TheTo Earth, with Love Project. Help us create a beautiful community Earth Day mural to let our planet know that we love it! Join us in the lobby to add your drawings, thoughts, and notes to earth.
Click here to learn more about Earth Day and this year's theme: Protect Our Species.
"All living things have an intrinsic value, and each plays a unique role in the complex web of life. We must work together to protect endangered and threatened species: bees, coral reefs, elephants, giraffes, insects, whales and more.
The good news is that the rate of extinctions can still be slowed, and many of our declining, threatened and endangered species can still recover if we work together now to build a united global movement of consumers, voters, educators, faith leaders, and scientists to demand immediate action.
Earth Day Network is asking people to join our Protect our Species campaign. Our goals are to:
- Educate and raise awareness about the accelerating rate of extinction of millions of species and the causes and consequences of this phenomenon.
- Achieve major policy victories that protect broad groups of species as well as individual species and their habitats.
- Build and activate a global movement that embraces nature and its values.
- Encourage individual actions such as adopting plant based diet and stopping pesticide and herbicide use."
Earth Day Network, www.earthday.org
This event is part of Latcham Saturdays - weekly opportunities to learn, get creative and engage with art through hands-on art activities, art education, opening receptions, artist talks and demonstrations, tours, performances, and more! Latcham Saturdays will provide community art events most Saturdays of the year from fall to late spring. Check back here or in the Latcham Saturdays brochure (available at Latcham Art Centre) to see what's happening each week!
Latcham Art Centre is proud to partner with the family of Catherine Anne Courtney to celebrate art and creativity with this exciting program.
Catherine Anne Courtney (1944-2017) was a devoted lover of art, nature and poetry. Catherine liked to create paintings of nature when she had the opportunity. She was also a collector of rocks, stones, oak and red maple leaves from wherever she travelled. She often visited the gallery and loved to engage in conversation with anyone about the artists and the subject of the artworks. Latcham Art Centre is pleased to recognize Catherine Anne Courtney and the support of her family.


School science fairs often put students and parents on the hunt for project ideas. Of course, the point of these projects is for students, not parents, to learn how to plan and implement science! But, naturally, parents want to help their kids succeed. There are limitless resources available these days, especially with the help of the Internet.
One of the most beneficial things moms and dads can do is to help their children find resources that teach them how to conduct science. A great little book called "Plant Science Biology Projects" by David Hershey (Wiley Press) helps teach kids about the process of designing experiments. This includes how to pose questions (hypotheses) that are answerable, and what sorts of plant responses are measurable.
There also are many websites - so many as to boggle the mind! Here are a few that might warrant a closer look:
USDA-ARS Science for Kids
Click on the green "Science Projects" button. The site is filled with information to help kids understand the process of scientific experimentation and how to get started. It also contains project ideas from an array of disciplines, including botany, chemistry, environmental science, medicine and zoology. It's a great starting place for beginners as well as older students.
Internet Public Library for Kids: Science Fair Project Resource Guide
Internet Public Library2 has put together a useful resource for those who want to participate in or run a science fair. The site provides scientific methodology tips, project ideas, a section on writing and presenting results, and links to additional resources. A feature unique to this site allows students to ask the staff librarians questions.
Agriculture in the Classroom (sections for kids and teens)
This site has a lot of cool features you can search by grade level, content area and state, among others. There's a handy, interactive map of the U.S. where you can look up agricultural facts related to your state. Like the other sites, there are sections on how to choose topics and design experiments, but this one also has a nice section on how to write a bibliography. The site is so robust it can take some patience to find the content you're hunting for. Here are a couple of shortcuts that might help: www.agclassroom.org/kids/science.htm and www.agclassroom.org/teen/
Discovery Channel Science Fair Central
This site has a lot of resources and hints for selecting and implementing your ideas, including a student handbook and additional factsheets on astronomy, biology, botany, chemistry, earth science and physical science projects. There's a virtual lab where kids can practice designing and conducting a project.
A special note to helpful parents: Science projects are a great opportunity for parents to coach and facilitate, but remember, this is your kid's project! Check out the Discovery Channel section specifically designed to help parents get involved:


The Symposium for Research on Child Language Disorders celebrates its 40th birthday this year. Each year, SRCLD meets in Madison to “provide a forum for sharing recent research and promoting interaction among established scholars and students in child language disorders”.
Is there such a thing as ‘dyslexia’? In this guest blog, Philip Kirby and Maggie Snowling offer a historical perspective on the debate [Photo credit: Béve Hornsby (1915-2004), founder of the Dyslexia Clinic at Barts Hospital, London. Courtesy of the UK Dyslexia Archive. Learn more about Dr Hornsby and her contributions to dyslexia here].
I’m used to thinking about time in two different ways in my research. One type of time is developmental time — the journey that children make as they learn to read. The other is processing time — how processing happens in real time, as people read. Beyond the disciplinary boundaries of cognitive psychology, another type of time concerns the cultural evolution of writing systems: the development of a language from a purely oral tradition to one that has a writing system. Does this history have any relevance for helping us understand how children learn to read?
We’ve been thinking a lot about semantic diversity lately and how it might relate to children’s reading development. We invited our latest recruit to the research team, Nicky Dawson, to summarise our recent paper and think about the implications of its findings. Over to Nicky…
Our latest research-practice Partner event was themed around mental health and well-being. Lucy Bowes discussed some of her work on bullying and mental health and this set the scene for a wide-ranging discussion.
Nearly 135,000 stories from 5-13 year-olds across the UK and a huge 56 million words later, the Oxford Children’s Word of the Year has been identified as ‘plastic’.
There’s been much discussion recently regarding the “language gap” and the “word gap” — the recognition that there are huge variations in levels of children’s language ability by the time they start school. Some of our research has investigated how children’s spoken language sets the foundation for literacy development. It is clear that children with low levels of spoken language are at risk for reading failure, particularly with it comes to reading comprehension.
Some children start school with worryingly low levels of oral language. In this guest post, Maggie Snowling tells us why this matters and what can be done about it.
Word Detective is our nationwide citizen science project for children. Lots of children have already taken part in our quiz, as these photos show. With your help, we hope many more children will take part. We need 1000s of Word Detectives to help us answer important questions about how children learn to read. Follow our how to guide and you can complete the quiz in 10 easy steps. And there are prizes to be won!
Word Detective is our nationwide citizen science project. Many children have already participated, earning their Word Detective certificate. With your help, we hope many more children will take part. We need 1000s of Word Detectives to help us answer important questions about how children learn to read. You can complete the quiz with your class in 10 easy steps, by following our how to guide. And there are prizes to be won!


You must be at least 18 years of age but if you are younger and think that you fit well into the writing position then parental consent is will be required. Having knowledge of relevant topics is a plus. Experience on any of these topics or categories will make you an even more desirable candidate since this will allow you to share more valuable information in the Article.
The Importance of Art in Child Development By Grace Hwang Lynch In recent years, school curricula in the United States have shifted heavily toward common core subjects of reading and math, but what about the arts?
Although some may regard art education as a luxury, simple creative activities are some of the building blocks of child development. Learning to create and appreciate visual aesthetics may be more important than ever to the development of the next generation of children as they grow up.
Developmental Benefits of Art Motor Skills: Many of the motions involved in making art, such as holding a paintbrush or scribbling with a crayon, are essential to the growth of fine motor skills in young children.
According to the National Institutes of Health, developmental milestones around age three should include drawing a circle and beginning to use safety scissors.
Around age four, children may be able to draw a square and begin cutting straight lines with scissors. Many preschool programs emphasize the use of scissors because it develops the dexterity children will need for writing. For very young children, making art—or just talking about it—provides opportunities to learn words for colors, shapes and actions.
According to a report by Americans for the Arts, art education strengthens problem-solving and critical-thinking skills. The experience of making decisions and choices in the course of creating art carries over into other parts of life.
Drawing, sculpting with clay and threading beads on a string all develop visual-spatial skills, which are more important than ever. Even toddlers know how to operate a smart phone or tablet, which means that even before they can read, kids are taking in visual information.
This information consists of cues that we get from pictures or three-dimensional objects from digital media, books and television. Art education teaches students how to interpret, criticize, and use visual information, and how to make choices based on it. When kids are encouraged to express themselves and take risks in creating art, they develop a sense of innovation that will be important in their adult lives.
As we live in an increasingly diverse society, the images of different groups in the media may also present mixed messages. Studies show that there is a correlation between art and other achievement. A report by Americans for the Arts states that young people who participate regularly in the arts three hours a day on three days each week through one full year are four times more likely to be recognized for academic achievement, to participate in a math and science fair or to win an award for writing an essay or poem than children who do not participate.
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Choice and Time - Music Education for Children with Special Needs
Millie and Max wanted to find out more about how children with special needs can be helped to develop their musical skills.
In a study by Gerrity, Hourigan and Horton published in The Journal of Research in Music Education, Millie and Max learned some interesting facts.
Millie explained: "One of the most important considerations was to increase the amount of time the children had to learn and respond to new ideas."
"That seems obvious!", exclaimed Max.
"Yes Max, it's always important to remember that learning isn't a race. Everyone has their own pace they are comfortable with." added Millie.
Max continued: "The study also found that it was important for the children to be able to take time and choose the instruments that they used. I think that is one of the most exciting things about music. Exploring new instruments and sounds is SOOOOOOOO exciting!!!!"
"There were lots of other important findings, including having a positive learning environment, so it's worth following the link below to read the complicated version!" said Millie.


What You Need to Know to Be a Music Therapist
Music has the power to affect the body, mind and soul. Music therapists use this power to provide valuable services to people of all ages who have different types of mental, emotional and physical problems. Music therapists are counseling professionals and usually accomplished musicians who specialize in using a combination of musical interventions and counseling techniques to aid patients in need. Becoming a music therapist can be a rewarding career that allows you to make a real difference in your clients' lives.
Music therapists usually play at least one instrument and sing. In most cases, they learn to play their instrument of specialization early in childhood and continue their education in post-secondary studies. Music therapists need to understand music history, theory, harmony and composition. It's also advisable to learn to play the guitar and piano, as music therapists frequently use these instruments in their interactions with clients, according to Temple University's Department of Music Therapy. Many music therapy education programs place an emphasis on piano, guitar and singing.
In addition to musical skills, music therapists need to possess specific personal traits to be effective in their jobs. A music therapy education program can teach you the basics, but it probably can't provide you with many of the innate skills and qualities that you'll need to interact and relate with your clients. Music therapists need to enjoy working with people from all ages and diverse backgrounds. They should also enjoy helping people in need. Music therapists need to display empathy, patience, creativity and imagination and have personal insight, says the American Music Therapy Association.
Music therapists need to complete at least a bachelor's degree in music therapy, although many also hold graduate degrees.The American Music Therapy Association accredits around 70 college and university music education programs in the US. Education programs include specific coursework in music and music therapy interventions, psychology, biology, social sciences and counseling. In addition, aspiring music therapists need to complete 1200 hours of clinical training and participate in a supervised internship or field placement. Internships are usually completed in clinical settings like hospitals, organizations for people with disabilities, schools or other similar institutions.
Music therapists need to obtain certification from the Certification Board for Music Therapists, or the CBMT. The CBMT offers the MT-BC, or Music Therapist – Board Certified, credential. Initial certification is granted once you have completed a board examination. This certification is valid for a period of five years, after which you must go through a recertification process. The recertification process, which involves completing a recertification exam or completing 100 recertification credits, must be completed every five years. This process is intended to keep therapists current with changing knowledge and research in the field.
- Jupiterimages/Goodshoot/Getty Images


Common Core State Standards
College and Career Readiness Anchor Standards for Reading
- Reading 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- Reading 3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
- Craft and Structure 6: Assess how point of view or purpose shapes the content and style of a text.
- Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Integration of Knowledge and Ideas 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
College and Career Readiness Anchor Standards for Writing
- Text Types and Purposes 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
- Production and Distribution of Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
College and Career Readiness Anchor Standards for Language
- Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Language 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
College and Career Readiness Anchor Standards for Speaking and Listening
- Comprehension & Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- Comprehension & Collaboration 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- Comprehension & Collaboration 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
- Presentation of Knowledge 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
National Curriculum Standards for Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 3: People, Place, and Environments
- Theme 4: Individual Development and Identity
National Standards for Music Education – National Association for Music Education (NAfME)
Core Music Standard: Responding
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
- Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.


Programa de estudos
In our highly technical world numeracy skills, particularly the ability to interpret data, are becoming increasingly important and are highly sought after by employers. A lack of mathematical confidence and poor numeracy skills are barriers to employment as numeracy tests are increasingly part of the recruitment process, often early on. Many people feel that they just simply “cannot do maths” yet the need to process numbers is a skill that we all need not just for employment but in our everyday lives. Improve or revise your knowledge of mathematics This free online course from the Mathematics Education Centre at Loughborough University will help you improve or revise your knowledge of mathematics. You will gain the numeracy skills needed to succeed in both employers’ numeracy tests and the workplace. It is designed to build your confidence. Over three weeks, we will look at where numbers occur in everyday life and what numeracy means in this context. We will look at the rationale behind employers’ numeracy testing and the skills you will need to be successful. In addition to refreshing your understanding of specific numeracy skills (such as percentages, ratios, averages and currency conversions), you will develop essential skills for interpreting numerical data and understanding statistics. Build your mathematical confidence The course will develop your skills through a carefully paced, step-by-step introduction to relevant topics with opportunities to check your understanding through quizzes. There will be feedback at every stage. Completing this course will help you build your mathematical confidence and prepare you for both employers’ numeracy testing and using numeracy in the workplace. We hope you will join us. Note: This course includes video content and other visual teaching methods. Some information is displayed in tables and graphs. Blind and visually impaired students may need a helper.


Revolutionary new band method will intrigue and stimulate your students!
The Accent on Achievement Method Book 1 gives students an exciting new learning aid that will hold their interest and encourage rapid advancement. Full-color illustrations and a wide variety of examples from musical classics help budding musicians see what they're learning in a context they can understand and assimilate promoting understanding and progress.
The Accent on Achievement method book also includes comprehensive reviews to help students remember what they learn and build on their accomplishments. To help students acquire the range of skills that will help them prepare for public performances, the lessons in Accent on Achievement include rhythm and rest exercises, chorales, scale exercises, full band arrangements, and lip slur exercises for increasing brass instrument range and flexibility.
Alfred publishing assures purchasers that the Accent on Achievement book exceeds the USA National Standards for music education in grades 5 through 8.
- Revolutionary new band method
- Intrigues and stimulates students
- Full-color pages
- Comprehensive review cycle
- Rhythm and rest exercises
- Scale exercises
- Full band arrangements
- Lip slur exercises
Go with the method book that engages your students like no other. Order today


WELCOME to the MOST FUN, CREATIVE, and EXCITING room at WES…the Art Room!
Art classes at Walkersville Elementary School are creatively taught using a Discipline Based Art Education method, with the four components
being Critical, Historical/Cultural, Production, and Aesthetics. Children learn about the Art Elements (line, color, value, shape, form, space
and texture) and Art Principles, (pattern, variety, unity, contrast, rhythm, proportion, balance, and emphasis). They learn how artists use these
elements and principles, as well as their senses and personal experiences, to create works of art. Fine Arts by renowned master artists are studied,
as well as many different art styles, historical art periods and art of other cultures. Students in third and fourth grade complete two end of
semester assessments, while fifth graders complete CRES assessments and a personal portfolio in order to demonstrate mastery of the county
curriculum. Students in every grade level receive frequent informal evaluation in the forms of daily participation, formative assessments, project
completion and self-critique grading rubrics, all to assist in monitoring individual and class progress. Finally, and very importantly, don't ever hesitate
to contact us for any reason regarding your child's progress, or if you need to share or update important school related information.
Children create artworks through drawing, painting, sculpting, printmaking, etc. We encourage you to display these artworks at home.
When your child brings home artwork, ask a variety of questions such as:
*What do you like best about this artwork?
*What kinds of shapes did you use?
*Why did you choose them?
*Which colors are your favorites? Why?
*How did you make this artwork?
*What would you like to do differently if you could do a project like this one again?
Check out Cool Art Links for kids below and experience Art with your child!
Cool Art Links


Christopher Columbus Quiz – Fun Online Interactive FREE Kids Quiz
Enjoy this Easy Science for Kids Christopher Columbus Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Christopher Columbus. You need to answer all the questions to be able to get your score. You can do this fun quiz about Christopher Columbus again, till you get the perfect score and become a quiz champion! Tip: To get it right the first time, read the page with fun facts about Christopher Columbus.
About the FREE Online Christopher Columbus Quiz
Our easy online Geography quizzes are a free of charge online resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Christopher Columbus Geography quiz helps your kids learn fun facts about Christopher Columbus while enjoying this online FREE kids quiz.
If your child is enjoying home-schooling, or is enrolled in some extra-curricular program, then this is a fun science activity, with reading comprehension benefits for kids in first to fifth grade. Kids will enjoy competing against their classmates and friends, to see who scores better, doing this fun and free Geography quiz on Christopher Columbus.
As a reading comprehension fun activity for your kids, you can set a timer to encourage kids to do the reading comprehension activity better, while paying better attention to text they read, or set a limit on the number of times your kids can read about the quiz topic, before they do the actual fun interactive quiz.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Christopher Columbus quiz and our other fun interactive online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the Christopher Columbus online quiz questions and answers. You will select the Christopher Columbus quiz answer they think is correct, and at the end you get the Christopher Columbus quiz score. Your children can try doing the Christopher Columbus trivia quiz multiple times, till they get the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this online interactive kids quiz about Christopher Columbus? Check out all our other fun FREE online quizzes in our science kids site. Visit our Easy Geography for Kids all about Christopher Columbus page. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Christopher Columbus Quiz – Fun Online Interactive FREE Kids Quiz - ." Easy Science for Kids, Sep 2020. Web. 30 Sep 2020. < https://easyscienceforkids.com/christopher-columbus-quiz-fun-online-interactive-free-kids-quiz/ >.
APA Style Citation
Tobin, Declan. (2020). Christopher Columbus Quiz – Fun Online Interactive FREE Kids Quiz -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/christopher-columbus-quiz-fun-online-interactive-free-kids-quiz/
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Children require a huge number of essential skills (and time) before they are ready to engage with conventional literacy learning. Clara and Sinéad advocate for a balance in approaches and believe in affording children time to develop a range of critical pre-literacy skills before rushing to formal reading and writing instruction. Following their hugely popular summer CPD course, Clara and Sinéad will present a webinar outlining a variety of developmentally appropriate strategies required to best prepare your infants for literacy learning.
Take time to rethink your approaches and give your learners the best possible start in literacy learning!
This webinar will focus on:
Clara Maria Fiorentini is a lecturer in education at Marino Institute of Education specialising in English Methods and Early Childhood Education. Prior to joining MIE, Clara taught for eleven years in Dominican Primary School, Dun Laoghaire, Co. Dublin throughout which time she developed a keen interest in literacy development and playful pedagogy. Clara completed a Masters in Children’s Literature at DCU and is currently a PhD candidate at Trinity College Dublin and is researching early literacy development and transitions to formal literacy learning. The face behind the popular Irish teaching blog www.littlemissteacher.com, Clara is also an executive committee member of the Literacy Association of Ireland and is co-author of Ireland’s first multisensory phonics programme, Sounds Like Phonics (CJ Fallon, 2019).
Sinéad McCauley Lambe is a lecturer in education at Marino Institute of Education specialising in Early Childhood Education. Prior to joining MIE, Sinéad taught for eleven years in St. Vincent’s Infant Boys’ school in North William Street. Here, Sinéad moved into resource teaching and worked with children with ASD and those experiencing a wide range of emotional and behavioural difficulties. It was this work that ignited Sinéad’s interest in educational disadvantage, motor development and early intervention. Sinéad completed a Masters Educational Disadvantage in DCU and is currently a PhD candidate there. Her research interests include infant motor development and emergent handwriting development.
|Course Start Date / Time||21-09-2020 7:00 pm|


The key to effective writing and speaking is English grammar. Whether you are just now learning the basics of grammar or if you need a refresher, this course will help you develop the foundational skills you need. In this course, you'll explore the eight parts of speech, punctuation and mechanics, foundational sentence construction, and we'll even get into the details of phrases, clauses, problem words, common grammar mistakes, and much more! An instructor will guide you every step of the way as you learn grammar through hands-on, practical exercises. You'll also learn through short videos, examples, and even fun games. Take your writing and speaking to the next level of excellence!
Grammar Refresher II
Take your grammar and writing skills to the next level! In this course, you'll review the foundational elements of grammar, including the parts of speech, and master the basics of punctuation and mechanics.
Next, you'll explore sentence structure, nouns and pronouns, and you'll work with the different kinds of verb tenses. You'll also explore adjective and adverb use and be introduced to some "best practices" for using these parts of speech effectively in your writing.
Then, you'll take a look at phrases and clauses, as well as parallelism, coordination, and subordination. You'll see how different phrases and clauses fit together in sentences so that your writing is clear, concise, and meaningful.
Finally, you'll put your skills to work as you explore some different kinds of business writing, paragraph writing, and even formal essay writing. By the time you're done with the course, you'll not only have the advanced grammar skills you need, you'll also understand how to use those skills in practical ways.
• Internet access
• One of the following browsers:
o Mozilla Firefox
o Microsoft Internet Explorer (9.0 or above)
o Google Chrome
• Adobe PDF plug-in (a free download obtained at Adobe.com .)
Note: This course teaches American English grammar. If you're an ESL student who isn't yet fluent in written and spoken English, please consider enrolling in Grammar for ESL Students with Sabri Bebawi.


by Sue Heavenrich
They did what curious scientists everywhere do, Heather told me in a recent phone conversation. They swallowed the little yellow heads and searched for evidence over the following days. They collected data, crunched numbers, and came up with the answer: the average FART (Found and Retrieval Time) is 1.7 days.
Heather is a naturalist, and when leading nature hikes she occasionally came across animal feces on the trail. She encouraged kids to ask questions beyond “who left this?” Questions like “why does it look like this?” and “how come this spot?” She noticed that while there are picture books about poop, there weren’t books for older kids. So she decided to write one; Who Gives a Poop (Bloomsbury) is aimed at readers 10 - 14 years old, though adults will enjoy it too. It comes out next month.
“Once you get going on a topic, the questions drive you,” Heather said. Truth is, she likes digging into things many folks would stay away from. “What happens when, instead of looking away from disgusting stuff, we on-purpose turn towards it?” It helps that she’s willing to get her hands dirty when diving into a topic – though with scat, turds, and dung, patties she is always careful to wear gloves and a mask.
Originally, Heather focused on animal poop. She had stories about scientists studying elephant dung, cheetah poo, turning waste to energy – and maybe even plastic to fashion tools on Mars. Then a story about a “poop train” went viral and Heather knew she’d have to chase it down. She ended up in a small town with 10 million pounds of poop sitting in its rail yard. Neighbors complained about the big stinky problem, wondering why New York City had to send their waste so far away. But a year later she saw evidence that those tons of biosolids were doing their job, reclaiming a strip mine and producing juicy red tomatoes.
“What’s the trick of writing about science for kids?” I asked.
“Don’t be afraid to write about tough subjects,” she added. For Heather, that means writing about gross things like road kill and, in this book, poop. “The important thing is to use your curiosity to show kids how to discover that part of the natural world.”
And finally, “Don’t be afraid to get your hands dirty.” She encourages writers to dive into their topics all the way up to their elbows.
Heather is a member of #STEAMTeambooks. You can find out more about her at her website.


Access 32 strategies, tips, and techniques to make math differentiation for gifted children in the regular classroom simple and fun. The wide variety of options in this course are presented in an engaging A-Z format for you to pick and choose from, and many of them could be easily implemented in your classroom immediately so you and your students can start benefiting right away! The course also includes online resources and recommendations for books and materials to further support and enhance your math differentiation efforts and provide your students with the educational opportunities they deserve.
In this course you will learn:
- Why math differentiation is essential for gifted students
- How a few simple tweaks to the materials you are already using can make a significant impact for your gifted students
- Why assessments are not only diagnostic tools and how to use them for pre-tests for gifted students
- How to increase rigor for the children who need it and keep them engaged and inspired
- How to motivate students with a simple change in terminology
- Why too much grading can do more harm than good and how to spend less time doing it
- How to create fun and challenging games that will stretch the abilities of your students
- How to translate math skills into works of art and stimulate your student’s creativity
And so much more!
Carol Raymond has served as a G/T specialist, classroom teacher, elementary music specialist, and private music instructor. Her degrees in music performance (BM), elementary music education (BME) and gifted education (MEd) provide a unique blend of expertise in her current position at E.A. Young Academy in North Richland Hills, TX. Ms. Raymond is the author of numerous differentiated math and science units and created the social/emotional curriculum for Hardin Simmons University’s summer gifted program.


Literacy foundation courses that are offered include Teaching Reading Effectively (TRE) and Language Essentials for Teachers of Reading and Spelling (LETRS).
TRE: This course supports A.R.S. 15-701-Move on When Reading, A.R.S. 15-704—AZ READS, and the AZ foundational skills for K-5 ELA standards. The content includes current research and evidence-based practices that are necessary for the development of the technical skills of reading along with academic vocabulary and deep comprehension. Important components of an effective comprehensive reading program designed to develop proficient readers, competent writers, and critical thinkers are included in this material.
TRE - Snowflake | Course Materials (Coming Soon) | Contact Your Instructors
TRE - Holbrook | Course Materials (Coming Soon) | Contact Your Instructors
TRE - Flagstaff | July 22-26, 2019
LETRS: This course provides the deep foundational knowledge necessary to understand how students learn to read, write, and spell—and why some of them struggle. LETRS provides educators with a core understanding of language structure and helps them gain in-depth instructional information to complement their teaching practices. Rather than replacing the core basal reading program, LETRS brings deeper knowledge of reading instruction by addressing each component (see units below) as well as the foundational concepts that link them.
LETRS Early Childhood | Course Materials (Coming Soon) | Contact Your Instructors
- Article: The Gap Between The Science On Kids And Reading, And How It Is Taught
- Article: Teaching Reading is Rocket Science
- Rule of One
- Reading Rockets
- Louisa C. Moats, Ed.D.
- Thoughtful Learning
- International Dyslexia Association
|Teaching Reading Effectively
Location: Snowflake, AZ
|September 29, 2018: 8:30 a.m. - 4:30 p.m.|
|October 27, 2018: 8:30 a.m. - 4:30 p.m.|
|November 3, 2018: 8:30 a.m. - 4:30 p.m.|
|December 1, 2018: 8:30 a.m. - 4:30 p.m.|


Parents and students complain to me all the time that there isn’t enough time in the day to get everything done, and while that may be true, there are usually plenty of untapped resources students and families could be using to budget their time more effectively.
Let’s consider why students may feel like they don’t have time.
They don’t actually try to manage it
Let’s get the obvious one out of the way: plenty of students don’t even attempt to manage their time. Studying happens the night before the test, homework is squeezed in around other, “more important” things, and leisure time and breaks get stretched out to unnecessarily long lengths. If your child is constantly procrastinating and stressed out because he or she is working down to the wire, then the first step is to help them set aside time for what’s important.
Many schools provide students with an agenda book in which they can write all their assignments. This is a good place to start. Alternatively, many schools instead provide students with netbooks, tablets, or laptops to use. No matter the operating system, there are plenty of tools to help students stay organized:
- Google Calendar
- Microsoft Outlook / OneNote
Any of these can sync to students’ other devices to help them keep on task, so they can be reminded without even having to open their agenda.
They don’t create specific-enough appointments or goals
Some students understand the importance of time management, write down their assignments, and earnestly try to complete them before the due date, but end up aimless because they only recorded due dates and didn’t create a study plan or set aside time dedicated to completing the assignment. Those who manage their time well set specific goals for each appointment so that there is a clear indication that they are done and so that time isn’t wasted on activities unrelated to the task at hand. The more clearly assignments/projects are broken up into manageable pieces, the easier they will be to complete. For younger students, this may mean setting goals for writing certain parts of an essay or reading certain parts of a book; for older students, this may mean using a tool like Trello to manage all the working pieces of a project.
They are inefficient because of habits or skills
No matter what your child tells you, there is no such thing as multitasking. Studying should happen in a quiet place that is as free from distractions as possible, but for most kids happens in a bedroom with a tv, computer, and/or cell phone readily accessible, all calling for their attention.
Alternatively, he or she may have weak foundational skills, especially reading. Sometimes students take 2-3 times as long as they should to get through material because they are inefficient readers or note-takers, not knowing what kind of information to focus on or how to best utilize that information in their studies.
There is only so much time in the day. Not everyone can be a star athlete, actor, musician, volunteer, etc. while maintaining an awesome GPA. Sometimes something has to give. If time isn’t being set aside to study, then that is a choice to prioritize something else over it. I’m not saying don’t have fun or be “well-rounded”—just you can’t complain about not having enough time when you are purposely stuffing your schedule with other things. Consider what is important to you. Make a list. Stick with the items that make it to the top of it.
Time Management is one of those skills that’s better learned early on, as it requires significant discipline and habit-building and only becomes more difficult to master as one gets older. The irony is that even busier students that learn how to manage their time are far less stressed than those who don’t because they have budgeted time for truly fun things and aren’t susceptible to major stressors that may result from procrastination. I definitely recommend fitting a discussion or two with your child about time-management into your busy schedule.


Andrea Coyle’s Violin & Viola Studio, LLC is committed to the following Ten Principles.
Every Child Can
Your child has learned to speak because you provided the environment and opportunity for them to learn. If a child is surrounded by music, given the opportunity to actively participate in music and to learn an instrument, and is praised and rewarded for their efforts, then learning will be achieved.
Preschool age children learn fast and intensely. They learn through exposure, guidance, exploration, and repetition. Because of this children as young as three can begin the process of learning an instrument. Children should be exposed to quality music from birth. While young children excel at learning through the mother tongue approach, older children and adults also benefit from learning to play an instrument though the Suzuki Method.
The parent is the expert at child appropriate learning. You taught your child to speak and you can guide your child in their music education.
You should plan to practice each day with your child. Make practice part of your routine by having a set daily practice time.
Your child will learn at their own pace. Be encouraging and patient through their learning process. Praise first, feedback second.
Give your full attention to your child during the practice session. Avoid distractions from phone calls, other family members, or answering the door while practicing. Your child will be more engaged and will be appreciative of your attention. Act as the scribe and silent observer during lessons. Ask questions at the end of each teaching segment to clarify practice assignments.
Work on one thing at a time while practicing. This will develop focus and provide a cohesive plan for practicing. It will also keep those involved with the practice session from getting overwhelmed or frustrated.
Your family’s music education is a part of your life. It won’t always run smoothly, but don’t give up! Create accountably for your practicing and quality efforts. Be encouraging, but also expect quality.
Your child should listen to the recording everyday. Through listening, they will develop awareness of tone, rhythm, pitch, and musical expressiveness. Just as a child needs to hear language before attempting speech, a child needs to be familiar with the pieces they will play before attempting to play them.
Learning by Ear
We will first learn by listening without the aid of written music, just as one would learn a language. Your child will train their ear to concentrate on pitch, rhythm, musicality, and tone and begin to connect those to the physical aspects of playing their instrument.
Observation and Experimentation
Young children enjoy and excel at imitating what they see and hear. This allows them to more easily learn simple songs and the motions necessary to learn an instrument. Older students are more thoughtful in their experimentation, but can be quite successful as well in this process.
Learning to play an instrument is difficult. Praise from the parent and teacher will encourage and support the child. Employ the compliment sandwich! Praise – Constructive Criticism – More Specific Praise. Try to provide a relaxed and calm practice environment where the child can learn in a healthy environment.
Reviewing, renewing, and repeating previously learned pieces and skills will help solidify the child’s musical ability. It will also help develop memory, concentration, and the learning process. There is the added benefit of continuing to polish a piece to the child’s current best. Imagine if you only used words you recently learned! To really develop fluency in music the child must continue to review everything they have learned. Dr. Suzuki once said “Ability breeds further ability!” As the child continues to internalize and polish review pieces and skills they are preparing to developing new skills and future pieces.
You are responsible for providing a positive and inspiring environment for your child. This begins with sharing your enthusiasm for music. It is important that you play high quality music for your child regularly. Take your child to observe other children and musicians. Joyfully accompany your child to all student recitals, workshops, and concerts. Talk to your child about music and what they have learned. Provide new and engaging musical opportunities at home such as a spontaneous concert for other members of the family. Your active participation in your child’s Suzuki education is incredibly important!
Group class provides each child with an opportunity to learn from a peer and become a leader or teacher themselves. It helps to grow their confidence and self-esteem. Group classes also provide a supportive environment to practice performing, develop ensemble skills, and develop social skills. Review in group classes greatly supports the review efforts at home. Older students get extra review practice, while younger students have the opportunity to be active listeners of pieces they will soon play. Playing with others is one of the most joyful musical experiences!
“For things we have to learn before we can do them; we learn by doing them.” ~ Aristotle


On Reading Books to Children: Parents and Teachers brings together in one volume current research on adult book reading to children. The authors, drawn from around the world, are key researchers and eminent scholars from the fields of reading and literacy, child language, speech pathology, and psychology, representing multiple perspectives within these disciplines.
Chapters on the effects and limitations of book sharing are integrated with chapters discussing promising programs on storybook research. The reality of reading to children is more complex than it appears on the surface. The authors discuss some effects of and suggestions for reading to children that have emerged from the research. The ideas set forth in this volume will stimulate new lines of research on the effects of storybook reading, as well as refinements of current methods, yielding findings that enrich our understanding of this important arena of literacy development.
Table of Contents
Contents: A. van Kleeck, S.A. Stahl, Preface. Part I:Book Sharing in Families. A.G. Bus, Social-Emotional Requisites for Learning to Read. J. De Temple, C.E. Snow, Learning Words From Books. E. Reese, A. Cox, D. Harte, H. McAnally, Diversity in Adults' Styles of Reading Books to Children. A. van Kleeck, J. Vander Woude, Book Sharing With Preschoolers With Language Delays. Part II:Storybook Reading in the Classroom. D.K. Dickinson, A. McCabe, L. Anastasopoulos, A Framework for Examining Book Reading in Early Childhood Classrooms. W.H. Teale, Reading Aloud to Young Children as a Classroom Instructional Activity: Insights From Research and Practice. L.M. Morrow, R. Brittain, The Nature of Storybook Reading in the Elementary School: Current Practices. M.G. McKeown, I.L. Beck, Taking Advantage of Read-Alouds to Help Children Make Sense of Decontextualized Language. A.A. Zevenbergen, G.J. Whitehurst, Dialogic Reading: A Shared Picture Book Reading Intervention for Preschoolers. Part III:Storybook Sharing as Cultural Practice. J. Anderson, A. Anderson, J. Lynch, J. Shapiro, Storybook Reading in a Multicultural Society: Critical Perspectives. V. Carrington, A. Luke, Reading, Homes, and Families: From Postmodern to Modern? R.B. Barrera, E.B. Bauer, Storybook Reading and Young Bilingual Children: A Review of the Literature. Part IV:Where Do We Go From Here? A. van Kleeck, Research on Book Sharing: Another Critical Look. A.D. Pellegrini, L. Galda, Joint Reading as a Context: Explicating the Ways Context Is Created by Participants. D.B. Yaden, Jr., Parent-Child Storybook Reading as a Complex Adaptive System: Or "An Igloo Is a House for Bears." S.A. Stahl, What Do We Expect Storybook Reading to Do? How Storybook Reading Impacts Word Recognition.
"The researchers in part 1 give a plethora of information on book sharing in families. Part 2 shows the role that storybook reading plays in the classroom; and part 3 traces storybook reading as a cultural practice. Part 4 gives a critical analysis on where the research on book sharing is leading us....This volume provides well-documented references at the end of each chapter as well as resources for practitioners to show that reading books to children should be part of a total instructional program....Recommended."
"The topic is an important one which needs to be revisited....This book will be of value as a resource to professors and to students in graduate programs....It has the potential to make a significant contribution to our knowledge base on reading books to children."
Central Connecticut State University


As we mark International Day of Education, David Atchoarena urges countries to redouble their efforts to ensure no one’s right to education is denied
Today is International Day of Education, a moment not only to celebrate education’s powerful contribution to sustainable human prosperity, progress and peace, but also to assert its wider value – as a human right and as an important public good.
It is an opportune time to consider both what we have achieved in realizing the right to education and how far we have to go to ensure this right is realized for every woman, man and child, wherever they live in the world, whatever their background or personal circumstances.
The global challenges we face are enormous. Some 258 million children and youth still do not attend school, four million children and youth refugees are out of school, and 773 million adults around the world cannot read or write, most of them women. In too many cases, disadvantaged and marginalized groups remain excluded from participation in adult learning and education, as the new UNESCO Global Report on Adult Learning and Education points out. Their right to education is being denied. This is unacceptable.
UNESCO recently launched the Futures of Education initiative ‘to reimagine how knowledge and learning can shape the futures of humanity in a context of increasing complexity, uncertainty and precarity’. It is timely and much needed.
The UNESCO Institute for Lifelong Learning will play a vital role in shaping the future vision we need if we are to make education for all a reality. We are convinced that lifelong learning is essential for sustainable development. The challenges of the future demand resilient, creative populations, engaged in their communities and capable of adapting to change throughout their lives. We can no longer afford to neglect the skills and talents of millions of people, particularly those whose poor literacy and numeracy skills represent a huge practical barrier to reengaging either with education or with employment.
Only by adopting lifelong learning as the overarching principle for education planning and policy-making can we hope to build the kind of future these people deserve. Without inclusive and equitable quality education and lifelong opportunities for all, countries will not succeed in achieving gender equality or breaking the cycle of poverty that is leaving millions of children, youth and adults behind.
More than 170 members of the UNESCO Global Network of Learning Cities (GNLC) testify to the fact that considering education from a lifelong leaning perspective is beneficial to all. Close cooperation between education stakeholders ensures that educational biographies are driving their services, preventing the loss of learners between different educational levels, and ensuring that there is a second chance also for those previously left behind. Moreover, learning cities around the world have developed and shared innovative solutions to the problems of climate change, inequality, the changing world of work, and many other critical issues. Throughout this week, UIL has been sharing examples of best practice from UNESCO learning cities.
Although many promising developments are on the horizon, progress against Sustainable Development Goal (SDG) 4 is too slow. We need to change track if we are to achieve inclusive and equitable quality education and lifelong learning for all. UIL and our partners worldwide have comprehensive expertise to ensure that learning opportunities are offered to all throughout life. I hence strongly urge UIL’s friends and partners to share their views on what the future of education should look like.
David Atchoarena is Director of the UNESCO Institute for Lifelong Learning


CodeHS has partnered with Kodable to provide districts with a comprehensive course pathway spanning grades K-12.
Students learning computer science through the Kodable and CodeHS K-12 pathway will learn foundational skills in computer science preparing them for the next step in their learning, whether that is taking an additional course or pursuing computer science in college and beyond!
With Kodable’s standards-based K-5 curriculum, students start by learning how to identify code as a language and how to apply algorithms to complete computational tasks. By the end of elementary school, students will be able to read, modify and write scripts to change what happens in programs.
K-12 Curriculum Pathway
What is CodeHS?
CodeHS is a comprehensive teaching platform for helping schools teach computer science. We provide web-based curriculum, teacher tools and resources, and professional development. By leveraging CodeHS’ web-based platform, teachers can access all of the tools they need to teach great middle school or high school computer science courses, all in one place. CodeHS also provides tools to help districts scale course pathways across grades 6-12, helping administrators track data and gain insights needed to manage large scale rollouts.
What is Kodable?
Still have questions? Contact our team at email@example.com to learn more!


Coding has gained the stigma for being a “mature” technical skill. In reality, much like reading and writing, it’s a skill that should be taught during elementary education. As intimidating as coding may seem, the cognitive and critical thinking skills gained from computer literacy are highly beneficial.
Learning how to code as early as kindergarten or preschool increases the chances of tackling a number of other skills in varied fields. In 2017, computers and technology are essential to understand regardless of your career field or passion. Therefore, doing your part to create a tech-savvy child is more important than you may have thought.
How to Start
Many experts believe that the simplicity of “drag and drop” coding is the best place to begin your child’s coding education. Visual block-based coding is the best way to introduce children to the complexities of computer literacy. They can easily drag blocks of coded language and drop them in their corresponding locations on the computer screen. There are several programs and apps that promote this early education coding technique. Sit with your child, and ask them questions. Ask their end goal in the coding lesson, and how they plan to achieve it.
Maybe taking a step away from the computer screen is what works best for your child. LEGO and other brands offer activities that teach coding and technology using physical objects. This allows different learning styles the opportunity to grasp the concept of coding without being forced to stare into a computer screen. Whether they are playing with robots or building blocks, coding is a concept with varied factors that can be addressed through several means.
At a young age, expression and inclusivity are two of the most important things to keep in mind. Children need an outlet for creativity, while also honing in on their skills in technology. Just like building a castle with blocks, coding can be taught as a creation – or virtual building blocks. Leaving coding to the imagination is the best way to increase creativity. Rather than providing children with step-by-step instructions, provide an end goal and allow them to create their own path to reach it.
Coding seems like an extra-curricular, however with the takeover of technology more than imminent, it’s swiftly become a necessity.


Concert, Teaching and Music Education Projects For Children, Teenagers, and the Elderly
Since 2009, dedicated students in different study focuses at the University of Music Karlsruhe have developed and designed concert, teaching, and music education projects for children and young people as well as adults and older audiences in the Karlsruhe region. Under the direction of the music instructor Professor Dr. Mirjam Boggasch, imaginative, inspiring, and informative musical encounters were developed that stimulate an appetite for more musical experiences.
With noteworthy enthusiasm, students create a wide range of alternate musical experiences, including the KinderMusikFest children’s music festival, the AbendUni university evening concert series, Music Mobile, and the Large Children’s Interactive Orchestra, in cooperation with the Festival Hall Baden-Baden. With selected partners, students try to reach as many audiences as possible through music, including at diverse intercultural daycare centers and schools; social therapy day groups, child and adolescent psychiatry day groups, neuropediatric wards, and centers for older adults. In addition, imaginative frameworks and hands-on activities are proposed, with instruments offered for spectators to experiment with. In this way, students make a lasting contribution to Karlsruhe regional cultural education and through their enthusiasm for music, ensure that each concert, teaching and music education project becomes a real musical experience.


The discovery of the oldest known direct evidence of fibre technology using natural fibres to create yarn is reported in Scientific Reports this week.
The finding furthers our understanding of the cognitive abilities of Neanderthals during the Middle Palaeolithic period (30,000-300,000 years ago).
Bruce Hardy and colleagues discovered a six-millimetre-long cord fragment consisting of three bundles of fibres twisted together and adhering to a 60-millimetre-long, thin stone tool.
The authors speculate that the cord was wrapped around the tool as a handle or was part of a net or bag containing the tool. They date the cord fragment, which they discovered in Abri du Maras, France, to between 41,000-52,000 years ago.
Using spectroscopy and microscopy, they identified that the cord likely consists of fibres taken from the inner bark of a non-flowering tree such as a conifer.
The authors suggest that production of the cord would have required extensive knowledge of the growth and seasonality of the trees used. They also speculate that Neanderthals may have needed an understanding of mathematical concepts and basic numeracy skills to create bundles of fibres (yarn), the three-ply cord and rope from multiple cords.
Prior to this discovery the oldest discovered fibre fragments in the Ohalo II site in Israel dated back to around 19,000 years ago. The findings of the new study suggest that fibre technology is much older, and that the cognitive abilities of Neanderthals may have been more similar to those of modern humans than previously thought.


If you are one of those who are looking to make a career where you can design educational programs for children or adult learners then you need to acquire special expertise and skills, which you can basically learn with a degree program in Curriculum and Instruction. This is one of its own kinds of programs that generally emphasize training students about various skills that are generally required for developing and implementing curriculum used by teachers or college faculty in their classrooms. In fact, degree programs in a typical Curriculum and Instruction program can help individuals learn more about the basic requirements they generally need while designing the curriculum so that they can meet the standards set by state, local and federal educational guidelines.
The key feature that makes a degree in Curriculum and Instruction different from other education programs is it enable students understand and learn the vial relationship that exists between the society and schooling. Generally, the curriculum practices are prepared taking different factors that revolve around cultural and social issues. Adding to this, the coursework in this discipline primarily includes studies in comparative curriculum studies, history of curriculum development, and the effect of popular culture on curriculum. By now, if you are looking forward to making a career in this specialized field of an education industry, you can attain a degree at various levels from various schools.
Typically, you can easily possess at least a bachelor’s degree in their area of specialization and enjoy substantial work experience. Attaining a bachelor’s degree can help you enjoy major roles in supervisory or administrative positions. Once you complete a bachelor’s degree, you will be talented to express:
1. An advanced altitude of knowledge in the content discipline
2. Expertise in educating the content discipline
3. Knowledge of psychological, historical and philosophical elements that basically manipulate curriculum and pedagogy for students
The master of curriculum and instruction degree makes the broad use of integrated theoretical in the major program area of curriculum instruction with area of concentration in intervention specialist -mild/moderate. In fact, a master’s degree helps in acquiring skills and knowledge required for preparing education policies and procedures specializing in early childhood, elementary education, or grades 8-12. As a graduate with a master’s degree, you will learn the skills required for evaluating a curriculum presently in place and further develop current programming.
Adding to this, the doctor degree in curriculum and instruction provides a detail study in research foundations, curriculum and instruction, and other similar areas. Individuals with doctoral degrees in this field are able to attain top positions at universities or colleges. The major benefit of attaining a doctoral degree in this field is it trains learners become instructional leaders who can further tactically supervise and lead various procedures related to instruction and assessment. Moreover, as a graduate with a doctoral degree, you will be able to exhibit both scholarly and practical knowledge for improving the performance of educational institutions. The degree is actually meant to highlight curricular leadership and majorly concentrates on research that can help in the improvement of educational and instruction outcomes.
So as a student, if you are looking for applying to an undergraduate program or a bachelor’s degree, it is essential that you must have earned a high school diploma or GED. Besides this, you even require having a good knowledge of development and must be capable of working successfully with a diverse group of people. Apart from this, skills such as clear and brief writing, and a deep understanding of new technology can be more beneficial.
Today certainly earning a degree in Curriculum & Instruction can help you lead to a pleasing career by qualifying you for a variety of positions. All that you require is making a correct selection of curriculum and instruction degree program and education school.


Big Skills for Little Hands(R): Cut and Paste for ages 3 and up provides essential practice for cutting and pasting. With 192 pages of fun activities, this workbook helps young learners build foundational skills by creating puppets, solving puzzles, and working with fun animal characters.
Current state standards have increased the academic demands on kindergarten students, making early learning more important than ever. Big Skills for Little Hands: Cut and Paste engages early learners in activities that will keep them entertained while strengthening fine motor skills. Designed to support early learning guidelines, this workbook features essential practice for cutting along lines and aligning shapes before pasting.
Give children a head start in their academic journey by encouraging early learning at home. The Big Skills for Little Hands series supports fine motor development and exposes children to essential early concepts like letters, numbers, colors, and shapes. With the help of this series, children will have fun cutting, tracing, pasting, counting, writing, and coloring their way to classroom readiness! Designed to help build confidence, the perforated pages allow children to proudly display their work upon completion!


|Author:||Robert A. Carlson|
|Title:||Quest for Conformity: Americanization Through Education (Studies in the History of American Education)|
|Format:||rtf azw doc mobi|
|ePUB size:||1182 kb|
|FB2 size:||1120 kb|
|DJVU size:||1484 kb|
|Publisher:||John Wiley & Sons Inc (April 1, 1975)|
The History of Americanization through Education The history of Americanization through education began even before America gained. 3 While Mather and others focused on white settlers, they applied the same basic principles to the Native Americans they encountered. In 1672 the Pilgrims wrote that if any of the Indians shall be brought to civility, and shall come.
Download PDF book format. Choose file format of this book to download: pdf chm txt rtf doc. Download this format book. The quest for conformity : Americanization through education Robert A. Carlson. Book's title: The quest for conformity : Americanization through education Robert A. Library of Congress Control Number: 74026630. Studies in the history of American education series. General Note: Includes index.
Recommend this journal. History of Education Quarterly. Your name Please enter your name.
In his book, The Americanization Syndrome: A Quest for Conformity, Robert A. Carlson cites anxieties of many Americans concerning the effects of immigration on the nation’s identity and dominat Anglo-Protestant ideals of self-government
Americanization Through Education. Posted on April 4, 2012January 28, 2013Author Booker Evans. It might be good to use Google Scholar and Pro Quest. I topic like this might be best found in books around the library. Lawrence: University Press of Kansas, 1995. Categories 2012 Proposal.
Americanization Process American History American Government English Civics. NEA Committee of Ten (1893) Grade 7: American history and govt. Grade 8: Greek and Roman History Grade 9: French History Grade 10: English History Grade 11: American History Grade 12: Optional studies in depth. The New Social Studies Our Working World High School Geography Project Carnegie-Mellon History Inquiry Project Man: A Course of Study (MACOS) Anthropology Curriculum Study Project Sociological Resources for the Social Studies Econ 12. Lawrence Senesh Kenneth Boulding Alfred Kuhn âOrchestrationâ âUnified Social Scienceâ âGeneral Systems Approachâ. What formal education must do is to produce people who are fit to be inhabitants of the planet.
Social Education in the 18 th and 19 th centuries. Declaration of Independence US Constitution American Revolution. Loyalty to the nation. Slideshow 973499 by phyllis. What was the purpose of education beyond grammar school?Was the purpose of secondary education to prepare students for the university or to prepare young people to take their place in society? Americanization Process.
History of American Education. Education in America laid its foundations the in early colonial era. With the development of new colonies, new education schemes started to rise as well. Horace Mann, an education reformer belonging from Massachusetts, started demanding public schools for all and after he became the Secretary of Education in 1837, a nationwide chain of common schools were initiated with the help of Mann. This system was first started in Massachusetts and mainly focused on elementary education but soon the North side of America also started adopting the system of common schools; including Connecticut in 1849. At the dawn of the 20th century there were around 160,000 students being educated in around 1,000 colleges and universities.
Education, schools, and universities in particularly, became the main target for Americanization. However, the resistance to Americanization of the university community restrained i. .Americanization has arrived through widespread high speed Internet and smart phone technology since 2008, with a large fraction of the new apps and hardware being designed in Silicon Valley. Hendershot, Robert M. Family Spats: Perception, Illusion, and Sentimentality in the Anglo-American Special Relationship (2008). Hilger, Susanne: The Americanisation of the European Economy after 1880, European History Online, Mainz: Institute of European History, 2012, retrieved: June 6, 2012.
I used this textbook in my History of American Higher Education graduate course. For a textbook, it was pretty enjoyable to read. As others have said, Thelin does ramble sometimes, but the material is easy to read, understand, and digest. My only issue with the text came from using it for a historical timeline assignment - I realized as I flipped through every chapter looking for specific dates that the book is excellent as a general overview of higher education, but it was hard to find informat I used this textbook in my History of American Higher Education graduate course. A solid overview of the history of higher education in America.


A tactile way to practice number recognition and formation.
Primary children will develop their number recognition and formation skills with this tactile set. Tactile numbers and operations will help to develop a variety of primary numeracy skills:
- Number recognition
- Number formation awareness
- Counting and number order
- Maths sentences: addition, subtraction, multiplication and division
- Operation signs to encourage early problem solving.
Children trace the plastic numbers and operation signs with their finger, starting at the dot and following the raised arrow texture for guidance, If traced the wrong way, the rough texture provides sensory input for self-checking.
Individual Set Includes: 32 textured tactile numbers, 5 textured tactile operations signs, multilingual activity guide.
Classroom Set Includes: 128 textured tactile numbers, 14 textured tactile operations signs, multilingual activity guide.
Largest number measures 10cm x 7cm


If bones give your body support, muscles give it power. You have over 600 muscles in your body. Some of these muscles control big movements, like the muscles in your arms and legs. Other muscles control very tiny movements, like blinking.
Most of your muscles are attached to bones with tendons. Tendons are like strong rubber bands or ropes. Inside the muscles are blood vessels and nerve endings that get messages from your brain. Sometimes your muscles get tired. They might ache or feel weak. If you work them a lot, they might cramp. Cramps hurt, but they go away after you rest or stretch.
Fun Facts about Human Body Muscles for Kids
- Voluntary muscles are those that you choose to move. You use your arm muscles to pick up a toy. You use your leg muscles to kick a ball.
- Involuntary muscles are those that you can’t control. Your heart is an involuntary muscle. It beats without any help from you. It pumps blood faster when you’re active. It slows down when you slow down.
- The muscles in your digestive system move food through your body.
- Working your muscles makes them stronger.
Human Body Muscle Vocabulary
- Power: strength, energy
- Control: drive or manage
- Tendon: rope-like material that attaches muscle to bone
- Cramp: involuntary muscle squeezing
Learn More All About Human Body Muscles
Watch this interesting video all about human body muscles:
A video explaining the 3 types of muscles and how they work.
Human Body Muscles Q&A
Question: Can muscles grow larger or smaller?
Answer: Some muscles, such as those in your arms and legs, grow larger if you exercise them and become smaller if you don’t.
Question: How can I take care of my muscles?
Answer: You can keep muscles healthy by eating plenty of protein and good food every day. Stretching before and after you exercise can help. And don’t forget to exercise, of course.
Enjoyed the Easy Science for Kids Website all about Human Body Muscles info? Take the FREE & fun Human Body Muscles quiz and download FREE Human Body Muscles worksheet for kids. For lengthy info click here.


Economics is the study of how people as individuals and groups satisfy their wants by allocating and managing scarce resources.
A study of Economics enables students to participate effectively in economic activity and contribute to their future economic well-being. Economics issues highlight the fundamental interdependence between New Zealand and the rest of the world.
Links with the New Zealand Curriculum Framework
Economics contributes to the Essential Learning Area of Social Sciences
in that it enables students to understand economic processes such as how people produce, exchange and use goods and services. They will also gain an understanding of economic activities which are important to New Zealand and an awareness of New Zealand's dependence on marketing and trade.
Economics also contributes to the Essential Learning Area of Technology
through a study of the impact of technology on decisions about the use of technology in relation to society, environment and the economy. They will learn to appraise the potential costs and benefits of various technological applications.
The following essential skills as identified in the New Zealand Curriculum Framework
are specifically acquired through a study of economics: problem-solving skills (including thinking and decision - making skills), information skills (including investigative skills), numeracy skills (including statistical skills) and communication skills. Economics will also help students to clarify and develop their own values and beliefs and to respect and be tolerant of the values and beliefs of others.
At Years 9 and 10 we offer a variety of programmes to enable students to achieve economics education objectives. Economics is offered at Lynfield in Years 11, 12 and 13.
RBNZ Monetary Policy Challenge
Our senior students regularly participate in this prestigious event and in the latest round the Lynfield students did exceptionally well receiving a Distinction grade and being "unlucky to miss out on the National Final due to the very high calibre of teams this year" (competition feedback)


How to Learn About the Music Business
Music is a large and diverse profession, with a wide variety of disciplines and ways of conducting business. Music differs from other professions in its points of entry. For many performing musicians, a formal audition is the only way to be hired. The business side of music can sometimes be approached through informal apprenticeships or a period of unpaid service that leads to employment. Regardless of one's specific career interests, there is no substitute for deep and detailed knowledge of that specialty.
Read books about the music business. Go on the Internet and visit music business websites such as the Berklee College of Music career page. No book can unlock all of the secrets of finding a career in music, but the better publications do give an idea of the standards of professional qualifications and behavior in the field. Magazines exist to cover virtually every area of music and are especially useful in keeping up with month-to-month developments and innovations.
Decide on a career focus that follows one's interests and aptitudes as closely as possible, whether in performing, studio recording and production, legal and contract work, promotion, artist management, record companies, radio, teaching or other disciplines. While one's future path may depart from expectations in unforeseeable ways, it is important to develop a plan for moving forward.
Talk to musical professionals. Contact people working in the specific area of interest to ask for guidance. This may be done via e-mail, phone, letter or in-person encounter -- for instance, choosing the right moment to approach a musician who is packing up after a performance. There is nothing wrong with appearing confident and ambitious as long as one is also polite and respectful. Most professionals, if approached in the correct way, are happy to share their experience, knowledge or contacts with a sincerely interested person.
Learn the skills and qualifications needed for success. For music education, music history, music therapy or classical music performance, a formal education at a university music department or conservatory is essential. Other jobs, such as becoming a music promoter, are best approached through personal contacts, internships, or unpaid apprenticeships. It is vital to read the trade publications in one's area.
Develop a broad skill set. For instance, a music producer needs to have a working knowledge of instruments, notation, recording technology, music writing software, arranging, scheduling, contracting, budgeting and marketing. To make ends meet, a freelance performer may need to learn related skills such as instrument building and repair, private teaching, conducting or public speaking. Versatility is all-important.
- Read biographies of successful music professionals to learn how they rose to prominence; recognizing, however, that a person whose career started decades ago may have followed a path that no longer exists today.
- Music is a competitive business. If it were easy to make it in the field, everyone would be doing it. One must be persistent in the face or rejection and denial and alert to alternate or unanticipated opportunities.
- Keep up with rapid changes in the business, as once-important skills can become irrelevant overnight. One reason for this can be technological advances; for example, the decline of retail record stores due to Internet downloading. Orchestras are absent from many touring dance or Broadway shows because they use recorded accompaniment. Changes in public tastes also make music extinct; for instance, Dixieland jazz, which is barely heard today even in New Orleans.
David B. Ryan has been a professional writer since 1989. His work includes various books, articles for "The Plain Dealer" in Cleveland and essays for Oxford University Press. Ryan holds degrees from the University of Cincinnati and Indiana University and certifications in emergency management and health disaster response.


wisdom, intelligence, creativity
Wisdom, as explored by Sternberg is the application of successful intelligence and creativity. For thirty years, Dr. Sternberg has been a vocal critic of narrow conceptions of intelligence. In this recent work, he argues that a more comprehensive view of intelligence must go beyond the psychometrically based, IQ-driven views predominant in the last century.
"Wisdom, Intelligence, and Creativity Synthesized.,"
Wisdom in Education: Vol. 1
, Article 1.
Available at: https://scholarworks.lib.csusb.edu/wie/vol1/iss1/1
Art Education Commons, Curriculum and Instruction Commons, Educational Psychology Commons, Elementary Education and Teaching Commons, Gifted Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Special Education and Teaching Commons


TLC Flexo pads are no ordinary numeracy charts or multiplication tables for children: they are tactile and multisensory. They are great for teaching special learners and made of soft flexible plastic material which make the manipulative –
This low tech approach to maths teaching resources is an effective way of boosting key numeracy skills – Fractions, Decimals and Percentages using grid chats.
Comes with a CD featuring of activity plans and training videos.
How children with Special Needs Can Benefit From Tactile learning materials?
Tactile manipulatives are designed to decrease stress and increase focus and concentration. They can also help your loved one improve their tactile awareness and fine motor skills.
Tactile learning and touch is an evidence based learning style, which is shown to be essential for a child’s growth in physical abilities as well as cognitive and language skills. It is also useful in enhancing social and emotional growth of young learners.
When children struggles through learning due to challenges with auditory or visual system, tactile experience may help to develop other learning skills which will their learning outcomes.


Is Your Child Struggling With Reading?
We Can Help!
For your child to succeed in school, reading and writing skills are necessary. Proper vision development and visual processing skills are critical. It is a well-established fact that poor vision can affect learning in a number of ways. Vision issues will make it hard for your child to focus on school work; poor vision can mean poor hand-eye coordination; reading comprehension and vision go hand in hand; and poor vision can affect your child’s confidence.
Is your child struggling with reading? If so, it can be due to a vision problem. It’s important for you to address this to help your child and set him/her on the path to succeed at school and in life.
What Does The Screening Result Say?
It is believed that at least 1 in every 10 school children has vision problems that can undermine their academic performance. In most schools, the solution to assess vision is to provide vision screenings. However, these screenings often miss critical visual skills that cause parents and teachers to overlook the underlying cause of the problem.
The traditional “20/20” vision screening administered to children at school and pediatrician’s offices only assesses how well your child sees at a distance. More than 50% of the serious vision problems that affect children are not diagnosed by a standard vision screening. Even if your child has 20/20 vision, he/she may still have difficulty reading due to other visual issues that are not detected through a vision screening.
Reading Requires Several Visual Skills
Reading is a complex task that requires 7 of the 17 vital visual skills. Here is a highlight of what we do when we are reading:
- When we aim two eyes at the same point simultaneously and accurately, we use: Skill #1 Eye Movement Control, Skill #8 Simultaneous Alignment at Near and Skill #9 Sustaining Alignment at Near.
- When we focus both eyes to make the reading material clear, we use: Skill #4 Simultaneous Focus at Near and Skill #10 Central Vision (Visual Acuity).
- When we continue to sustain clear focus, we use: Skill #5 Sustaining Focus at Near.
- When we move two eyes continually as a coordinated team across the line of print, we use: Skill #1 Eye Movement Control, Skill #9 Sustaining Alignment at Near and Skill #15 Fine Visual-Motor.
As you can see, even if a vision screening shows that your child has 20/20 vision, there are so many other reasons he or she may have difficulty reading. Any problem that interferes with any of the vision skills mentioned above can make it difficult for your child to read.
Have Your Child's Vision Evaluated, Today!
Vision-related learning problems can cause your child tremendous difficulty at school. This will in turn affect the child’s ability to develop important foundational skills. The earlier a visual processing issue is detected, the easier it is to treat and the sooner your child will have the skills needed to continue on a path of success.
Schedule a developmental eye exam for your child today at EYEcenter Optometric. Our developmental eye exam remains the most viable way to detect any problem that can affect reading and ensure that your child’s vision will enable him or her to succeed.
Our qualified and experienced optometrists are available to speak with you and discuss your options. We use state-of-the-art equipment and assessments to examine your child’s vision and eyes and if an issue is detected, we will recommend the best possible treatment available. We serve patients all over Sacramento.
Don’t delay in getting your child the help they need! Schedule your developmental eye exam today!


by: Becky Morales with Olivia Szabo
Becky: I recently discovered Hungarian folk music at a local international festival. The light, energetic, and colorful music is produced by flutes, horns, the Hungarian bagpipe called duda, zither aka citera, and the most important instrument: the violin.
In a great article on PBS Kids that talked about what music kids should listen to, and how listening to a variety of genres may help them learn better, Peggy Durbin (a music educator at Kindermusik in Columbia, MD) suggested having children interact with the music by clapping, dancing, and playing instruments. As for choosing the music
The best musical library for your child includes a wide variety. [Lili] Levinowitz (cofounder of Music Together and Professor of Music Education at Rowan University of New Jersey) compares music you play to the foods you serve: you don’t want your child eating only mac and cheese, or similarly, listening to the same CD all the time. “Create an ear food buffet,” she says. Your musical menu should consist of songs from your culture and those around the world, as well as music that you love.
That said, here is some incredible Hungarian folk music for you and your kids to enjoy!
Next time your kids are doing an art project, cooking with you, or even just playing in the same room as you, play some of these folk songs. Point out Hungary on a map, and enjoy the images in the videos while you absorb the sounds. Diversify your music!
Olivia: This first song is called Repülj madár, repülj (Fly Bird, fly), by Muzsikás & Sebestyén Márta (Hungarian folk musical group). The images include flowers of Hungarian folk art, and pictures of a village called Hollókő (Raven-stone). “It’s located in a picturesque hilly surrounding, in a valley of the Cserhát Mountains. The castle of Hollókő was built in the 13th century. This castle on top of the neighboring hill determined the life of the villagers for a long time.”
The next piece is a violin piece. “Lajkó Félix is amazing and mixes his own style with traditional Hungarian folk music, resulting in something very unique. He improvises a lot and the other musicians have to try and keep up with him.”
These next two below also mix traditional Hungarian folk music with other music (from the Balkans as well as contemporary tunes). The first is Beáta Palya singing acoustically.
The second is Csík Zenekar, is probably the most popular one right now and they’re regulars at all kinds of music festivals and loved by all ages. Most of the really popular musicians mix traditional folk music with more contemporary stuff, which is really cool and interesting. Here’s a song by one of my favorite contemporary bands, Quimby, sung by Csík Zenekar (this song has become a kind of national anthem – it’s unbelievably popular and has been covered by numerous artists).
Here’s another song by another alternative rock band, Kispál és a Borz, also covered by Csík Zenekar:
Finally, here’s some fantastic authentic Gypsy music by the Szászcsávás Cigányzenekar (the music starts around 2:30).
Thank you so much Olivia!!!! My girls especially loved all of the violinists:).
My friend Olivia Szabo is from a small industrial town on the river in Hungary (Dunaújváros – which roughly translates to “new town on the Danube”). I met her when she moved to the US in 1999. Her daughter, Gaia, is about to start Kindergarten and her son, Galen, is entering the terrible twos. Olivia teaches English to international students and what she enjoys the most about living in the US is the diversity. She shares with us some popular folk music from Hungary: enjoy!


Fun and interesting sound effects draw baby’s attention to play.
Develops counting and number identification.
Rewards baby as they learn that their actions have reactions
Stimulates critical thinking through memory and logic games.
Encourages social skills like sharing and teamwork
Use imagination in a variety of ways and contexts to communicate ideas
Heightens curiosity and encourages exploration.
Learn about the different areas of the world and their characteristics......
Aiming and concentrating on a target improves hand/eye coordination.
Imagination and exploration through interaction with characters.
Copying observed action encourages social and emotional skills.
Games and voice prompts allow children to control the pace.
Introduces the alphabet, letter sounds and vocabulary.
Teaches letters and their sounds, the building blocks of reading.
Encourages fine motor skill development.
Enhances musical skills with music and sound activities.
Develops logic skills and strategic thinking through memory.
Expand understanding of writing and gather information from text.
Improve speed, fluency and expression when reading.
Develops imagination and encourages cooperation, listening and turn-ta......
Exploration of various environments & associated vocabulary.
A variety of textures, visuals and sounds stimulate sensory developmen......
Mixture of different textures provide stimulation for baby.
Engaging graphics & visualisation activities develop memory.
Expands Vocabulary through age appropriate words.


Blues In The Schools
Upcoming Blues In the Schools Sessions:
The program is a necessity for any self-respecting blues society, but the GCBS has taken the kids very serious and have spent countless hours teaching them about the art form.
Dan Treanor at a Blues In The Schools presentation.Each year has been a musical adventure created by Maria’s passion for not only the music but her passion for young people. The GCBS has funded all the programs by raising money and finding grants. No school has ever had to pay for any of the visiting artists.
The GCBS brought long time Colorado bluesman and educator Dan Treanor (left) in from the start. Known as the “blues guy” by Grand County youth, Dan has spent many hours with the kids now. They have grown up with his stories of the origin of the blues.
The GCBS has also brought Michaela Rae Knox in when she was just a ten-year-old. She wowed the young girls and boys and became a role model for some. We think she might have given her first autographs at the Fraser Library.
The Saskatoon Blues Society couldn't have said it any better, “Music education enables students to interact with sound, simultaneously engaging mind, body, and spirit. Through creating, performing, and listening to music, students experience the ways in which music evokes and conveys thoughts, images, and feelings. Music education makes a valuable and unique contribution to students' intellectual growth, and integrates intellectual and emotional development. Shared experiences in music significantly contribute to the development of a healthier society through activities that respect and reflect the diversity of human experiences. Music education enables all learners to explore, create, perceive, and communicate thoughts, images, and feelings through music. These experiences are unique and essential, and make a significant contribution to learners' lifelong development as educated citizens.”
Check Out The Music
In 2006, the Grand County Blues Society (GCBS) partnered with the Grand County Library District (GCLD) in order to get instruments into the hands of young people displaying an interest or affinity for music. This began the endearing “Check Out the Music Program.” Through this program, folks throughout Grand County could borrow instruments from their local library, using their library card. Acoustic guitars, electric and bass guitars with amplifiers, keyboards, youth-size guitars, drumsticks and drum pads were donated by GCBS to Grand County libraries and were available to the public—for FREE!
The popularity of the Check Out the Music (COTM) program grew daily as word was spread about it. With that popularity came some great triumphs:


Musics of Many Cultures: Study guide & Workbook, is designed to guide students in college and university world music classes through the diverse chapters of Elizabeth May’s textbook, Musics of Many Cultures: An Introduction(Berkeley, Los Angeles: University of California Press, 1881). The Study Guide & Workbook helps both music and non-music majors to understand the materials in the May textbook; it also aids in preparations for exams.
May’s textbook is very diversely written because there are two dozen contributing authors. The quotation by McAllester in the Editor’s Preface — “Ethnomusicologists are concerned with music anywhere in the world and with almost as many approaches to this music as there are scholars” — summarizes why there is such diversity. Well-trained teachers of world music courses can often bring such diversity together, stressing certain concepts and making comparisons that can accomplish stated course objectives. Accompanied by recorded materials, films, slides, and demonstrations, students should be able to gain an in-depth musical and cultural understanding of the nineteen geographic areas presented in Musics of Many Cultures: An Introduction. Because the scholars writing these chapters are describing the areas they know best, they have endeavored to be as complete and detailed as possible within the page limitations for each chapter. For students dealing with reading assignments from the textbook, however, it might be understandably difficult to filter and digest all the facts and concepts presented. Having taught semester courses entitled “Music Cultures of the World I and II” for over twenty years, using May’s textbook since it first became available in 1981, I became aware of the need for a guide to the wealth of information so that students would not be overwhelmed in preparing for their exams. Responding to repeated suggestions from students that I write a study guide for the book, I decided to do so, combining that task with the “Seminar in Ethnomusicology” in the Spring Semester of 1988. My chosen topic, “world music for music educators,” was appropriate for the graduate students in the seminar, representing ethnomusicology, historical musicology, music theory, music education, and folklore.
For fifteen weeks six graduate students (Laurie Arizumi, Merri Belland, Karen Brooks, Jose Lezcano, John Rivest, and Tone Takahashi) and I joined forces to arrive at the instructional design logic and format for a study guide and workbook to accompany Elizabeth May’s important textbook. Weekly projects were completed by the students for individual chapters and portions of chapters. These were discussed and analyzed by members of the seminar. Following their “pilot study” tryouts by a target student audience, all the materials were either edited, rewritten, or completely written by me. Since their inception they have been used and critiqued by over a thousand students between 1988 and 1992. Additionally, most of the chapters for the Study Guide & Workbook have been sent to the original authors of Musics of Many Cultures: An Introduction for their review and critiques.