- 3. I can schedule each of the action plans into my calendar.
- 4. They are measurable and I know exactly how I can keep track of whether or not I do them. There are days, times, and details used to make it quantifiable and specific.
“Grading” your Success: Success Markers
My bachelor’s degree is in elementary education so I am speaking on behalf of all teachers to clear the air. The red pen markings are not to show you how you’ve failed, they are to show you what is left to learn. Tests, grades, charts, scores, etc… It gives an idea of how much has been learned and what is left to tackle.
We should use this same principle in goal setting. Instead of thinking of your goals as something to achieve or to fail, think of them as a target where we keep aiming, practicing and shooting until we hit the target with ease.
Like the picture says above, your actions steps were made small and measurable for a reason. If the steps are not easy to accomplish or apply and are not helping you aim towards your target, then readjust them! Who said your action steps were written in stone? No one! It’s like getting your paper back for some final edits. Make them work for you, for your priorities, for your goals, for your dreams.
How do you know if you are “on target”? You need to keep some form of a “success marker”. I call them success markers because you use the tool to visually “mark your successes”. It could simply be a checklist where you write down the action step with details and dates. When the action step is completed, then you “mark” it as a success. You could use star stickers, we all seem to like star stickers whether you’re a kid or not. Or, try highlighting them in a bright colorful highlighter marker when you’ve completed something. It’s a visual tool to help you see what you’ve learned and accomplished. Learning to use a “success marker” frequently and consistently will be a key to turning your goals into accomplishments.
Here is a success marker form that you are free to use as an example or make it as your own goal setting checklist.
Celebrate your Successes
Every success or accomplishment, big or small, is worth celebrating. Those that focus on their successes will feed the motivation machine deep down inside. If you are constantly focusing on what you haven’t done, where you aren’t, what you are not then your goals will always seem out of reach and impossible. If you are able to celebrate every success, you build a confidence platform that allows you to jump higher, dream bigger and do great things with intention.


Make a Snowflake Headband Activity
Your child can create a special winter headband with the help of some white felt and a length of silver ribbon. Along with creating a pretty headband, your child will hone her cutting skills. She’ll be proud to wear her snowflake headband or make one to give as a gift for a special friend!
What You Need:
- 1 yard of 2-inch thick silver ribbon
- White and light blue felt
- Hot glue gun
What You Do:
- Start by inviting your fourth-grader to measure one yard of two-inch thick silver ribbon using a ruler.
- Have her use white felt just like a piece of paper to cut out a snowflake for her headband. She can use a ruler to measure a 2- by 2-inch square to use for her snowflake and then cut out with a scissors.
- Invite your child to fold her square in half creating a triangle, and then in half again. Now she can carefully cut around the edges of the felt. It’s a bit thick, but encourage your child to work slowly – honing her concentration and fine motor skills!
- Encourage her to cut out a few more snowflakes of different sizes or colors to adorn her headband. Now she can arrange the snowflakes on the ribbon deciding on her final design.
- When she’s ready, help by getting a hot glue gun warmed up and offer assistance as needed attaching the felt snowflakes to the ribbon. She can overlap the snowflakes, or have them arranged on their own.
- Before wearing her headband, she can add a couple of drops of glue and sprinkles of glitter.
- Now she can wrap the ribbon around her head and tie at the back! These snowy headbands are a fun way to share the winter spirit and can be given to friends as gifts!
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


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/
The Music Intelligence Project recently contributed along with numerous companies and organizations that support school music education programs to create an eight-page editorial supplement for the Washington Post highlighting the many proven academic, social and wellness benefits for kids and teens who play music.
The supplement was included in the Sept. 21, 2011, issue of the Washington post and was distributed to more than two million people.
Our experts, Drs. Robert and Patsy Johnson provided the article on "Tools for Teaching Young Children ABout Music" on page 6.
Additional highlights of the piece included:
To view the supplement in its entirety, click on the attachment below.
active aural music learning beat accuracy benefits of music brain development children development developmental effect early music educations, early music learning holiday gifts for young children instruction intelligence learning music skills listening to background music movement music activities musical gifts music and language music education music for kids music for young children music instruction in brain development music intelligence music learning music playlist for kids playlist for kids research rhythm singing singing in tune smart song list for children stages of music learning stimulate brain development substantive music learning teaching young children music the tuneables tonality tonal patterns top children's songs top classical songs for kids voice flexibility young children


Scoil an Teaghlaigh Naofa, Easca,Ceatharlach
Word Processing Resource CD ROM
In order to raise badly needed funds we are making the following resources available on CD ROM. These sheets have all been created within the school and are based on class experience. On the WP Resource CD ROM you will find the following.
A:135 individual Word Processing lessons for children. These lessons are grouped thematically. They can be printed up and are ideal for photocopying. You do not need any new software on your PC to get the children to use these lessons. They are all based upon Wordpad which comes free with the Windows operating system.
The basis for these WP worksheets may be found in the second last paragraph on P.46 in the Primary School Curriculum [Introduction] Also, on page 36 Point Two you will find a further reference.There are also significant referances to specific exercises which are replicated below. See Broad Objectives - English Language Curriculum Manual.P11 and 12. This provides the basis for the grouping of the 125 worksheets provided on the CD ROM.
These sample worksheets give an indication of the resources to be found on our WP Resource CD ROM
B: 40 sheets that cover some of the more basic PC skills e.g. Arranging Icons, Maximise and Minimise, Creating shortcuts etc. They focus on one item per sheet and are written in language suitable for children.These can be printed up as a general reference for the children.
C:Over 300 categorised educational internet links which can be placed on the desktop. This gives direct access to the site you or the children are looking for.
D: Over 100 fonts and dingbats. While the actual worksheets use very few "odd" fonts we have included these fonts and dingbats as they should prove very useful. The site we downloaded these fonts from said they were freeware.
E:Computer Literacy Board. This is a dummy coloured keyboard which can be printed up and laminated. I have found it extremely useful when it comes to teaching children the keys on the keyboard. e.g. Sean! What colour is the SHIFT key on your CLB? If he says orange then I know he has the right key etc.
F:Pictiuirí. This folder contains categorised clipart images which you may find useful re Irish History, Nature, Children etc
How to order: Please send a minimum donation of 40 Euros -cheques only- to Mr. John Farrell, WP Resources CD ROM, Holy Family BNS. Askea, Carlow. Cheques should be made out to Holy Family BNS development fund. Do not send any personal cheques. Thanking you all for your support. Please note, if you wish to order the Gaeilge Resources disk for children also, then a minimum donation of 60 Euros will suffice.
We get 80 hits on average per week from schools in America. If you wish to get a copy of this disk, any donation in the region of $40 will suffice.
"These sheets are very useful for teaching kids word processing." Kidsdomain.com
The WP lessons are excellent..I particularly liked the Creative and Descriptive ones.- P.M. Dublin.
Worksheets much appreciated.- J.M. Drimnagh.
Thank you for your worksheets. They are excellent.- F.M. S.Treasa.
Very user friendly. J.C. Limerick.
Excellent Resources.- R.W. Bromley
Wonderfully simple. Mrs. G. Philadelphia.
Thank you for your site. It has given me some hope! Y.S. Santa Cruz New Mexico.
The children seem to be able to work ahead by themselves with just a briefish introduction on my part. S.L. Dublin.
Wonderful resources. Children enjoy them very much. JL. California.


Jo-Ann VanReeuwyk is chairwoman of the Department of Art, Art History and Art Education and director of art education at Calvin College.
By Jo-Ann VanReeuwyk
GRAND RAPIDS, MI -- I’m writing about recent school board proposals for extensive cuts, particularly in the visual arts for the elementary level.
I believe I can speak for the general community as well as for the higher education community when I say that without the arts, we suffer deeply.
1. To participate in the arts is to be fully human.
2. Art is a way of knowing and a form of communication.
3. The arts teach problem-solving, risk-taking, creative thinking, collaborative thinking, innovative thinking. Indeed all of the higher level thinking skills.
4. Art helps form multiple perspectives. It gives voice. It helps us identify and express issues that are global, common to all people groups.
5. The arts emphasize value.
6. To participant in the arts is to live in culture and in history.
7. The arts help make sense of the world. The arts help us pay attention.
8. Art nourishes our emotive side.
9. Art develops our cognitive abilities.
10. Art can and often is healing and supportive.
11. Art teaches limitations, boundaries, yet encourages and promotes creativity and innovation.
12. Art teaches about how parts belong to a whole; that all parts matter.
13. The arts incorporate Big Ideas, and cutting-edge curriculum.
14. Art teaches and reinforces community.
15. Art celebrates thinking, creating, doing, and living.
16. Art teaches us how to pay attention to detail as part of a broader spectrum and world.
17. Art helps keep students in school, motivates, and increases math, science, social studies and language scores.
18. Schools that incorporate the arts show longevity in teachers and enthusiasm on the part of the students.
These are not in any hierarchy. They are equal in importance and give ample reason for including the arts in all of life and especially in education.
With all this in mind, and with the knowledge of how critical our education system is to our future and to our health as a city, a state, and a nation, can we afford to exist with even less artistic opportunities?
As a city and a state, we aim to meet needs of diversity, to teach all children to live complete and full lives and yet we continue to propose that the arts be cut back or even eliminated when finances are an issue.
Can we afford to do this? No, we cannot face the future without the arts.
RELATED: Guest column archive
School boards need to help their communities foster the arts and find ways to introduce and maintain the arts in every facet of living.
If we do, we also foster growth, dynamism, and wholeness, not just for this community now but for our future.
Guest columns can be submitted to Dave Murray, the Grand Rapids community engagement specialist. Email him at firstname.lastname@example.org and follow him on Twitter @ReporterDMurray or on Facebook or on Google + .


The Oxford Companion to Music is one of the most famous music reference works of all time. This invaluable Companion now reappears in a completely new edition. Over a million words in length, it is the biggest, most authoritative, and most up to date single-volume music reference book available. The new edition draws on both the classic Oxford Companion to Music by Percy Scholes, first published in 1938, and the two-volume New Oxford Companion to Music, edited by Denis Arnold (1983), but is thoroughly revised and reimagined for the 21st century. Alison Latham has assembled a distinguished team of over 120 international contributors, bringing their distinctive voices to an exceptionally broad sweep of musical subjects ranging from composers, performers, conductors, individual works, instruments and notation, and forms and genres, to music scholarship and aesthetics, music education, broadcasting and publishing, all aspects of music theory, and performance practice, as well as jazz, popular music, and dance. Entries range from brief definitions to in-depth essays on subjects such as politics, religion, psychology, and computers.
This is a comprehensive, authoritative, and accessible source of information on all aspects of Western music.
Publisher: Oxford University Press


Here are 11 fun and engaging handouts to teach the reading strategy of decoding long words. This unit covers the strategies of identifying compound words, finding familiar word parts of letter patterns, and breaking the word into syllables, to successfully decode longer more challenging words. These handouts align with Common Core (reading foundational skills) standards in phonics & word recognition. These handouts can be used for whole or small group instruction, independent work, literacy centers, formative assessments, partner work, homework or anything else that fits your needs! :-)
These handouts are included in my larger "Officer Buckle & Gloria" unit, so please do not purchase these if you have already bought that unit.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially.


ERIC Number: EJ649342
Record Type: CIJE
Publication Date: 2002
Reference Count: 0
Teachers' Roles in Promoting Literacy in the Context of Play.
Saracho, Olivia N.
Early Child Development and Care, v172 n1 p23-34 Feb 2002
This study examined the importance of roles teachers undertake to promote literacy in kindergarten classrooms. Content analyses of videotaped play identified, defined, and described the roles teachers assumed in promoting children's literacy development in the context of play, including discussion leader, storyteller, examiner, instructional guide, informer, learning center monitor, and decision-maker. (Author/SD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Play Learning


“There is a lot of money going into Ed-Tech. A lot of venture capitalists are getting into it. You’re seeing a lot of new start-ups and the big publishers are investing in digital education,” Connell said. “Every year there is something new coming out. It’s moving at an exponential rate whereas before it was almost glacial.”
Connell recently noticed there were more than 30,000 apps in the education section of the Apple app store. The downside to apps, she said, is they are small bites of education.
“They are disconnected from each other. There is no curriculum,” Connell said. “That’s the limitation currently in the consumer market.”
With the new national education standards, Common Core, being adopted around the United States, a curriculum will help children to learn at a natural rate, said Claudia Miner, Waterford’s vice president of development.
“It’s the difference between doing a fun app that looks great and keeps a child engaged for 10 minutes of a ride home, and actually having a curriculum that can be used in school,” Miner said.
Connell advises parents to find apps that help their child develop cognitive skills.
“One concern is a child’s inability to focus for a long period of time,” she said. “Using apps is one way to develop cognitive skills. Teaching children to sit and learn for longer than three minutes at a time is an important skill. We call it executive function — the ability to think through things and not give up the first time you face a challenge.”
Kelly's children like a variety of educational apps. There's "Zoodles," where a child can create an account and see age-appropriate educational videos.
"I can go to the website and see my 9-year-old has watched a lot of history videos, while my 6-year-old is more into reading, and you don't have to worry about the content," Kelly said.
"There are so many they can have fun with, it's just a matter of going through and making sure they have some kind of educational value," Kelly said.
Kelly recommends more educational resources on his website, jzakimikelly.weebly.com.
Megan Leishman's 7-year-old son, Jack, a fan of Angry Birds Star Wars, also loves Waterford's reading software, www.rustyandrosy.com.
"It helps you learn while you're having fun," Jack said.
"He started reading at a young age, now he's ahead of a lot of his peers," Leishman said. "He gets some free time (with the computer), but usually, if he is going to be playing games, I like that he’s learning something at the same time."
Finally, a word of warning from parents Dave and Kiersten Owens, who have two energetic sons, Matt, 6, and Jackson, 4:
"Keep it on 'airplane mode' so they can’t buy anything," Dave Owens said.
For more recommendations on educational apps, teachthought.com recently compiled a list of the 12 best children's educational iPad apps from 2012.
Visitors are also welcome to attend the Early Education and Technology for Children (EETC) conference, April 2-4, in Salt Lake City. The EETC conference is an annual event that brings researchers, policy makers, administrators, educators, and solution providers together to explore technology used for preschool through elementary education.
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Reading diversity through Canadian picture books : preservice teachers explore issues of identity, ideology, and pedagogy
- edited by Ingrid Johnston and Joyce Bainbridge.
- Toronto : University of Toronto Press,
- Copyright notice
- Physical description
- x, 222 pages : illustrations ; 24 cm
Education Library (Cubberley)
|LB1044.9 .P49 R43 2013||Unknown|
- Includes bibliographical references (pages 199-212) and index.
- List of Figures Author Biographies Introduction: Ingrid Johnston (University of Alberta, Secondary Education) & Joyce Bainbridge (University of Alberta, Education) Chapter One: Picture Books and Pedagogy: From Possibilities to Practice. Joyce Bainbridge (University of Alberta, Education) & Beverley Brenna (University of Saskatchewan, Education) Chapter Two: Who Does this Text Think I am? Exploring Questions of Subjectivity through Diverse Picture Books. Ingrid Johnston (University of Alberta, Secondary Education) & Farha Shariff (University of Alberta, Secondary Education): Chapter Three: Historical and Contemporary Perspectives on Cultural, Social, and Political Issues in the Canadian West. Lynne Wiltse (University of Alberta, Elementary Education) Chapter Four: Prairie Spaces Recreated: Aboriginal Education and Canadian Picture Books. Angela Ward (University of Saskatchewan, Education) Chapter Five Imagining the Possibilities: The Pedagogical Potential of Diverse Canadian Picture Books. Mary Clare Courtland (Lakehead University, Education) & Ismel GonzI--lez (Lakehead University, Languages) Chapter Six: Very Far Away: Traversing the Distance between Imagination and Actualization. Teresa Strong-Wilson (McGill University, Integrated Studies in Education) & Heather Phipps (McGill University, Integrated Studies in Education) Chapter Seven: Connecting Visual Literacy and Cultural Awareness Through Picture Book Illustrations Anne Burke (Memorial University of Newfoundland, Education) Chapter Eight: Generative Ways to Promote Political Activity and Social Change with Picture Books. Roberta Hammett (Memorial University of Newfoundland, Education) Afterword: Ingrid Johnston (University of Alberta, Secondary Education) & Joyce Bainbridge (University of Alberta, Education) Appendix A: Course Data Sources Appendix B: List of Picture Books Used in the Research Project References.
- (source: Nielsen Book Data)
- Publisher's Summary
- What is the value of picture books in educating a diverse society? This collection of original essays explores how preservice teachers from faculties of education across Canada engage with issues of diversity and national identity as represented in children's picture books. Based on research drawn from education courses and student teaching experiences, the book illustrates new and culturally relevant approaches to curricula that meet the needs of increasingly diverse student bodies. The volume focuses on picture books as a central body of texts, drawing on recent reading theory and exploring the implications of bringing the works into school classrooms. Together, the essays offer a unique cross-Canada perspective on how picture books can help students and teachers explore identities, uncover personal and national histories, and locate a sense of place.
(source: Nielsen Book Data)
- Publication date
- Copyright date
- 9781442646735 (hbk.)
- 144264673X (hbk.)
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EBP Compendium: Summary of Systematic Review
Department of Health and Human Services; National Institute for Literacy
Developing Early Literacy Report of the National Early Literacy Panel: A Scientific Synthesis of Early Literacy Development and Implications for Intervention
National Institute for Literacy.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a systematic review of interventions, parenting activities, and instructional practices that promote the development of children's early literacy skills.
What are the skills and abilities of young children (age birth through five years or kindergarten) that predict later reading, writing, or spelling outcomes?
Which programs, interventions, and other instructional approaches or procedures have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling?
Wat environments and settings have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling?
What child characteristics have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling?
Population: Children ages 0 to 5.
Intervention/Assessment: Interventions, parenting activities, instruction, characteristics, skills, and environments that contribute to literacy
Number of Studies Included: 234
Years Included: Not stated
- Several skills do predict later reading, writing, and spelling outcomes. These include alphabet knowledge, phonological awareness, rapid naming tasks, writing, and phonological short-term memory. All of the reviewed interventions impacted one or more areas of literacy.
- Childrens' characteristics including age at intervention do not appear to impact the effectiveness of the intervention, with the exception of language intervention which appears to be more effective with younger children.
Access the Review
Added to Compendium: December 2011


In the first few months of life, as the nervous system and muscle control start getting in sync, your baby's movements transition from quick and jerky to smoother and more intentional.
Gross motor skill improvement involves the large groups of muscles used to sit, stand, walk, run, keep balance, or change positions. Fine motor skills include using hands to eat, draw, play, or pick up small items.
You can help strengthen your baby's muscle development and motor skills with simple activities and practice.
Year 1: Motor skill development
By month 4, your baby has the muscle control needed to turn his head and follow objects. Within the first year, he should develop the ability to balance, sit up, crawl, and eventually stand. His fine motor skills also advance from clumsily raking objects in the early months to accurately grasping.
How to support your baby's motor skill development
Take some tummy time
Under your close supervision, place your infant on his stomach to strengthen his neck and back muscles. Get your baby's attention by holding a colorful toy and making an interesting noise. Always keep "tummy time" sessions short — about a minute or two should do it.
Have a ball
Rolling a large ball to your baby allows you to interact with him and observe his developing skills. At first your baby will simply slap it back, but eventually he will learn to swat it in your direction.
A little give and take
Put a graspable object (such as a rattle) in your baby's hand and tug on it very gently. This activity helps build muscle as your baby resists your efforts.
Bring out the blocks
Nothing encourages an infant to crawl more than a tower of blocks that is just out of reach and waiting to be knocked down.
Take a stand
Around 4 to 7 months, gently pull your baby to a standing position. By this time your baby will start to understand the function of each body part, and start to use his feet and legs to bounce up and down with your help. This will help prepare your baby for walking. You can modify this activity for a younger baby by using a supported sitting position instead.
Make it a-maze-ing
Make an obstacle course out of light sofa cushions, pillows, or boxes on a carpeted floor. Invite your mobile baby to crawl over or between them. You can even hide behind one obstacle and play peek-a-boo. Always closely supervise your baby while he's playing with pillows.
Finger food fun
As you begin adding healthy snacks to your baby's diet in the later months of her first year (and with the approval of your pediatrician), finger foods are great for fine-motor practice, making each eating experience a fun learning time. Encourage your baby to pick up bites of fruit, cereal, or vegetables. Demonstrate how to do this and praise every successful snack. If you're not sure what kinds of foods to use, the Feeding Expert team is available to answer your baby feeding questions.


Mill put his case to Parliament for female suffrage.
Parliament passed Parliamentary Reform Act giving the vote to many
working class men.
London Society for Women's Suffrage formed to campaign for female
Married Women's Property
Act allowed married women to own their own property - until this point
all women's property belonged to the husband.
Elementary Education Act passed, which allowed women ratepayers
(property owners) to vote for and serve in school boards.
Women allowed to be
elected as Poor Law Guardians.
Act extended the vote to most men over the age of 21.
Local Government Act
allowed women to vote in elections for county and borough councils.
Parish Councils Act
allowed women to serve on urban and district councils.
Formation of NUWSS
- National Union of Women's Suffrage Societies (the main Suffragist
movement) - under leadership of Millicent Fawcett.
Formation of WSPU
- Women's Social and Political Union (the main Suffragette movement)
- under Emmeline Pankhurst.
Beginnings of militant
action. Emmeline Pankhurst disrupted a Liberal Party meeting in Manchester.
First arrests of Suffragettes
for disrupting a Liberal Party meeting.
Election of Liberal
government. Four hundred of 650 MPs were in favour of women's suffrage.
Women's Suffrage Bill
introduced in March but ran out of time to become law.
a radical Suffrage Bill proposing women's suffrage for some women
and the vote for virtually all men. The Bill was passed in the Commons
but then delayed by Parliamentary disputes over the People's Budget
(see Gallery 2). The Bill was dropped when a new election was called
In June an All Party
Committee of MPs put forward a Conciliation Bill to give some women
the vote. The Bill was passed by the House of Commons but then dropped
when another election was called in November. Furious Suffragettes
stepped up their campaign of violence resulting in many clashes with
police and arrests.
reintroduced in May and passed with large majority. In November the
Liberal PM Asquith then changed his position. He decided to drop the
Conciliation Bill and bring in a new measure to give more men the
vote. He then indicated that MPs could add an amendment to give some
women the vote.
Suffrage Bill introduced. However, the Speaker of the House of Commons
ruled that a Male Suffrage Bill could not also give votes to women.
The amendment to give votes to women was withdrawn. Militant suffragette
action became even more intense, including arson attacks and the destruction
of the London to Glasgow telephone line.
Great War broke out
in August 1914. All women's suffrage campaigners stopped campaigning
and supported the war effort. Despite this, the NUWSS continued to
represent women and to press for recognition of the work that women
a Representation of the People Act, which gave the vote to all men
over 21. Some women also got the vote: women over 30, and women over
21 who were householders (owned their house) or married to householders.


MATH 3204 Mathematical Reasoning for Teaching II -- 3 unit(s)
This course will be the second in a three-course sequence of content courses for elementary education majors. The algebraic content of the course will involve understanding patterns, relations, and functions; representing and analyzing mathematical situations and structures using algebraic symbols; and using mathematical models to represent and understand quantitative relationships. The statistics content of the course will involve collecting, organizing and displaying relevant data to answer questions; selecting and using appropriate statistical methods to analyze data and developing and evaluation inferences and predictions based on data.
Term: Spring 2014
Start/End Date: Jan 13, 2014 - May 9, 2014
Meeting Time: Monday, 5:00 PM - 8:00 PM
Meets 10am-4pm February 1 and March 8 in Marshalltown. Location TBD. Please bring sack lunch.
Location (Facility ID): Adobe Connect and eLearning
Instruction Mode: Online
Megan Balong, Instructor
Class Section: 60
Class Nbr: 7125
If two numbers are listed, undergraduate level class number is listed first, graduate level class number is listed second.
Course Notes: Meets 10am - 4pm February 1 and March 8 in Marshalltown. Location TBD. Please bring sack lunch.
This course will utilize Adobe Connect
Enrollment is limited.
This course is offered as part of a cohort program and may not be available for open enrollment. Please contact our office if you have any questions.
Cohort members, please submit the request to enroll form through Continuing and Distance Education.
For more information:
Carolina Wilson, Continuing and Distance Education
Phone: 800-648-3864 or 319-273-2121


Check out these fun ocean facts for kids and learn more about the regions of
water that cover much of the Earth's surface. Enjoy a range of interesting facts
Little Known Facts in Marine Biology - MarineBio.org.
Interesting Ocean Facts. Area: about 140 million square miles (362 million sq km)
, or nearly 71% of the Earth's surface. Average Depth: 12,200 feet (3,720 m).
Powerful Properties | Watching our Waters | Fishy Facts | Astounding Aquatic ....
These "fun facts" were compiled by many JPL oceanographers and friends.
Read our most interesting Ocean Facts for Kids with information on the Atlantic
Ocean, Pacific Ocean, Indian Ocean and Southern Ocean.
Jun 4, 2014 ... Oceans cover most of our planet, but we still have a lot to learn about this
incredible ecosystem. Brush up on your knowledge of our watery ...
Apr 15, 2016 ... In celebration of the vast unknown of Earth's oceans, we present of our favorite
fascinating and amazing facts about ocean animals!
Kids can learn lot of unknown and unbelievable trivia and facts about all the
oceans and seas around the world.
www.ask.com/youtube?q=Fun Facts about the Ocean&v=eIQm21oywVU
Jul 22, 2013 ... 10 facts about the ocean. There is still so much things in our planet to discover.
Hope you enjoy this video! Like and subscribe!
All About the Oceans of the World Easy Science for Kids. Learn all about the
Oceans of the World with our Fun Geography for Kids website. Fun Facts for Kids.


It’s one thing to make sure your kids maintain a healthy diet; it’s quite another to get them to appreciate exactly why they need to be eating what you put in front of them. That’s where these next five books come in. In these texts, parents will find answers they may not have even been aware of themselves, which describe the importance of a healthy diet. What kids ought to eat, and why, explained in easy-to-understand and creative style, are what these books are all about. So read on to discover five books that help kids appreciate a healthy diet.
- Good Enough to Eat: A Kid’s Guide to Food and Nutrition – by Lizzy Rockwell – Chock full of fun facts about food and nutrition, Good Enough to Eat tells the tale of healthy dietary choices in a funny, light-hearted style that’s sure to keep kids engaged. You may even find them repeating some of the fascinating details that are splashed across its pages.
- The Edible Pyramid: Good Eating Every Day – by Loreen Leedy – Written for kids ranging from pre-school to Grade 3, The Edible Pyramid is a picture book that shows eating well can be a beautiful thing, right down to the lush, colorful illustrations of healthy foodstuffs on its pages. Animal characters, served by a smartly dressed cat waiter, are led through a menu of nutritious fare, while kids learn why each item is a healthy choice.
- Food Rules! The Stuff You Munch, Its Crunch, Its Punch, and Why You Sometimes Lose Your Lunch – by Bill Haduch – Haduch’s fun-filled trip through the world of gastronomical data is loaded with fascinating food factoids that will have your kids thinking more about healthy choices. Included are recipes, jokes, and food-centric tales, as well as highly useful information, such as how to read nutrition labels on food items.
- Janice VanCleave’s Food and Nutrition for Every Kid: Easy Activities That Make Learning Science Fun – by Janice VanCleave – As a science teacher, VanCleave offers a unique perspective on nutrition for kids, and delivers it all with cold hard facts. Kids will learn the science of cooking food, how energy and food are related, the food pyramid and more. Ever wonder why an egg white turns white when cooked? Or where vitamins come from? It’s all right here, for you and your kids to discover together.
- Eat Healthy, Feel Great – by William Sears, Martha Sears, and Christie Watts Kelly –Co-written by a pediatrician, a registered nurse and an elementary education major, Eat Healthy, Feel Great is a straight-forward treatise on the subject of nutrition. It provides kids with solid, compelling reasons to make healthy food choices. Parents and children alike will come away with a stronger understanding of food, nutrients and healthy eating.
Learning why it’s so important make healthy dietary choices can help your kids be more receptive to eating well on a regular basis. These books all make the importance of eating nutritionally sound meals easy to understand, and are both an informative and fun way to learn all about the ins and outs of leading a healthy life.


PEELS is following almost 3,000 children with disabilities as they progress through preschool and into their early elementary years. The study collects data on the preschool and early elementary school experiences of a nationally representative sample of children with disabilities and the outcomes they achieve. It focuses on children's preschool environments and experiences, their transition to kindergarten, their kindergarten and early elementary education experiences, and their academic and adaptive skills. The children were 3 to 5 years old at the start of the study in 2003 and were followed through to 2008.
Over several years, information about the children, their families, and instructional/service programs were collected using family interviews, child assessments, and multiple questionnaires. The PEELS sample consists of approximately 1,000 children in each age cohort (3, 4, and 5 year olds) receiving special education services at the study onset. The data collected through PEELS will be used for descriptive, as well as for explanatory research purposes. Direct assessments of children's academic skills and parent interviews have been conducted. In addition, questionnaires were sent to participating children's teachers, school principals, directors of local education agencies, and state 619 coordinators.
Publications and Products
To view PEELS publications and products, click here.
To gain access to the PEELS restricted-use datasets, contact the IES Data Security Office at IESData.Security@ed.gov or go to http://nces.ed.gov/pubsearch/licenses.asp. Researchers who have questions about PEELS data may contact Celia Rosenquist for more information.
Dr. Kristen Lauer