Being a parent is the most rewarding and yet challenging job we will ever have in our lives.
Knowing that we all share similar issues and being able to share our solutions to them can help each of us as we work to foster our children’s growth.
On this page are links to some wonderful articles that can help us all navigate the problems of parenthood.
Beware of Lead!
Lead poisoning is a danger for babies, children and adults. The best way to protect your children and yourself is to become learn about the causes and prevention of lead poisoning. It is also important to get your young children tested for lead poisoning, just ask your doctor for a simple blood test to ensure your child's health. This is omething we highly reccommend that you have done. And click here for more information about lead poisoning.
Never Shake a Baby!
Each year more than 3000 children are diagnosed with Shaken Baby Syndrome (SBS). Sadly, 60% of the children diagnosed will suffer lifelong effects and 25% will die. And yet, Shaken Baby Syndrome is 100% preventable. All of our staff members receive training in SBS. It is also important to be sure that you and all those who care for your child are educated about Shaken Baby Syndrome.
Be On Tick Watch for Your Child
While we all look forward to the beautiful weather that we are beginning to experience, we don't enjoy the buggs that are beginning to come out too. One of the biggest concerns are black legged ticks and Lyme disease.
Saying No Is Hard But Important
Sometimes it feels like we are always saying no to our children, but often it is very important. This article can help you to feel better about it.
Being read to and exploring books and stories are essential ingredients to children's literacy development.
Click here for an easy activity to make to go with the book Chicka, Chicka, Boom, Boom. (And everyone loves this story!)


DIET means District Institute of Education and Training. National Policy on Education has suggested an overhaul of teacher education as the first step towards national organisation. It has suggested Strengthening of teacher training institutions at the district level and giving them the role of identifying and responding to the teacher training requirements of the area of their coverage.
The DIETs have been opened at district level in all States. The functions of these institutes may be described as under:
(i) To organise pre-service courses for elementary school teachers. They are trained to teach primary and middle classes.
(ii) To organise in-service training for elementary teachers. There are short-term training programmes such as workshops, refresher courses, seminars etc. for elementary teachers.
(iii) To review curriculum and learning materials. One of the wings of the DIET deals with curriculum and learning materials for elementary teachers
(iv) To train teachers in non-formal centres. Non-formal centres have been opened to educate drop-outs in the age group 6- 14 years; the teachers are educated to do their job well.
(v) To look after the material equipment in the elementary schools, Most of the elementary schools are short of needed learning materials.
(vi)To promote literacy programmes. DIETs adopt certain blocks in a district and undertake programmes for adult literacy.
(vii) To organise research programmes to improve the quality of education in elementary schools. (viii) To develop competency in the universalization of elementary education (UEE).
(ix) To work for early childhood care and education (ECCE).
(x) To pay special attention to girls' education in the age group 6-14.
(xi) To improve evaluation procedures for elementary education.


How to Become a Bank Teller in 5 Steps
Research what it takes to become a bank teller. Learn about the job duties, education requirements, and salary information, to find out if this is the career for you. Schools offering Accounting & Finance degrees can also be found in these popular choices.
Career Information At a Glance
As a bank teller you will assist customers with their basic financial needs. The following table provides a basic overview for this career:
|Education Required||High school diploma or GED|
|Training Required||Teller certificate program (recommended)|
|Key Responsibilities||Verify transaction information, file financial documents|
|Certification||Voluntary certification: Certified Bank Teller (CBT)|
|Job Growth (2012-22)||1%*|
|Average Salary (2014)||$26,650*|
Source: *U.S. Bureau of Labor Statistics
What is a Bank Teller?
A bank teller is an entry-level clerk who conducts routine cash transactions face-to-face with a bank's depositors and customers. The transactions you handle include deposits, withdrawals, loan payments and check cashing.
Your specific duties include verifying signatures, dates and numerical amounts on checks, as well as account solvency before processing withdrawals. Other duties generally include entering transaction information, filing checks and deposit slips, balancing cash deposits and sorting disbursements.
Step 1: Earn a High School Diploma
A high school diploma or GED is typically enough education for you to become a teller. O*Net OnLine reported in 2010 that around 83% of tellers had a diploma or the equivalent (www.onetonline.org). Math courses can develop your numeracy skills, which are relevant for tellers. Classes in accounting can also help you if your school offers them.
Step 2: Consider Formal Training
Completing a teller certificate program could potentially improve your job prospects. About 17% of tellers have at least some college education, according to O*Net. Program courses prepare for your duties by covering topics such as business math, banking fundamentals, money handling procedures and customer interaction.
Step 3: Obtain a Job
The U.S. Bureau of Labor Statistics (BLS) predicted that tellers would see an employment growth rate of only one percent between 2012 and 2022 (www.bls.gov). The BLS noted that factors for this limited growth include online and mobile banking, which limit the need for traditional tellers. The average annual salary for tellers was $26,650 in May 2014, according to the BLS.
Step 4: Consider Certification
Although certification is voluntary, by obtaining the Certified Bank Teller (CBT) credential from the American Bankers Association (ABA) you can demonstrate your competence to your current employer or future employers (www.aba.com). Consisting of 75 multiple-choice questions, the CBT exam tests your knowledge of banking fundamentals, teller duties and customer service. To be eligible you need six months of experience and a letter of recommendation from a senior manager.
Step 5: Advance Your Career
You could try to advance by rising through the ranks with your present employer or by pursuing higher positions with other banks. With enough experience you could become the head teller. Completing an in-house training program could open the way to a position as a loan processing clerk or bill and accounts collector. Finally, you could become a manager or supervisor of administrative support workers.
To continue researching, browse degree options below for course curriculum, prerequisites and financial aid information. Or, learn more about the subject by reading the related articles below:


Research and Practice in Physical Education
Routledge – 2013 – 240 pages
Research findings in education can provide invaluable insight into how teaching practice can be improved, but research papers are often inaccessible and hard to digest. This innovative new text is designed to assist physical education students, pre-service teachers, practising teachers and teacher educators to learn how to read research and to apply it to practice in primary and secondary physical education. The text also provides insights and implications for those working with young people in physical activity and sport settings.
The book presents a clear, step-by-step guide to how to read and interpret research, followed by a series of short and engaging introductions to contemporary research studies on key topics in physical education, from classroom management and programme design to assessment and social issues. Each study is discussed from the point of view of researcher, teacher educator and primary and post primary teacher, providing the reader with invaluable insight into how to use research to generate new ideas and improve their teaching practice.
Research and Practice in Physical Education is the perfect companion to any course in research methods, current issues, learning and teaching, or pedagogy and curriculum in physical education.
Introduction to Reading Research Guidelines for Reading Research - A Commonsense View Section I – Student Engagement and Experience 1. Individual and instructional determinants of student engagement in physical education 2. Physical education resources, class management and student physical activity levels 3. How can we enhance enjoyment of secondary school? 4. Measuring secondary pupils' disruptive behaviours in physical education 5. Social preferences for learning among adolescents in secondary physical education Section II – Instruction, Learning and Assessment 6. Students and teacher responses to a unit of student-designed games 7. The gendering of abilities in physical education 8. Perceptions of middle school assessment 9. Student perception of caring teaching in physical education 10. Defining, acquiring, and transacting cultural capital through assessment in physical education 11. Students’ and teachers’ experiences of assessment for learning Section III – Curriculum Models 12. The influence of student status on student interactions and experiences during a sport education unit 13. Influence of a hybrid sport education—teaching games for understanding unit 14. Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education 15. The role of various curriculum models on physical activity levels 16. Influence of occupational socialization on preservice teachers’ interpretation and delivery of the sport education modeol 17. Adventure-based learning and reflection Section IV – Continuing Professional Development 18. Development and Maintenance of a Community of Practice 19. Professional development when introducing a novel curriculum model 20. Collaborative learning in physical education teachers’ early-career professional development 21. Collaborative professional learning: From theory to practice 22. Teacher professional development: Who is the learner? Finding Different Ways to Make Research Serve Teaching Annotated List of Selected Research Journals
Deborah Tannehill taught post-primary physical education for ten years in the USA. She is currently Senior Lecturer in the Department of Physical Education and Sport Sciences at the University of Limerick, Ireland. She is Course Director for the Professional Diploma in Education: Physical Education, and Co-Director of Physical Education, Physical Activity and Youth Sport (PE-PAYS) Research Centre. Her research interests include physical education teacher education, continuing professional development and communities of practice, and teaching physical education.
Ann MacPhail is Senior Lecturer and Head of Department in the Department of Physical Education and Sport Sciences at the University of Limerick, Ireland. Ann's main teaching and research interests revolve around physical education, teacher education, methodological issues in working with young people and school physical education.
Ger Halbert has taught post-primary physical education, civic, social and political education (CSPE) and social, personal and health education (SPHE) for the past 21 years in Ireland. She currently works as an education officer with the National Council for Curriculum and Assessment in Ireland. She is part of a team who are supporting the introduction of the new junior cycle in second-level education.
Frances Murphy taught as a generalist primary teacher for 15 years. She is currently a Lecturer in Physical Education in the Education Department at St Patrick’s College, Ireland. Her research interests include the development of appropriate after-school programmes for children to promote increased levels of physical activity, motor skill development and social development.


Brain Food! (ages 7-10)
Through hands-on experiences and fun activities, children will become familiar with the major areas of their brains. This knowledge will enable them to “bridge into their own brain” with greater ease. Children will learn how their breath, body, and mind work together to create brilliance in their own being! These empowering skills will help them to recognize they have more control over their decisions, choices, and especially their emotions. We’ll focus on a range of techniques from movement, breathing, “puzzling” problem solving, and critical thinking to tap into their hidden growth potential!
Instructor: Deborah Cyb, BA English, M.Ed specializing in Elementary Education and Curriculum Development


Art Vistas is a “hands on” approach to education that brings art from around the world into the classroom. Our children are given the opportunity to critique, analyze and appreciate historical and contemporary works of art. The students see and experience the numerous ways line, shape, color, texture and value can be depicted by world-valued artists of our past, and by the students themselves.
This year-long, comprehensive art education program includes art lessons specifically tailored to each grade level. Projects from kindergarten to fifth grade include drawing in many different mediums, painting, portraits, clay sculpture, still life, cityscapes, seascapes, horses, trains, abstract art, pointillistic (painting with dots), Cubism, Surrealism, Realism, Primitivism, Expressionism, Colonial Art, floral pastels, distance composition, charcoal shading, and photography.
Each spring our cafeteria is transformed in to an art gallery during our annual art show. The event is open to the community.
The PTA sponsored Art Vistas program is directed and supported by a dedicated team of more than 70 parent volunteers. Teachers and parent volunteer docents working together have made the program a success for 9 years. If you would like to become a part of our Art Vistas program, please contact Kathy Clayton, Paula Leonhardt, your child’s teacher or the school office.
Why is Art Vistas important to your child?
Most of the school day is dedicated to left brain training. Left brain activity is almost entirely dedicated to the verbal, analytical, symbolic, abstract, rational, logical and linear. The right side of the brain deals with the spatial, synthetic, intuitive, holistic, imagining, and visualizing. Right brain training is almost entirely neglected during the course of the school day. In her book, Drawing on the Right Side of the Brain, Betty Edwards discovered how students, through drawing and art training, can be taught how to access the right side of the brain. While teaching students how to process visual information in a new way, Ms. Edwards teaches them how to make cognitive shifts from one brain mode to the other. This skill can be applied to all areas of study requiring creative thinking. This is precisely why Los Alamitos Art Vistas is committed to the idea that an art education is important to every child.
©2015 Los Alamitos Elementary|6130 Silberman Drive|San Jose, CA 95120|408-535-6297
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The San Jose Unified School District does not discriminate on the basis of age, sex, sexual orientation, gender, ethnic group identification, race,ancestry, national origin, religion, color, or mental or physical disability in its educational programs and activities or employment practices as required byAmericans with Disabilities Act (ADA), Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, Section 504 or the Rehabilitation Act of 1973, and the Vocational Education Act of 1976. The lack of English language skills will not be a barrier to admission and participation in the District’s programs. Students, parents, employees, or others who wish further information about these regulations, or whom wish to file a complaint, should contact the following persons: Director of Student Services, Dane Caldwell-Holden (408) 535-6080 ext. 13212 The District’s 504 Coordinator, Delphia Edwards (408) 535-6195 ext. 13229


Numeracy Skills resources
biomathtutor presents students with a filmed bioscience-based scenario and guides them through some of the mathematics they need to understand and grow confident and competent in using routinely. The case-study scenario, covering practical aspects of haematology and microbiology, is presented via a narrated film, 24 min in length, but divided up into short sections. The film tracks the diagnosis and treatment of a student with anaemia and a throat infection and links the clinical findings and diagnoses to 33 interactive questions and relevant maths tutorials. An additional 24 interactive questions cover the same range of basic mathematical concepts presented in similar biological contexts, with a view to reinforcing students' learning. biomathtutor was developed by Vicki Tariq (University of Central Lancashire), John Heritage and Tom Roper (University of Leeds), Andrew Bond (University of Westminster), Mike Tribe (University of Sussex) and the EBS Trust. It was funded by HEFCE through its National Teaching Fellowship Scheme. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by EBS Trust 2006. NOTE: This resource has been tested on a Windows platform with Internet Explorer. There are known problems with Firefox and/or Apple systems.
This onscreen utlitiy from PDF Converter.com enables the conversion units for mass, area, length, volume, angles, temperatures, pressures and time zones.
University of East Anglia (UEA) Interactive Mathematics and Statistics Resources
The Learning Enhancement Team at the University of East Anglia (UEA) has developed la series of interactive resources accessible via Prezi mind maps : Steps into Numeracy, Steps into Algebra, Steps into Trigonometry, Bridging between Algebra and Calculus, Steps into Calculus, Steps into Differential Equations, Steps into Statistics and Other Essential Skills.


Welcome to another Science Invitation Saturday where we explore science for kids! Last week we played with bubbles and even made our own bubble wand and bubble solution. This week are going to explore fingerprints!
- ink pad
- magnifying glass (optional)
- fingerprint record sheet
Everyone’s fingerprints are different. Let’s see what your fingerprints look like!
- Press one of your fingers onto an ink pad.
- Gently and slowly roll your finger onto your fingerprint record sheet or a blank piece of paper.
- Make a print of each finger.
- Compare your prints. What is similar about your prints? What is different? (Optional: Use a magnifying glass to make the comparisons).
Lucy’s Comments: “I see lots of hills and swirls.” “How many lines are on our fingers, Mom?” “What do yours look like, Mom?”
– Our ink was coming out very dark in the prints. What worked for us was to press our finger in the ink, then press it once on scrap paper to get of excess ink, and THEN make our print to keep on our record sheet.
– This is a messy activity. Have your sink ready for hand washing!
Question to Spark More Curiosity & Critical Thinking:
What patterns do you notice in your prints? Do your prints look similar to your family’s prints?
What are any benefits you can think of to everyone having different fingerprints?
Want to go even further?
Even more activities to inspire creativity and critical thinking for various ages:
- Fingerprint patterns are divided into different groups. With a parent, search online or in a book to discover what group your fingerprints fall into. Compare the results to that of other family members for friends.
- Make a fingerprint using the ink pad onto a deflated balloon. Wait for it to dry. Then blow up the balloon until you can see your fingerprint in more detail!
- Collect a fingerprint record of everyone in your family. Then, without you seeing, have one person leave a fingerprint on some paper. Try to figure out whose fingerprint it is by comparing it to your fingerprint record.
- Turn your fingerprints into art! We put our fingerprints on blank paper. Then we used colored pencils to add details.
Don’t forget to join the Buggy and Buddy community on Facebook where there’s even more ideas for creating and learning!


However, with all SL had to offer, there were problems and challenges that, in the end, proved too difficult and costly for many colleges, universities and schools to continue to use SL for teaching. Many educators moved on to other virtual worlds but, in my opinion, nothing came close to what SL offered...until Minecraft. (Yes, Minecraft is very different from a real life like virtual world but it's the same type of open system that allows you to create whatever you can imagine.)
If you know nothing about Minecraft for education, this entertaining video can get you up to speed in five minutes. And, of course, there's the Minecraft wikipedia page, which includes excellent references. For those wondering about Minecraft research, here are Google Scholar results.
I've been working on an upcoming digital literacy presentation and have been researching ways we can develop digital literacy skills through inquiry, play and exploration. I agree with @EricStoller in this Inside Higher Ed article regarding our digital literacy development in higher education "...it seems that technology competency, digital literacy, social media fluency, online engagement, etc. are still areas that need some structured/intentional work."
In this post I want to showcase an excellent example (albeit quite advanced) of learning, and developing digital and traditional information literacy skills around a project using Minecraft. A short article, found through twitter, titled Students build Gallipoli in Minecraft, includes comments from the teacher and a few of the dozens of Auckland teenagers who spent thousands of hours recreating an awesome virtual version of 1915 Gallipoli. It also features a quality silent video of the student work.
I went hunting for a bit more about the project and found two of the short videos below, which include student narration, on this page.
The learning and engagement with history, technology, problem solving, and the research process itself that took place during this project is clearly evident.
Watch: The making of Gallipoli in Minecraft:
Description: Watch how students used the sketches from Percival Fenwick’s diary as a reference for the 'Recreating Gallipoli in Minecraft' build.
Decription: Students from Alfriston College re-enacting the tragic events that Anzac troops had to experience on the Gallipoli peninsula from May 5th to May 7th 1915.
A couple of years ago I downloaded Minecraft and began playing. I mostly made a huge mess, it was fun and very reminiscent of my early days in SL. Like SL, I could create whatever I wanted, I simply had to learn how. There was a familiar feeling of empowerment that I often experience when exploring a powerful new digital tool that allows me to create and learn. I could take my time solving problems, make a huge mess and it wouldn't matter. I could make connections, collaborate with others, solve larger problems, etc., all while fully engaged and continually #learning.
Being overly committed I decided that, until time allowed, I would follow the development of Minecraft in education on Youtube. A Youtube search of Minecraft returns almost 60 million results, it's really quite a phenomenon.
Teaching and learning with online games and virtual worlds has been taking place for many years. It seems to be more popular than ever in K-12 (partly due to Minecraft and people like Jane McGonigal and others who understand the engagement and learning potential), I've been surprised that there hasn't been greater adoption in higher education. I wonder how students who learn about history, for instance, in such an active constructivist learning way, will fare in the more traditional "sage on the stage" type of lecture classroom.
I didn't fare well in traditional classrooms, I was painfully bored and could not remain focused no matter how hard I tried. I was also intensely curious and remember desperately wanting to learn. I would have loved to have had opportunities to learn in similar ways as the Alfriston College students. I'm thankful I can continue lifelong informal learning, and developing my digital literacy skills using many readily available technologies.


GO Solve Word Problems delivers anchored instruction, guided, and adaptive practice
to help students build math problem-solving skills and achieve mastery.
The GO Solve Word Problems System
1. Anchored InstructionEngaging animations instruct students in each mathematical situation and help students build mental models of word problems through graphic organizer representations.
2. Guided PracticeInteractive activities break down the problem-solving process and progressively build understanding through step-by-step practice.
3. Adaptive PracticeStudents practice solving math problems in adaptive sessions that adjust the difficulty of the problems based on each student's performance. Repeated exposures build fluency with recognizing each mathematical situation. Additional learning supports include: hints, calculator, notebook, and personalization.
GO Pads: Graphic Organizer sheets encourage students to organize their thoughts and calculations on paper when solving practice problems inside and outside of the program.
Student Exercises: These activities deepen students' understanding of word problem situations and challenge students to think critically. In these exercises students examine problems, sketch organizers, and write their own problems.
Go Solve Word Problems blends whole-class, group, and individualized instruction, for flexible implementation in any classroom. Students efficiently build robust problem-solving skills over 30 minute sessions, 1-2 times a week, in less than 2 months.
- Whole-class use: With an interactive whiteboard or projector teachers can lead the class through the Anchored Instruction animations and engage everyone in discussion.
- Paired use: In the Guided Practice sessions, students can tackle problem solving together in pairs.
- Individual use: Students can work independently on word problems in the Adaptive Practice.
Depending on your school's curriculum and infrastructure this implementation can be customized to fit your needs.


|Idaho Comprehensive Literacy Course #1|
|CLASS CODE:||ELED 375||CREDITS: 2|
|DIVISION:||EDUCATION & HUMAN DEVELOPMENT|
|GENERAL EDUCATION:||This course does not fulfill a General Education requirement.|
|CATALOG DESCRIPTION:||This course prepares students to pass the statewide literacy competency test.|
|DESCRIPTION:||This course is designed to assist students to prepare for the state Literacy Comprehensive Exam, required for all Elementary Teachers in Idaho. The focus will be on Standard one and parts of Standard two. This course reviews and deepens the student's understanding of language structure, literacy instruction, reading comprehension, best teaching practices and assessment and intervention strategies. Reading (ElEd 380) and Assessment & Evaluation (ElEd 401) will also assist students in preparing for the state Literacy Comprehensive Exam, focusing on Standards two and three.|
|OBJECTIVES:||The student will be able to:
1. Define and give examples of phonics vocabulary and literacy terms.
2. Write and teach the "Seven Basic Phonics Rules" from memory.
3. Pass the "Phonics Test" with 100% accuracy.
4. Administer and interpret a "Running Record."
5. Cite current research-based, best practices of literacy instruction.
6. Apply knowledge of the five areas of orthographic development through instruction and assessment.
7. Plan and present different games and activities for levels of orthographic development.
|REQUIREMENTS:||Two texts are required for this course:
1. Study Guide for the Idaho Comprehensive Literacy Assessment, Nov. 2001.
2. Words Their Way, Bear, Incernizzi, 2000.
1. Quizzes and exams will be given periodically during the semester.
2. A comprehensive final will be given.
3. Students will be required to create four activity kits that may be used in the public school classroom. Instructions and procedures need to be included and all materials must look professional. Each activity needs to focus on a different level of literacy development.
4. Students will teach one of the activities for students from the text in a learning center.
5. Students will pass the phonics test with 100%. Failure to do so will lower final grade one half step. Three attempts at passing the test will be allowed.
6. "Small Group Performance Demonstrations" will be completed every other week. Students must be an active participant and demonstrate an increased skill in analyzing student needs.
|PREREQUISITES:||Must have completed ED 200|
|EFFECTIVE DATE:||January 2003|


AUTHORS: Cooper/Kiger - ©2011
This is the same product you requested (978-1-111-02799-5/1-111-02799-4), but a version that provides immediate access.
This popular resource distinguishes itself by placing literacy assessment within the context of mainstream classroom reading instruction. Using developmental reading stages as a framework, LITERACY ASSESSMENT puts teachers’ instructional needs at its core and considers assessment as a natural part of the instructional cycle. The authors’ mission is to show that, with appropriate instruction, success in literacy development is achievable for every student. By presenting the right balance of concept and demonstration, along with a dynamic, positive outlook on learning in both children and teachers, this book equips you to help children reach their potential.


A Maternal Nutrition Group comprised of top professors of obstetrics and doctors of nutrition from across the country, in partnership with the National Healthy Mothers, Healthy Babies Coalition (HMHB), unveiled recommendations for seafood consumption during pregnancy.
The recommendations come at a time when the debate about mercury in fish and an FDA/EPA advisory have created confusion for pregnant women, causing a reduction in their fish consumption. This leads to inadequate intake of omega-3 fatty acids resulting in risks to their health and the health of their children. This inadequate intake of fish is confirmed by data from the National Health and Nutrition Examination Survey (NHANES), which shows that 90 percent of women are consuming less than the FDA-recommended amount of fish.
The Group recommended that women who want to become pregnant, are pregnant or are breastfeeding should eat a minimum of 12 ounces per week of fish like salmon, tuna, sardines and mackerel, and can do so safely. The Group found that eating fish is the optimal way to gain the benefits of long-chain omega-3 fatty acids docosahexaenoic acid (DHA) and eicosapentaenoic acid (EPA). Seafood is the richest dietary source of DHA and EPA in Americans' diets. The Group also recognized that selenium, an essential mineral found in certain ocean fish, accumulates and appears to protect against the toxicity from trace amounts of mercury.
"The Group reviewed recent scientific studies and found a link between ocean fish consumption and advanced cognitive and motor skill development in children," said Group member Ashley S. Roman, MD, MPH, assistant professor of Obstetrics & Gynecology at the New York University Medical Center, who is also a mom. "Some data also shows a connection with reduced pre-term labor and post-partum depression in mothers who ate ocean fish when pregnant."
With data increasingly showing that pregnant women are eating less fish, the risks of nutritional deficiencies are growing. "Eating adequate amounts of fish during pregnancy is a nutritional and public health issue," said Judy Meehan, Executive Director of HMHB. "Patients and doctors alike must be better educated about the safety and importance of maternal food choices in optimizing pregnancy and childhood outcomes."
In order to better understand the impact of the FDA/EPA advisory on pregnant women's seafood consumption, a study by Dr. William Goodnight et. al. was conducted in 2007 at the Medical University of South Carolina (MUSC). The research found that awareness of the advisory's warning drove 56 percent of pregnant women to needlessly reduce fish consumption - to levels well below beneficial amounts - out of fear it may harm their developing baby.
On a national level, HMHB surveyed women who are pregnant for the first time about their attitudes regarding consumption of fish during pregnancy. The findings, which were similar to those of MUSC's, show that 53 percent of these women are eating less fish during pregnancy because of warnings about mercury.
"We know from our research that pregnant women are concerned about eating seafood and hope that our science-based recommendations will give women who are pregnant, nursing or planning to become pregnant, the confidence that they are doing the right thing for their health - and the health of their children - by including fish in their diets," said Dr. Roger Newman, Maternal Nutrition Group member, Professor and Vice Chairman for Academic Affairs & Women's Health Research Department of Obstetrics and Gynecology, Medical University of South Carolina.
The following general guidelines are provided by the National Healthy Mothers, Healthy Babies Coalition.
Diet during pregnancy
An optimal pregnancy diet includes a balance of healthy meals and snacks, including frequent choices from among the following:
Conversely, pregnant women should limit high glycemic foods that can cause wide fluctuations in blood sugar and insulin levels. These include white bleached flour, quick-cooking rice, oatmeal or other instant grains, and refined carbohydrates such as sugar, soda, white bread, cookies, cakes and pies.
The above post is reprinted from materials provided by National Healthy Mothers, Healthy Babies Coalition. Note: Materials may be edited for content and length.
Cite This Page:


According to Dr. R. J. Kizlik (2010), Tips on Becoming a Teacher, teaching probably won't make you rich, and, to be sure, no one should make any career decision without gathering as much information as possible. Reading and considering the information from Tips on Becoming a Teacher is a nice place to start. Then conduct a self-assessment to see if you would enjoy becoming a teacher.
Are Good At Explaining Things: Do you like to explain how something works, or how something happened? Being comfortable with explaining content to students is an essential skill for teachers, regardless of the subject or grade level.
Keep Their Cool: There will be times when you will be tempted to scream or yell at your students, other teachers, parents, administrators, and so on. Good teachers are able to successfully resist this urge.
Have a Sense of Humor: Research has consistently shown that good teachers have a sense of humor, and that they are able to use humor as part of their teaching methods. Humor, used properly, can be a powerful addition to any lesson.
Like People, Especially Students In the Age Range In Which They Intend To Teach: Most teachers choose an area of specialization such as elementary education, special education, secondary education, or higher education because they have a temperament for students in those age ranges. If you are not comfortable working with young children, don't major in elementary education!
Are Inherently Fair-Minded: They are able to assess students on the basis of performance, not on the students personal qualities.
Have "Common Sense": It may sound a bit corny, but good teachers are practical. They can size up a situation quickly and make an appropriate decision. Whether managing a classroom, leading students on a field trip, seamlessly shifting from one instructional procedure to another, assigning detentions, supervising an intern, or dealing with policy and curriculum issues in the school, there is no substitute for common sense.
Have a Command of the Content They Teach: For elementary school teachers, that means having knowledge of a broad range of content in sufficient depth to convey the information in meaningful ways to the students. For secondary school teachers, it usually means having an in-depth command of one or two specific content areas such as mathematics or biology.
Set High Expectations for Their Students and Hold the Students To Those Expectations: If you are thinking about becoming a teacher, you should set high expectations for yourself, and demand excellence not only of yourself, but your students as well.
Are Detail Oriented: If you are a disorganized person in your private life, you will find that teaching will probably be uncomfortable for you. At the very least, teachers must be organized in their professional and teaching duties. If you're not organized and are not detail oriented, teaching may not be the best choice of a profession for you.
Are Good Managers of Time: Time is one of the most precious resources a teacher has. Good teachers have learned to use this resource wisely.
Can Lead or Follow, As the Situation Demands: Sometimes, teachers must be members of committees, groups, councils, and task forces. Having the temperament to function in these capacities is extremely important. At other times, teachers assume leadership roles. Be sure you are comfortable being a leader or a follower, because sooner or later, you will be called on to function in those roles.
Don't Take Things for Granted: This applies to everything, from selecting a college or school of education to filing papers for certification. Good follow-through habits should be cultivated throughout life, but they are never more important than during your teacher education program. Read the catalog, know the rules, be aware of prerequisites, and meet deadlines. In one sense, you don't learn to teach by getting a degree and becoming certified. You learn to teach in much the same way you learned to drive - by driving. You learn to teach by teaching, by making mistakes, learning from them, and improving. The purpose of a teacher education program is to get you as ready as possible to learn how to teach by subjecting you to a variety of methods and experiences that have a basis in tradition and research.
Have Some "Hard Bark" On Them: Take it from me as a teacher in both public schools and at the university level, that you need some hard bark in order to survive let alone thrive.


International Arts Education Week 2012
Art brings us closer together. It makes us to feel and to understand what unites humanity in the diversity of its cultures and expressions.
As a vector of dialogue in the loftiest sense, art speeds up social inclusion and tolerance in our multicultural, connected societies. A painting, an artefact, a piece of ancestral music speaks volumes about the history of civilizations and the ties that bind them. Young people must be taught to love art: it will make them understand each other better.
Arts education is a key to training generations capable of reinventing the world that they have inherited. It supports the vitality of cultural identities by emphasizing their links with other cultures, thus contributing to the construction of a shared heritage. It helps to form tolerant and dynamic citizens for our globalizing world.
Irina Bokova, Director General
Message on the occasion of International Arts Education Week
This awareness of art can be acquired from an early age and maintained throughout life. It is with the conviction that creativity and the arts, and learning about them, contribute to the building of prosperous and peaceful societies that UNESCO encourages its Member States to support arts education, at school and beyond. Arts education is a key to training generations capable of reinventing the world that they have inherited. It supports the vitality of cultural identities by emphasizing their links with other cultures, thus contributing to the construction of a shared heritage. It helps to form tolerant and dynamic citizens for our globalizing world.
The General Conference of UNESCO proclaimed the fourth week of May as International Arts Education Week. It will be marked for the first time from 21 to 27 May 2012 and should highlight the importance and usefulness of arts education. The World Conferences on Arts Education, held in Lisbon in 2006 and Seoul in 2010, identified some strong guiding principles. The Seoul Agenda for the development of quality arts education added an action plan available to all Member States. The time has now come to speed up implementation.
Now that the world is seeking new paths to peace and development, we can unleash the potential of culture and cultural diversity. Arts education is one of the keys to unlocking this potential, for the benefit of all. Art and creation must take their rightful place at the heart of society. In this International Arts Education Week, I call on UNESCO’s partners, governments, educational institutions and members of society to support projects and activities that draw on the force of art for dialogue, social cohesion and peace.
HQ EVENTS - 23 MAY
Special guests :
Photos from the Ceremony
WORKSHOP Diversidades, Educating for Diversity: The Diversity Game.
11:00 am -12.00 am, Room II
INTERNATIONAL NGO, UNESCO CHAIRS AND OBSERVATORIES
- International Society for Music Education (ISME)
- International Drama/Theatre and Education Association (IDEA)
- International Music Council (IMC)
- International Theatre Institute (ITI)
- International Society for Education through Art (InSEA)
- World Dance Alliance (WDA)
- UNESCO Chair in Arts and Learning, Queen's University
- UNESCO Chair in Arts and Culture in Education, Fredrich Alexander Universität Erlangen-Nürnberg
- UNESCO in Arts Education Observatories
- World Alliance for Arts Education (WAAE)


This volume highlights the role of literacy in social development and the directions that governments and other agencies should take in designing their literacy programmes. The contributors, who are field workers, educational psychologists, sociologists, policy-makers, and development studies scholars, discuss the direction of literacy policy with regard to developing countries and marginalized segments of developed ones.
The volume is divided into two major sections. The first examines literacy as a social practice in what have already become 'literate societies'. As this section makes clear, literacy development reflects both the intrinsic structure of the society and reshapes those activities and institutions around texts and other founding documents. The second part examines, through carefully chosen case studies, ongoing literacy projects, programmes and other initiatives in developing societies in Asia, Africa and Central and South America.


Text Book Links:
Math Text Book:
Electricity and Magnetism Unit (Fall Trimester)
Solid Earth Unit (Winter Trimester)
Environments Unit (Spring Trimester)
Language Arts Vocabulary and Activities:
Social Studies: Harcourt Reflections: Grade 4-California : A Changing State:
Language Arts Links:
Judy Blume Homepage (Tales of a 4th Grade Nothing)
Social Studies Links:
Join the Fin, Fur and Feather Bureau of Investigation, better known as the FFFBI. Choose one of the missions on this page and then begin your investigation. You will be joined by animal members of the FFFBI team who want to help you solve mysteries. Good luck and get to work agent.
Dragonfly: Science for Kids
This is a cool site about animals, ecosystems, flying machines, and much much more. Have you ever imaged what it would be like to play baseball on each of the nine planets? Watch a movie of a monarch butterfly emerging from a chrysalis. Jump into the pond and start exploring.
- check out this site from NASA and JPL and learn all about different space
topics, make some spacey things, solve an extraterrestrial riddle, and dive
below the surface of Mars!
SanDiegoZoo.org - Watch the brand new baby elephant, pandas, apes and polar bears LIVE on the zoo"s web site!
USA Today Weather - get today"s weather all over the US. Also includes interesting weather trivia and information.
Jet Propulsion Laboratory - another kid site sponsored by NASA with different info, games & facts
Project GLOBE - worldwide site for kids & teachers with projects on conservation & making the world a better place
StarChild - kid site by NASA about astronomy
Enchanted Learning - kids site about anything from dinosaurs to animals to nursery rhymes (even includes preschool-Kindergarten games!)
Find out more about the Scholastic Reading Inventory (SRI).


Extraordinary K–12 teachers show us what social equity literacy teaching looks like and how it advances children's achievement. Chapters identify six key dimensions of social equity teaching that can help teachers see their students' potential and create conditions that will support their literacy development. Serving students well depends on understanding relationships between race, class, culture, and literacy; the complexity and significance of culture; and the culturally situated nature of literacy. It also requires knowledge of culturally responsive practices, such as collaborating with and learning from caregivers, using cultural referents, enacting critical and transformative literacy practices, and seeing the capacities of English Language Learners and children who speak African American Language.
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Rent Bridging Literacy and Equity 1st edition today, or search our site for Althier M. textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Teachers College Press, Teachers College, Columbia University.


Students will be better students if they are equipped with spelling and handwriting skills, which are critical for reading and writing success and act as stepping stones to higher test scores. While the Common Core State Standards focus on higher-level learning, they do not make the case for every foundational skill, leaving schools with the option of choosing whether to teach essential skills, such as handwriting and spelling.
Here are five evidence-based reasons for teaching spelling and handwriting explicitly and for carving out about 15 minutes a day during the reading and language arts block for each of these foundational skills:
- Neuroscience and brain scanning reveal that retrieving spelling patterns in a special word-form area of the left hemisphere activates reading and writing circuitry. That is to say, associating sounds with spelling patterns that access meaningful language activates reading systems. Spelling knowledge is essential for flawless operation of both reading and writing brain-processing systems.
- Spelling instruction helps beginners break the complex code of English. When conventional spelling is taught in balance with developmental spelling and writing for meaning, students are on track for proficient reading and writing by the end of first grade. In the beginning phases, the processing of spelling, reading and writing are nearly one and the same in terms of activating reading circuitry in the brain.
- Handwriting instruction has been found to contribute to success with beginning readers. Brain scan studies show that early manuscript lessons help activate and coordinate reading circuitry.
- Spelling expertise and handwriting ability lead to automaticity and fluency in both writing and reading. Expertise in both of these areas gives students confidence, helps them respond more quickly, and makes it easier to perform well on high-stakes tests.
- Spelling and handwriting comingle splendidly with technology for literacy. Digital resources, such as online games and apps, enhance opportunities for literacy development in the 21st century, but steer clear of the notion that technology replaces the need for these literacy-boosting skills, which work deep in the brain.
If you overlooked them in the past, consider bringing spelling and handwriting back into every classroom for a rebirth of literacy success.
J. Richard Gentry began his career in the classroom. He is the author of Zaner-Bloser’s Spelling Connections for Grades K–8 . Listen to his podcast series on best practices in spelling instruction. He also is a nationally-recognized author of numerous articles and books for teachers and parents including Raising Confident Readers: How to Teach Your Child to Read and Write — From Baby to Age 7. His latest book, Fostering Writing in the K through Grade 8 Classroom, will be released by Shell Education early in 2014. He also blogs for Psychology Today.


With the recent discovery of offshore oil, São Toméans will soon face the challenge of reconciling rapid economic development with preserving their natural heritage. Young Explorer Rayna Bell will return to the island with a team of expert scientists to discover just how many species occupy the habitat and how rare and irreplaceable they might be.
For most biologists that work in poorly explored parts of the world, there is nothing quite like the thrill of finding a plant or animal that is undoubtedly new to science. Bob Drewes and his colleagues at the California Academy of Sciences are no exception to this rule and so far they have described several new species of frogs, lizards, fishes, mosses and barnacles from the islands of São Tomé and Príncipe. These species join a growing list of plants, animals, and fungi that are found nowhere else on earth but after over a decade of extensive field surveys and over 20 scientific publications, Bob realized that the results of this work weren’t reaching the people who need this information most: the islands’ inhabitants.
To start spreading awareness about the uniqueness of the islands’ plants and animals, Bob and science educators Roberta Ayres and Velma Schnoll distributed hundreds of posters in 2011 that feature well-known local species with the heading “Somente Aqui” (Only Here). They also met with educators to design biodiversity teaching materials that would complement the primary school curriculum. The end products are simple, but brilliant: lesson plans that build from a coloring book and deck of cards that feature endemic species.
Bringing Together Biodiversity Research with Education
As a graduate student with interests in evolutionary biology and biodiversity conservation, participating in Bob’s research and education expeditions has been an incredible experience for me. Although my main goal for these expeditions is to find two species of treefrogs I’m studying, in 2012 I tagged along with the education team to help distribute coloring books to over 2000 third-graders. This year we distributed playing cards to the same students and taught them how to play the game “memory”. Everyone wanted to try their luck at finding a species match, (including the deputy director of primary schools!) and I’m convinced that the card game, and biodiversity awareness, will spread to friends and family for years to come.


Friday, July 25, 2014
Math & Science Day at Five Points West Library, July 26
The Annual Math & Science Day conducted by Kwanzaa Year Round, Science for Kids Ministry, and hosted by the Five Points West Library, 4812 Avenue W, Birmingham, AL, will be held Saturday, July 26, 2014, 1:00-4:00 p.m., in the Main Auditorium. The emphasis this year will be on “Slave Science – African Contributions to Science Before Enslavement.”
The topic is based on studies compiled by historian Dr. Joseph E. Holloway in an article titled “African Contributions to American Culture.” His research documents Africans who helped establish rice growing, cattle raising, variolation (early vaccination), musical and architectural styles that were incorporated into American culture. Other specialties include metal working, midwifery, ship building, and navigation.
“Before the enslavement, Africans were closely observed for their various skills,” said Elinor Burks, one of the event’s planners. “Many skills Africans brought were not appreciated until several generations after their arrival in America.”
In addition to the historical emphasis, the math table will challenge students to solve Einstein’s puzzle using movable objects. The creativity table will let kids use their hands to make recycled objects from toilet tissue rolls as an example of protecting nature’s resources. The nutrition table will show young people how to create fun foods included in Japanese packed lunches called Bento, while learning about that ancient culture.
This event is free and designed for students ages 5 to 105. Parents must accompany all participants.
Posted by Tressa at 8:16 AM


Statistical numeracy is essential for understanding health-related risks and making informed medical decisions. However, this concept has not been investigated with probabilistic national samples or compared cross-culturally. We sought (1) to investigate differences in the level of statistical numeracy between 2 countries with different educational and medical systems—the United States and Germany; (2) to study the relationship between statistical numeracy and demographic characteristics such as age, sex, and education; and (3) to test whether a subjective measure of numeracy is a valid indicator of objective measures.
In a survey of probabilistic, representative national samples in Germany and the United States, conducted in July and August 2008, we asked questions testing objective and subjective statistical numeracy.
German participants had higher numeracy skills than did US participants. On average, 68.5% (SE, 1.1%) and 64.5% (SE, 1.3%), respectively, of items testing objective numeracy were answered correctly. Subjective estimates of numeracy were a good indicator of the objective measures. There is a large gap in numeracy skills between persons with lower and higher educational levels, particularly in the United States.
Physicians should be aware that many patients may not understand all information relevant to making an informed decision. Fortunately, they can identify such patients and use nonnumerical presentation formats, such as graphical displays and analogies, to communicate important statistical information.


An Art Education and Cultural Learning Program for Korean Teachers: Six Korean elementary teachers have experienced culture, arts, and education in Florida during a month
The purpose of this study is to discover the stakeholders essential nature, meaning, and value of the intensive one-month Florida based art education and cultural learning program for the South Korean elementary school teachers. Based on a phenomenological study, data sources included in- depth interviews with six Korean teachers, the program coordinator, the program administrator, the Korean program coordinator at the teacher participants home university, and two program assistants from a university in north Florida, intensive observations of whole events and activities, and review of the teacher participants research journal notebooks, materials, and documents. Findings indicate that the program can encourage the teacher participants and other stakeholders to understand people in different cultures, provide participants who are interested in studying abroad with a beginning experience, and begin, through firsthand experience, to adjust their fixed or stereotypical views of cultures other than their own through the construction of new cultural perspectives.
488 pages; Publisher:
VDM Verlag Dr. Müller (February 22, 2009); Language:
About the Author
Jaehan Bae was an elementary school teacher for four and a half years in Daegu, South Korea. He earned his doctor of philosophy in art education from the Florida State University and is an art professor at the University of Wisconsin Oshkosh.
Email Jaehan Bae at firstname.lastname@example.org


Safford, Kimberly and Barrs, Myra
Creating contexts for talk: the influence of school-based creative arts projects on children's language.
English in Education, 41(2) pp. 44–56.
The article draws on data from two research studies of children’s language and literacy development in the context of their work in school-based creative arts projects. Using observations of children (ages 3 to 11) and teachers at work, the article examines the ways in which the activities in such projects open up opportunities for children to talk with each other and with adults by generating a workshop atmosphere. Children’s authentic and wide-ranging talk in creative arts projects encompasses personal, social, imaginary and real-world themes which, the article argues, is rage in other curriculum contexts. As school are encouraged to develop ‘creative partnerships’ with artists and arts organisations, the article highlights the role of the teacher in observing and promoting these experiences as occasions for children’s language development.
Safford, K. and Barrs, M. (2005) Many routes to meaning: children’s language and literacy development in creative arts work London: CLPE/Creative Partnerships ISBN 1872267459
Safford, K. (2008) Many Routes to meaning: children's language and literacy learning in creative arts projects Section 4, Partnership Between Artists and Teachers: Structures and Processes. Evaluating the Impact of Arts and Cultural Education: a European and International Research Symposium Centre Pompidou, Paris: Documentation Francaise, Ministries of Education and Culture
Ellis, C. and Safford, K. (eds) (2005) Animating Literacy: inspiring children’s learning through teacher and artist partnerships London: CLPE/Creative Partnerships ISBN 1872267416
Safford, K. and O’Sullivan. O. (2007) Their learning becomes your journey: parents respond to children’s work in creative partnerships London: CLPE and Creative Partnerships http://www.clpe.co.uk/pdf/their_learning_becomes_your_journey.pdf
O’Sullivan, O, and Safford, K. (2008) Creative projects: getting parents involved London: Creative Partnerships and Centre for Literacy in Primary Education http://www.clpe.co.uk/pdf/getting_parents_involved.pdf
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“Take care of the sense and the sounds will take care of themselves.”
Lewis Carroll, Alice in Wonderland
Phonics, the sounds of the letters and their combinations, is an important component in learning to read, and schools are doing a good job of teaching phonics. However, because the English language is inconsistent and irregular, the rules of phonics don’t work at least 40% of the time. The result is that many students struggle with reading skills well below their grade level. Those who learn to read quickly are able to go beyond phonics to make sense. Some children do this as young as four years old, without any formal phonics instruction.
For most teaching and remediation programs, mastering the rules of phonics is considered to be the most important part of learning to read. It seems logical that if one knows the sounds of letters and their combinations, reading will be easy.
My experience tells me that this is not necessarily true. I meet people, young and old, who have been exposed to heavy doses of instruction and remediation in phonics and it has made them slow, ineffective readers. Those who help others to read need to understand the value and limitations of a phonics approach to reading.
For those who are unable to read well, the clues most often given are to ‘sound it out’ or ‘guess’. Many words can’t be sounded out and it is difficult to keep the sequence of letters in your head if it is a long word. The result is that readers ‘wild guess’ the word and carry on. If you are practicing with someone who is not progressing well, you know this is true.
When the tools they have learned don’t work, students get more and more frustrated and discouraged. Even though they can read many words, they read too slowly and can’t make sense much of the time. Reading becomes a chore that they’d rather avoid. When ‘sound it out’ doesn’t work and ‘wild guessing’ makes comprehension almost impossible, extensive work in phonics is a detriment rather than a help. You have to STOP and set them off in a new direction.
Here is an account from the Edmonton Journal, Sept 10, 2005, of a research project that investigated the results of a highly structured, strong basic skills, phonics program introduced by the Public School Board.
“From 2001 to 2004, a team of 25 researchers from University of Alberta and Concordia University College compared the progress of seven schools using the Meaningful Applied Phonics curriculum and a control group not using this program. The results were startling. Instead of doing better than their peers at reading and writing, the kids in the intensive phonics program were falling behind the students in the control group, generally doing worse every year they stayed with the M.A.P. program.”
“M.A.P. didn’t work well for kids in the middle of the academic program, but for the kids at either end, the effects were worst of all. The schools which fared most poorly were the high-needs school with the aboriginal population and the high-performing school in the affluent neighborhood.”
Effective readers must go beyond phonics and strategies to use their subconscious minds to help them read. All the struggling readers I’ve worked with know everything they need to know to read. They just can’t access it because they are too focused on using strategies and figuring out words.
Successful reading is finding a happy balance between phonics and experience. The Making Sense Approach, taught in my online reading course, teaches you how to quickly become a reading coach. You’ll show readers how to clear away the blocks keeping them from reading fluently and with comprehension.


First Nations education takes a step forward
On paper, the highly educated administrators and teachers of aboriginal students have written key words like: rationale, evidence, identity and achievement.
Important words, but they say far less in contrast to what the kids have put down on paper and created: Drawings of aboriginal spirits, memories from first grade, positive thoughts about school, along with handmade drums, paddles, masks and button blankets.
These things speak of pride in self, culture and community, and that makes the educators’ words entirely meaningful.
“Children are at the centre of all we do,” says Greg Johnson, principal of aboriginal education for the Campbell River school district.
It’s Wednesday and Rotary Hall at the Maritime Heritage Centre is decorated with the children’s art and their writings. It’s on display so the educators can see the “fruits” of their efforts to continually improve opportunities for aboriginal students to succeed in the classroom and in life.
“This community, though, is on the right path I believe,” says keynote speaker Ray Wilson.
Representatives from the school district and the local Aboriginal Education Advisory Council – including representatives from local bands – are meeting to work out details of the Fourth Aboriginal Education Enhancement Agreement. It’s significant because no other school district in the province is on its fourth agreement.
“We’re very proud of that. This group works very well together,” says Michele Babchuk, chair of the board for School District 72.
Several others echoed her comments and are also proud of the fact this school district is taking a leading role in advancing education for First Nations students.
It also couldn’t be more timely.
On Thursday, the Assembly of First Nations released the document “A framework to achieve success in First Nations education” which reads in part: “Canada and First Nations have expressed and advanced the priority of nurturing, enabling and supporting the success of all First Nation children through quality, culturally relevant education. Canada must agree that this can only be achieved through fundamental change starting with the recognition and implementation of First Nations control of First Nations education.”
That’s a national agenda, but here in B.C., the Ministry of Education is advocating a co-operative effort. The Campbell River council is leading the way, but the members aren’t content to rest on their laurels.
“We have great teachers, councillors, education assistants, administrators, support workers and even tutors that are available for First Nations students,” says Wilson. “All of these resources aren’t even being used to their full potential. We need to start raising our expectations for our children!”
Wilson should know. He’s a member of the Lekwiltok Nation, grew up on the Cape Mudge reserve on Quadra Island, went to school in Campbell River, starred on the B.C. champion Carihi basketball team, and then returned to Carihi as a teacher.
He acknowledges the success of the aboriginal enhancement agreements, but says more needs to be done.
“Far too many times I still see our kids lost and wandering the halls, with no connection to school or culture. I want our kids to not only come to school, but to be excited to be in school,” he says.
Since the enhancement agreements began, there have been significant improvements in literacy and numeracy skills for aboriginal students in Kindergarten to Grade 12. Just as important, says Wilson, First Nations students and their parents are embracing their heritage and traditions.
“We need to get away from the notion that aboriginal students must leave their culture at the door and adopt Western approaches to education and curriculum to succeed,” he says.


NEA Roundtable and Webcast Debrief
Why are standards and assessments important for high-quality arts education? What are the latest trends, current practices, and future directions for arts learning standards and assessment methods?
The National Endowment for the Arts (NEA) will host a roundtable webcast* on Improving Arts Learning through Standards & Assessment. “As the field of educational assessment advances, and as alternatives to standardized tests emerge, the tools used to evaluate student learning, such as portfolio reviews, are beginning to gain greater currency. Given this development, it is even more important to examine arts educational standards and assessment tools to ensure that arts learning can become a vital force for enhancing 21st -century skills. This is the first time that the NEA will take a comprehensive look at this issue via the roundtable, webcast, and new research report, Improving the Assessment of Student Learning in the Arts: State of the Field and Recommendations.” Download a copy of the report here.
The free webcast will be live on February 14 from 5:30 a.m. to 12:00 p.m. (PST). Too early and too long for you? The Balboa Park Learning Institute and Museum of Photographic Arts invite you to join in the discussion at a webcast debrief session on Tuesday, February 28 at 3:00 p.m. in Balboa Park.
*Additional information about the NEA Roundtable Webcast can be found here.
Who Should Participate
The debrief session is free and open to anyone interested in learning more about the future of standards and assessments in art education.
How to Participate in the Debrief on Tuesday, February 28
- Visit the NEA website to learn more about the speaker panels and presentations.
Select at least one session (45-60 minutes) you will watch in advance in order to contribute to the debrief discussion.
- Panel 1 – Greater Scope for the Arts
- Panel 2 – Arts Learning Standards for the 21st Century
- Presentation – Current State of Arts Learning Assessment: Findings from a Recent Study by the NEA
- Panel 3 – Innovative Practices in Arts Learning Assessment
- Presentation – Arts Learning Standards & Assessment: How Do We Shift the Paradigm?
- Submit your RSVP and session selection to email@example.com.
- Watch your selected session by viewing the recordings available on the Research Convening site after February 21.
- Show up at the Museum of Photographic Arts’ boardroom on Tuesday, February 28 at 3:00 p.m. to discuss the key ideas of the roundtable webcast.
- Continue the discussion at the Prado Restaurant for Happy Hour (optional).
Send RSVPs and questions to firstname.lastname@example.org.


Early literacy interventions: reach out and read.
ABSTRACT Linkages between literacy attainment and poverty have been well documented in the literature. This article reviews the literacy challenges for low-income children and the need for child health practitioners to be informed about children's literacy environments. The authors define literacy and emphasize that literacy is a continuous developmental process that includes listening, speaking, reading, and writing. Read Out and Read is a national model that has demonstrated its effectiveness to improve receptive and expressive language development in children. Pediatricians are uniquely positioned to address early child's literacy development because they are often the only practitioner regularly encountering parents, infants, and children during the preschool years.
- Pediatrics 12/2011; 129(1):e224-e231. DOI:10.1542/peds.2011-2662 · 5.30 Impact Factor
- [Show abstract] [Hide abstract]
ABSTRACT: To examine how gradients in socioeconomic status (SES) impact US children's reading and math ability at kindergarten entry and determine the contributions of family background, health, home learning, parenting, and early education factors to those gradients. Analysis of 6600 children with cognitive assessments at kindergarten entry from the US Early Childhood Longitudinal Birth Cohort Study. A composite SES measure based on parent's occupation, education, and income was divided into quintiles. Wald F tests assessed bivariate associations between SES and child's cognitive ability and candidate explanatory variables. A decomposition methodology examined mediators of early cognitive gradients. Average reading percentile rankings increased from 34 to 67 across SES quintiles and math from 33 to 70. Children in lower SES quintiles had younger mothers, less frequent parent reading, less home computer use (27%-84%), and fewer books at home (26-114). Parent's supportive interactions, expectations for their child to earn a college degree (57%-96%), and child's preschool attendance (64%-89%) increased across quintiles. Candidate explanatory factors explained just over half the gradients, with family background factors explaining 8% to 13%, health factors 4% to 6%, home learning environment 18%, parenting style/beliefs 14% to 15%, and early education 6% to 7% of the gaps between the lowest versus highest quintiles in reading and math. Steep social gradients in cognitive outcomes at kindergarten are due to many factors. Findings suggest policies targeting levels of socioeconomic inequality and a range of early childhood interventions are needed to address these disparities. Copyright © 2015 by the American Academy of Pediatrics.Pediatrics 01/2015; 135(2). DOI:10.1542/peds.2014-0434 · 5.30 Impact Factor
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ABSTRACT: The very definition of print exposure has evolved in recent years as has the production of new media for infants and toddlers. Recognising that parents now have a confluence of media to select from, our study was designed to provide a richer understanding of home-literacy environments among 100 infants. Three profiles of families' home media environments emerged: (1) media abstainers, who neither knew much about baby books and DVDs nor owned them; (2) media knowers, who knew about baby books and DVDs, but chose to own many books and hardly any DVDs; and (3) media owners, who owned many baby books and DVDs, but appeared to have little knowledge about them. Parents who were readers themselves owned more baby books but fewer baby DVDs than parents with less print exposure. Results suggest a more complex understanding of print exposure in home environments than previously understood.Early Child Development and Care 12/2013; DOI:10.1080/03004430.2013.862531


Family literacy activities contribute to Canada's success
TORONTO, Jan. 27, 2013 /CNW/ - Provincial and territorial ministers of education join today with parents, caregivers, and children across Canada to celebrate the 15th anniversary of Family Literacy Day.
Established in 1999 by ABC Life Literacy Canada, Family Literacy Day promotes family reading activities and encourages Canadians to make family time an opportunity for parents and children to learn together. Activities and events are taking place throughout Canada, in schools and libraries, and in the community. In honour of the 15th anniversary, ABC Life Literacy Canada is encouraging families to take "15 minutes of fun" each day to learn together.
This year's celebration comes just weeks after some very encouraging news about literacy and families in Canada. Results from the Progress in International Reading Literacy Study (PIRLS) were released on December 11, 2012, and show that Canadian parents have one of the highest levels of involvement in literacy-related activities with their preschool-age children. The study also reports that Canadian students say they enjoy reading more than students in almost any other country, a factor that also has a positive effect on their reading scores.
PIRLS tested the reading literacy skills of over 325,000 Grade 4 students from 45 countries and economies. Canada ranked in the top 10 among participating jurisdictions, with Canadian youngsters scoring 548, well above the PIRLS-scale midpoint of 500. Coordinated by the International Association for the Evaluation of Educational Achievement (IEA), PIRLS is currently the only international assessment that measures reading skills at the elementary-school level.
"The results from PIRLS confirm that Canadian parents are doing an excellent job in fostering a culture of literacy in the home," said the Honourable Ramona Jennex, Chair of CMEC and Nova Scotia's Minister of Education. "After all, parents and caregivers are our children's first teachers, welcoming them into the world of language and nurturing their individual and social development. I know I speak for all ministers of education when I say how pleased I am to celebrate their role today."
Literacy remains an integral part of CMEC's work and is interwoven with a variety of programs and activities, including official-languages learning, learning assessment, international engagement, and early childhood learning and development.
Upcoming literacy-related activities in 2013 in which CMEC is participating include:
the release in October 2013 of the first results from OECD's flagship
assessment of adult skills and learning, the Programme for the
International Assessment of Adult Competencies (PIAAC), which will
provide Canadians with one of the most complete portraits ever of adult
skills in Canada, including literacy;
- the release in December 2013 of results from OECD's 2012 Programme for the International Student Assessment (PISA), which will examine the mathematics skills of 15-year-old students, with attention paid to reading, science, and problem solving as well.
Founded in 1967, CMEC is the collective voice of Canada's ministers of education. It provides leadership in education at the pan-Canadian and international levels and contributes to the exercise of the exclusive jurisdiction of provinces and territories over education. For more information, visit us at www.cmec.ca.
SOURCE: Council of Ministers of Education, CanadaFor further information:
Tel.: 416-962-8100, ext. 259


July 30, 2013 – Did you know that PowerPoint was launched in May 22, 1990?
July 31, 2013 – The chalkboard was made of black slate so it was called a blackboard.
August 1, 2013 – The record for the longest lecture marathon lasted for 121 hours by Errol Muzawazi (Poland) in 2009.
August 2, 2013 – Did you know that the first whiteboards were very expensive and were made of enameled steel?
August 5, 2013 – In the 16th century, blackboards were used for music education and composition in Europe.
August 6, 2013 – The first whiteboard was invented by Martin Heit to take down phone messages.
August 7, 2013 – The use of computer hardware and software in education and training dates to the early 1940s.
August 8, 2013 – Blackboard was introduced to the US education system in 1801.
August 9, 2013 – By the late 1990s, teachers are using video projectors in class.
August 12, 2013 – The first overhead projector was used for police identification work. It became a part of the classroom in the early 1960s.
August 13, 2013 – Over 6 million teachers around the world use PowerPoint.
August 14, 2013 – Chalk is used to make cement and is used by gymnasts and other athletes to provide grip.
August 15, 2013 – Albert Einstein did much of his important work using chalkboards.
August 16, 2013 – One of the oldest whiteboard companies in the world is the UK-based, Magiboards.
August 19, 2013 – The average PowerPoint slide includes 40 words.
Voki Clue #1 – The new Voki product is cloud-based. You and your students can access your projects anywhere, anytime!
Voki Clue #2 – With the new Voki product, you can easily share your project with anyone!
Voki Clue #3 – With the new Voki project, you can have unlimited audio by creating and adding as many Vokis as you want.
Voki Clue #4 – Easily project your project from your computer and share it with your students.
Voki Clue #5 – Engage your students and increase class participation by adding Vokis to your projects.
Voki Clue #6 – Imagination is the limit. Add fun backgrounds and text to your Voki project.
Voki Clue #7 – Use your favorite Voki as your virtual assistant. Students will be surprised by how fun learning can be.
Voki Clue #8 – The new Voki project is a tool created for teachers to assist them in engaging their students.
Voki Clue # 9 – Using the new Voki project can help captivate your students and make your lesson more fun and exciting.
Voki Clue #10 – Engage your students and increase class participation by adding Vokis to your projects.
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On Finding Future Engineers in the Art Classroom
Did you ever think that learning how to solve engineering problems could begin in an art classroom? Have you ever thought about the commonalities engineering and the visual arts share? If not, please consider this.
Robert Sabol is a professor of visual and performing arts at Purdue and chair of the Department of Art and Design. He is the current president-elect of the National Art Education Association (NAEA) and an NAEA Distinguished Fellow. He is the recipient of the Manual Barkan Memorial Award for Exemplary Research in Art Education and twice received the Patti and Rusty Rueff School of Visual and Performing Arts Excellence in Teaching Award.
The field of engineering is concerned with the application of scientific knowledge to understand problems and create unique solutions to solve them. In order to solve problems, engineers must access the creative and imaginative reaches of their mentalities. In a very real sense, they become “artists” by exploring multiple possibilities, redefining problems, expanding their understanding of those problems, and by using materials and processes in creative and inventive ways. In short, they create something that didn’t exist before. They have to be open to a full range of possibilities and accept that the unknown is part of the problem while learning from trials and mistakes. They have to be open to using the unexpected as a workable solution. These are things visual artists do whenever they create a work of art.
In art classrooms, students are not only given permission but encouragement to use their imagination as a source of content. They “learn to see.” They are taught to tolerate ambiguity, explore what is unknown, create multiple solutions to problems, and evaluate products free from the confines of convention. They depend upon an array of mental habits including observing, envisioning, innovating, and reflecting, not generally emphasized elsewhere in schools. They are dependent upon their creativity and higher-order thinking skills involving comprehension, application, analysis, problem identification, synthesis of knowledge and evaluation of the products of creation. These processes may sound surprisingly familiar to any engineer. Studies have demonstrated positive relationships between increased standardized test performances and students who are engaged in art classes. Although it probably has never been studied, it is equally likely that engineers who are engaged in the visual arts may produce better solutions to engineering problems.
Perhaps you’ve never thought of yourself as an artist and maybe you’ve never considered how much engineering and the visual arts have in common, but perhaps you should. If you wonder from where the next generation of engineers will come, look in the art classroom. When you look at works of art, consider the quality of their engineering, and the next time the rest of us view the products of engineers, we will consider their merits as works of art.


“Investing in women and girls is a force multiplier,” Ms. Migiro told the opening of the two-week session of the UN Commission on the Status of Women at UN Headquarters. “Not only is education a key driver of economic growth, it is also a catalyst for empowering women,” she added.
Ms. Migiro pointed out that global commitments to achieving universal primary education and gender parity, at all levels of education, have had a beneficial impact on girls’ school enrolment and retention rates in many countries, but the quality of education has not kept pace, particularly in the developing world.
“Many children leave school without basic literacy and numeracy skills. Girls and women are under-represented in science and technology, education and employment. They are simply not getting the knowledge and skills they need for today’s competitive and changing job market.
“Your discussions at this session can help connect the dots among those key issues affecting women’s prospects and well-being,” said Ms. Migiro.
She said the launch of the UN Entity for Gender Equality and the Empowerment of Women (UN Women) will galvanize worldwide efforts to realize the rights and opportunities of women and girls.
“UN Women will build on the strong foundation of international norms and policies developed by the United Nations over decades. It will provide a strong and unified voice. It will work throughout the United Nations system to strengthen coherence and to ensure accountability,” said Ms. Migiro.
She also encouraged the Commission, a functional body of the UN Economic and Social Council (ECOSOC), to explore ways to reinforce the new Global Strategy for Women’s and Children’s Health, which aims to save the lives of more than 16 million women and children over the next four years.
Michelle Bachelet, the Executive Director of UN Women, noted that despite progress in the status of women in many fields, women continue to be trafficked, girls are forced to drop out of school to get married and many women and girls lack access to social services.
“Worldwide, there are too few women who are at decision-making tables when peace, trade or climate change agreements are being negotiated,” Ms. Bachelet told members of the Commission.
“The specific and urgent challenges of reaching women – especially in rural areas, in order to achieve the Millennium Development Goals, is something that we need to hear more about,” she said, referring to the anti-poverty goals world leaders have pledged to achieve by 2015.
“The ways that women are affected by natural disasters, as well as conflict and displacement and the challenges they face gaining access to decision-making in every sector are also important topics for this body,” she said.
Outlining UN Women’s thematic priorities, Ms. Bachelet said the agency will focus on expanding women’s voice, leadership and participation; ending violence against women; strengthening the implementation of the women, peace and security agenda; enhancing women’s economic empowerment; and making gender equality a priority in national, local and sectoral planning and budgeting.
The priority theme of the Commission’s session this year is “Access and participation of women and girls in education, training and, science and technology.”
“Women must be encouraged to have equal access to ICT [information and communications technology] training and education as well as the new employment and entrepreneurial opportunities generated by ICTs,” said Ms. Bachelet. “Women globally are challenging gender stereotypes about ICT users and demanding the right to participate in ICT research and development,” she added.
Lazarous Kapambwe, the President of ECOSOC, spoke out against gender stereotypes in education, which he said led both women and men to segregated careers paths, with adverse consequences for women in economic opportunity and the labour market.
He pointed out that women’s participation in the labour force in 2008 was estimated at 52.6 per cent, compared to 77.5 per cent for men. In the 20-24 age group, women continued to lag behind men in labour force participation in all regions, with South Asian recording the greatest gap at 82 of per cent of men and 27 per cent of women employed or seeking employment, Mr. Kapambwe said.
“While Governments have primary responsibility for achieving the goals of gender equality and women’s empowerment, partnerships and strategic alliances among all stakeholders are key to achieving effective, concrete and measurable results for women and girls,” he said.


The first molecules of water formed out in space, about 14 billion years ago, as part of the nebula left over after an early star exploded in a supernova. There were a lot of hydrogen and oxygen atoms floating around in these nebulae, and when they stuck together that made water molecules. Because hydrogen and oxygen were both very common atoms, they made a lot of water molecules.
Hydrogen and oxygen atoms stuck together because hydrogen atoms were able to share their electrons with oxygen atoms, and oxygen atoms wanted two more electrons than they had. We call this a covalent bond. When two hydrogen atoms shared their electrons with an oxygen atom, it made a molecule that was stronger than any of the atoms were on their own, so most of the oxygen in space is formed into water molecules.
There is still plenty of water all over space and other planets. There's water in nebulae today, and in comets, and on the Moon, and on Mercury, Mars, and Neptune, for instance. But the water in all of these places is frozen into ice. Earth is the only place we know of that has liquid water ( possibly Mars does too).
We don't know how water got to Earth, or whether it was here from the beginning when the planet first formed, but there has been liquid water on Earth for about four billion years. Water's an important part of heating and cooling the Earth, and also water is where the first living cells got started. All plants and animals need water to survive.
To find out more about water, check out these books from Amazon.com or from your library:
Science for Kids home page
Kidipede home page


The Works of Phillis Wheatley and Albery A. Whitman. New York: 3m IM Press, 1969. Wheatley, Phillis, 1753?-1784.
MIC FLM PS 866 W5 1969 1 reel. 35 mm.
This reproduces copies of works by two major early Afro-American poets now located in the Schomburg Collection of the New York Public Library.
Phillis Wheatley was born in Senegal and brought to the United States as a slave in 1761. She was purchased by a Boston tailor, John Wheatley, whose name she later took, and was given a strong classical education. She began writing poetry, basing her work on British models, and became the "best known American poet" of her day.
Albery A. Whitman (1851-1901) was born a slave in Kentucky. Orphaned after the Emancipation, he worked as a farm boy. He received about seven months of elementary education, and studied for six months at Wilberforce University, where he began writing and publishing poetry. Although he became the "leading Afro-American poet of his day," his long narrative poems were "essentially imitative," following the models of Byron and Tennyson.
I. Phillis Wheatley.
A. Prayer, June 13, 1779.
B. An Elegiac Poem on the Reverend and Learned Mr. George Whitefield. Boston, 1770.
C. Poems on Comic, Serious, and Moral Subjects. London, 1787.
D. Poems on Various Subjects, Religious and Moral. London, 1816.
E. Memoir and Poems of Phillis Wheatley. Boston, 1834.
F. Memoir and Poems of Phillis Wheatley. Boston, 1838.
G. H. Wilson Armistead. "Phillis Wheatley." Liverpool, 1905.
II. Albery A. Whitman.
A. Not a Man, and Yet a Man. Springfield, Ohio, 1877.
B. The Rape of Florida. St. Louis, 1884.
C. Twasinta's Seminoles. St. Louis, 1885.
D. An Ikyl of the South. New York, 1901.


How to Improve Reading Comprehension with Self-Questioning
Everyone knows that to get the right answers you need to ask the right questions. Asking questions about the text as you read significantly improves reading comprehension. “Talking to the text” improves concentration and helps the reader interact with the author. Reading becomes a two-way active process, not a one-way passive activity.
But, what questions will produce the best understanding of the text? Try these eight questions to boost your reading comprehension and retention.
- What’s the big picture here? Constantly ask how each reading section relates to the main idea(s) of the chapter.
- What’s the author going to say next? Stay one step ahead of the author by anticipating what will be said next. Prediction significantly boosts reading comprehension. Check the outcomes of your predictions as you read.
- Think about the “expert questions” that fit the subject about which you are reading. For example: History is big on compare and contrast, cause-effect and sequence related questions. Science can ask classification, chemical and physical properties and literature might focus on theme, genre, character, and plot.
- What questions does this information raise for me? Your questions may and should differ from the expert question as they are related to your own background knowledge and your interests. Remember that some very good questions have more than one answer!
- What information is important here? As you read, decide which information is important enough to include in your notes.
- How can I paraphrase and summarize this information? Translate the author’s important words into your own. Use as few words as possible without changing the meaning. Do this at the end of each subtitle section in a textbook or at the end of the chapter in a novel.
- How does this information fit with what I already know? Think about the “big picture” and how pieces of information fit together to improve reading comprehension.
- Ask WHO, WHAT, WHERE, WHEN and WHY questions as you read. Note introduction and description of characters, major plot changes, setting descriptions and changes, and reasons given to explain important ideas.
Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use—a perfect choice for Response to Intervention tiered instructional levels. Get multiple choice diagnostic reading assessments , formative assessments, blending and syllabication activities, phonemic awareness, and phonics workshops, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube (Check these fluency passages out!), 390 flashcards, posters, activities, and games.
Also get the accompanying Sam and Friends Phonics Books. These eight-page decodable take-home books include sight words, word fluency practice, and phonics instruction aligned to the instructional sequence found in Teaching Reading Strategies. Each book is illustrated by master cartoonist, David Rickert. The cartoons, characters, and plots are designed to be appreciated by both older remedial readers and younger beginning readers. The teenage characters are multi-ethnic and the stories reinforce positive values and character development. Your students (and parents) will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.
Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, English-language learners, and Special Education students. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.


Informative articles, research summaries and papers focus on literacy in children. Highlights a special segment of Position Papers in “How Young Children Learn to Read in High/Scope Programs.” In addition, specific advice and suggestions for parents and teachers and a schedule of relevant trainings and conferences are offered. Literacy information applicable to infants, toddlers, preschoolers, and elementary school students.
Reading Comprehension: Teaching Reading Comprehension, Teaching Reading Strategies
in Education / Learning
A substantial collection of early literacy information. Includes information and articles on teaching reading strategies and reading comprehension activities to elucidate literacy and reading in young children. Other topics covered include bilingualism, developmental disabilities, phonics and technology and literacy. Features additional tips, advice, a parenting guide, and a schedule of trainings and conferences.
Reading Rockets is a national multimedia project offering information and resources on how kids learn to read, why so many struggle, and how adults including parents, teachers, librarians, school psychologists, etc. can help. Reading Rockets creates and disseminates information about reading through PBS television programs, online services, and professional development opportunities.
Zero to Three provides practical tips and research-based information on early literacy for parents and/or professionals such as child care providers and pediatricians. Topics covered include language and literacy development and book preferences. The site also includes tips of the week and "Parenting A-Z."
The Center for the Improvement of Early Reading Achievement Provides academic, technical articles and instructional resources on early literacy. Provides information on teaching reading strategies, reading books to children and story writing. covers topics such as reading comprehension activities, story writing, home and school effects and staff development.
Offers practical and research information and online journal articles on child literacy. Includes literacy in the classroom with reading comprehension activities, articles on teaching reading strategies, technology and literacy and other topics.
Summaries of current knowledge prepared especially for parents, with links to other relevant web sites. Articles cover how reading skills develop, difficulties with reading, and parents who have trouble reading. From the University of Michigan Health System.
Colorín Colorado provides information, activities, and advice for Spanish-speaking parents and educators of English language learners (ELLs). The parent's section is completely bilingual. For educators, there are downloadable resources for PreK-3 teachers (most resources are also relevant for grades 4-8) who have one or more English language learners (ELLs) in their class. The educator's section provides practical, research-based, and best-practice information and strategies for teaching English language learners.
Dr. Barbara Foorman discusses research on a variety of interventions for literacy in early childhood and school-age children. She presents effective intervention options for classrooms as well as individual students in need of literacy intervention support.
This article discusses reading interventions for third graders. It also discusses Early identification, intervention, and the success rates of retention.
in Education / Learning
- After School Care
- Bilingual Education
- Charter Schools
- Child Care/preschool
- Early Intervention -Practices
- Early Intervention- Literacy
- Gifted Children
- Health Care in Schools
- Home Schooling
- Language Delays
- Learning Disabilities
- Multicultural Education
- Out-of-school Time
- Parent Involvement
- Parents' Rights
- Physical Disabilities
- Preschool Curriculum
- School Psychology
- School Readiness
- School Violence
- Special Education