The organization is responsible for making elementary education stronger by improving education standard in elementary schools. Encouraging school age children to join school and preventing dropouts from school is also its responsibility.The council has District Offices in 37 districts of Bihar. The main office is located in Patna.
Towards a Rights-based Framework The role of Universal Elementary Education (UEE) for strengthening the social fabric of democracy through provision of equal opportunities to all has been accepted since the inception of our Republic. The original Article 45 in the Directive Principles of State Policy in the Constitution mandated the State to endeavour to provide free and compulsory education to all children up to age fourteen in a period of ten years
Background Universal access to elementaryeducation requires schooling facilities within reasonable reach of all children. If schools are not located in or near the habitations where children reside, children are unlikely to complete schooling, even if they are formally enrolled in schools.
Vision of a Classroom (My Vision) is of an active classroom, where students do not merely sit passively taking notes or listening to lectures. My vision is of a classroom with a buzz of activity. Children are working and involved, alone or in teams, some supported by peers and some supported by the teacher. The classroom is full of colour. It is open and inviting, the atmosphere is charged with energy and enthusiasm; children can be heard laughing, discussing, debating and arguing.


Art Education: More Important Than One May Think
- Wednesday, October 09, 2013
According to the Oxford Dictionaries’ website, art is “the expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power.”1 Taken one step further, the arts are “the various branches of creative activity, such as painting, music, literature, and dance.”2 According to The American Heritage Dictionary, art is “the conscious production or arrangement of sounds, colors, forms, movements, or other elements in a manner that affects the sense of beauty, specifically the production of the beautiful in a graphic or plastic medium.”3
As I researched this topic, looking for data pertaining to artists and art history, specifically as it pertained to education, I focused on the study of the arts and its importance in general. I think this focus will provide a more comprehensive foundation for why the study of the arts is important in the education of our children.
There were studies that indicated that participation in the arts positively affects brain development. Other studies claimed correlations between participation in arts education and student achievement. There were studies that showed significantly higher Scholastic Aptitude Test (SAT) scores for students who studied the arts for four years as compared to students with no coursework or experience in the arts. And there were studies that showed that students who studied the arts were accepted into medical schools at a higher percentage than those who did not.
The many studies I reviewed clearly showed positive correlations between art education and positive outcomes for students. What I took away from my research is that we should not engage our children in the arts merely because to do so encourages brain development but because of the beauty and value art brings into their lives. According to Catterall, “the talk of learning mathematics through music or producing increased standardized test scores through the visual arts demeans the higher place of art in society, further shielding the intrinsic worth of the arts from the public eye.”4
In her article titled “The Importance of Arts Education for Children,” Debbie Dragon reaches the conclusion that “arts education teaches ways of thinking unavailable in any other discipline.”5 Albert Einstein said: “I believe in intuitions and inspirations. I sometimes feel that I am right. I do not know that I am...[but] I would have been surprised if I had been wrong. I am enough of the artist to draw freely upon my imagination. Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.” Knowledge requires repetitious learning of concepts already known. Imagination requires students to create something from nothing and transfers to every aspect of adult life and work.6
According to Hetland, Winner, Veenema, and Sheridan, “arts programs teach a specific set of thinking skills rarely addressed elsewhere in the school curriculum”—what they call studio habits of mind. One key habit they discussed was learning to engage and persist, meaning that the arts teach students how to learn from mistakes and press ahead, how to commit and follow through: “Students need to find problems of interest and work with them deeply over sustained periods of time.” Hetland and Winner also found that the arts help students learn to envision—that is, how to think about, that which they cannot see. That is a skill, for example, that will help a student generate a hypothesis in science or imagine past events in history.7
Elliot Eisner, an emeritus professor of art and education at Stanford University, has emphasized the subtle but important ways the arts can enhance thinking—the ability to use metaphor, for example, or the role of imagination. “These are outcomes that are useful,” says Eisner, “not only in the arts, but in business and other activities where good thinking is employed.” Eisner, in an address to the National Art Education Association, said: “In the arts, imagination is a primary virtue. So it should be in the teaching of mathematics, in all of the sciences, in history, and indeed, in virtually all that humans create.” Lastly, Eisner added: “To help students treat their work as a work of art is no small achievement. Given this conception, we can ask how much time should be devoted to the arts in school? The answer is clear: all of it.”8
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How the internet can support adolescent literacy
20 January 2012
Letting your teenager spend time on the internet can promote their literacy development, says the University of Sydney's Dr Jen Scott Curwood.
"There is a growing body of research that examines young people's engagement with technology outside of school," said Dr Curwood, from the University's Faculty of Education and Social Work.
"While there is unquestionably a need for parents to balance their child's internet time with other activities, the internet can be a powerful educational tool. Evidence suggests that when young people meaningfully engage with online content, it supports the acquisition of critical literacy skills."
As part of an ongoing ethnographic study, Dr Curwood has interviewed youth, aged 13 to 17, from Australia, Canada and the United States. As part of the study she examined their participation in fan-created websites related to young adult literature.
In particular, she has focused on the online phenomenon around The Hunger Games, a trilogy by Suzanne Collins. The books have sold over 23 million copies worldwide and the movie will be released in March 2012.
"Young people fall in love with these books and seek out other fans online. In their own time they write Hunger Games-inspired fiction, create art, produce videos, compose music, and design role-playing games," Dr Curwood explains. "These digital literacy practices are valuable in their own right, but they also support young people's engagement with print-based literature."
Dr Curwood shares the experience of one 14-year-old Australian boy. "Jack is a top student and his family supports his love of literature. For the past three years, he has avidly participated on fan sites related to The Hunger Games. Not only has this experience deepened his understanding of the characters and themes, it has prompted him to learn about website design."
Parents can support their teen's literacy development through high-interest books. Dr Curwood suggests that parents consider books listed on the Children's Book Council of Australia Awards and the American Library Association's Alex Award and Printz Award.
"Many young adults are inspired to write fan fiction based on their favorite books, television shows, and films. FanFiction.net is a popular example of this," Dr Curwood says.
"In addition to discussing the books, adolescents often take leadership roles on fan sites and actively engage in designing, managing, and marketing the site," Dr Curwood said.
Over the past decade, adolescents' computer use has risen quickly. In developed countries, 94 percent of students now have at least one computer at home, compared to 72 percent in 2000, according to an Organisation for Economic Co-operation and Development report.*
The same study indicated that using a computer at home had a greater impact on digital literacy skills than using a computer at school.
"Meaningful, interest-driven online activities can promote adolescent literacy development," Dr Curwood says. "Parents and teachers can play a vital role in providing young people with access to high quality books and fan-created websites."
*2011 OECD Report Students Online: Digital Technologies and Performance
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English Learner READ Guidance
In collaboration with the department’s English Learner Literacy Task Force, CDE has developed guidance for implementing the READ Act with English learners. The guidance document provides information on an allowable exemption to the requirements of the READ Act and guidance for determining significant reading deficiencies for English learners
READ Plan Sample for EL Students
If an English Learner is determined to have a significant reading deficiency, a READ plan must be developed. Given the unique language and literacy needs of English Learners, the d epartment has created an example plan specific to English Learners. The sample READ plan for English Learners contains the required components of a READ plan which includes components for an individual English Language Development Plan.
The sample READ plan for English Learners is an example, not a required template. Districts can determine the format and the name of their plans. The intent of the sample is to illustrate the areas of English language and literacy development a teacher should consider when planning instruction and intervention for English Learners.
Documents and Resources
The Horizontal Grade Level Articulation Matrix of the READ Act Minimum Skill Competencies
A visual of the learning progression in each of the six components of reading across the grade levels K-3rd. Progress monitoring objectives are derived from the grade level READ Act minimal competencies that are identified as a priority based on the diagnostic assessments. When working with EL students we often need to review the continuum of skills across grade levels to identify the targeted skill gap that needs to be addressed.
WIDA Can Do Descriptors
Individual Student Charts for Kindergarten, First through Second Grade and Third through Fifth grade: The “Can Do” Individual Student Charts provide guidance on how to differentiate process and product of the core content to meet the ELD standards and document access to core content. When developing READ plan objectives for EL students we recommend using the “Can Do” student charts to ensure that accommodations are aligned to the language proficiency level of the student. Language proficiency levels are identified on the most recent ACCESS for ELL state assessment or the most recent WIDA W-APT scores if annual state ACCESS data is not available.
ELD Functions and ELD Scaffolds Charts
The ELD Functions Chart and the ELD Scaffolds Chart lists functions and scaffolds by WIDA language levels from 1 to 5. These charts can be used to develop READ plan ELL objectives by adding the appropriate ELD language function and ELD scaffold to a minimal skill competency. Technical assistance is available on request to develop ELL objectives for READ Plans.


SIPPS: Scientific Basis
The program’s authors, John Shefelbine and Katherine K. Newman, developed the SIPPS program based on their own research as well as that of others—and reports from the National Reading Panel.
Here’s what the experts say about decoding and fluency:
Beginning Readers Need a Comprehensive Approach
Snow, Burns, and Griffin say that beginning readers need four things: “explicit instruction and practice that leads to an appreciation that spoken words are made up of smaller units of sounds; familiarity with spelling-sound correspondences and common spelling conventions and their use in identifying printed words; ‘sight’ recognition of frequent words; and independent reading, including reading aloud.”1
Specific Methods Improve Phonemic Awareness
According to the National Reading Panel, “Instruction that taught phoneme manipulation with letters helped normally developing readers and at-risk readers acquire phonemic awareness better than phonemic awareness instruction without letters. When children were taught phonemic awareness in small groups, their learning was greater than when they were taught individually or in classrooms.”2
A Systematic Phonics Approach Is Key
The National Reading Panel says, “Findings provide solid support for the conclusion that systematic phonics instruction makes a bigger contribution to children’s growth in reading than alternative programs providing unsystematic or no phonics instruction.”3
Reading Instruction too Often Skips Polysyllabic Decoding
Cunningham points out, “The widely held belief that phonics instruction should be completed by the end of the second grade is partly responsible for children getting so little help developing the decoding strategies necessary to unlock the pronunciation and meanings for those 10,000 new words they encounter each year.”4
Training for Fluency Is Essential
According to the National Reading Panel, “Fluency, the ability to read a text quickly, accurately, and with proper expression, has been described as the ‘most neglected’ reading skill.”5
Regular Assessment Informs Instruction
Snow, Burns, and Griffin say, “Because the ability to obtain meaning from print depends so strongly on the development of word-recognition accuracy and reading fluency, both of the latter should be regularly assessed in the classroom, permitting timely and effective instructional response when difficulty and delay is apparent.”6
Beginners Need Better Reading Materials
Elfreda Hiebert says, “The ideal situation would be to use texts that have more engaging content and language than many of the phonetically regular texts of the past and that provide more opportunities to apply phonics strategies than most, if not all, of the little [sight-word] books and literature-based programs of the present.”7
- Snow, Catherine E., M. Susan Burns, and Peg Griffen, eds. Preventing Reading Difficulties in Young Children. Washington, DC: The National Academies Press, 1998, p. 7.
- National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Reports of the Subgroups. Bethesda, MD: National Institute of Child Health and Human Development, pp. 2-4.
- National Reading Panel, p. 2-92.
- Cunningham, C. (1998). “The Multisyllabic Word Dilemma: Helping students build meaning, spell, and read ‘big’ words.” Reading and Writing Quarterly: Overcoming Learning Difficulties, Vol. 13, No.2, pp. 189-218.
- National Reading Panel, p. 2-92.
- Snow, Burns, and Griffen, p. 7.
- Hiebert, E.H. (1999). “Text matters in learning to read.” The Reading Teacher, Vol. 52, pp. 552-566.


Please explore these pages to find materials and methods to help you be a better advocate for your program at all levels – school, district, state and federal.
Questions? Contact us at email@example.com
What is the role of music in educating our nation’s students? It’s a fact that studies have shown positive links between engagement with music and academic achievement. That’s important. But we believe that music does something even better for our students than what can be measured directly on a test score. Music shapes the way our students understand themselves and the world around them. It allows for deep engagement with learning. It nurtures creativity, curiosity, and personal motivation. In other words, music is essential to a superior 21st-century education.
This page contains resources that you might use in your advocacy efforts. We encourage you to review the information and select that which best suits your individual situation. If you have questions about advocacy or would like help in your efforts, please contact firstname.lastname@example.org
Use to support presentations, and share in discussions with stake holders, the press and interested citizens. Educate yourself and others to the importance of music education!
Materials to help you promote and protect your program, and pull together an advocacy team. Tips for working with stake holders and constituents.
Useful for education, engagement, and inspiration! Share at concerts, meetings and with interested citizens.
Learn about the issues and processes that effect music education. Stay savvy and keep abreast of the latest legislative initiatives.
Find state specific information on policy, statistics, and arts education.


Students need to be at least 2 years and 10 months and fully potty trained to enroll in the program. The classrooms are setup for 24 students with a teacher to student ratio of 1:12.
|The program offers a full range of Montessori activities practical life, sensorial activities, language, math and cultural topics. Teachers present individual as well as group lessons to the students. Along with the Montessori activities, weekly themes are added to the curriculum.|
Every week students are introduced to a new subject such as planets, dinosaurs, bugs, reptiles, amphibians, community helpers etc. Students complete a math and a language worksheet each day that is created according the theme of that week. Students' progress is tracked by the class teachers and communicated to the parents in parent teacher conferences which are held twice a year.
Pre-Kindergarten & Kindergarten Program
Students need to be 4 years by the month of December to join the program. Classrooms are setup for 24 students with a 1:12 teacher to student ratio. Classrooms are equipped with the full range of Montessori activities.
|Along with Montessori lessons, students are introduced to an array of new topics every week. Students' complete theme based math and language worksheets on a daily basis. Teachers track the students' progress in the class and fill out an evaluation form for each child.|
Parent teacher conferences are conducted twice a year where the teacher gets to share each student's progress and development goals with the parent. This is a well rounded program that focuses on intellectual, cognitive, social and emotional growth of the child and prepare students for elementary education.


An increasing focus on science, technology, engineering and math education could mean that the traditional staples of elementary education like story time and LEGO blocks could be augmented by lessons in science and computers. Schools all over the country are feeling the pressure to take steps to increase the number of students interested in pursuing degrees in the STEM fields to meet the growing demand in the job market. Schools in the Pittsburgh area are responding by overhauling their elementary education curriculum to add STEM components earlier.
“I was never in a programming class until I hit high school. Now students in the third and fourth grade have a chance to learn how to program a game,” said Todd Keruskin, assistant superintendent for the Elizabeth Forward School District.
Observing students at the district’s Summer Middle School Gaming Academy on Tuesday as they tweaked software settings to customize video games, Mr. Keruskin and Superintendent Bart Rocco couldn’t help noting how much technology education had improved in the district over a short time.
The effort to reshape elementary education began only last year, funded by a $10,000 Grable Foundation grant that was meant to be used to upgrade technology in the district’s high school classrooms. But what resulted was a state-of-the-art Entertainment Technology Center where students of all ages can get together and take advantage of the comfortable leather-clad seating to work on their technological dreams using new laptops.
The Summer Gaming Academy, which was restricted to high school students last year, had about 30 students in two classes this year and is expected to grow to 170 students next year.
Since the first grant came in last year, the district has secured $170,000 to use part of the high school library to create a high-tech YOUMedia center, which connects students to digital media and programs from across the country.
An additional $20,000 grant will go towards a similar project, called SMALLLab, which is aimed squarely at middle-school students. The center will contain computers equipped with video conference technology and motion-capture cameras. There will also be game systems with wireless controllers that will allow instructors to integrate video-game technology into their lessons. Both centers will open their doors to students and teachers this September.
In previous years, the district has experimented with ways to meld video games with academics with programs like having students write apps that they could then submit to the Apple store. This year, the program will be expanded to elementary schools throughout the area by forming a partnership with the Carnegie Mellon University’s Entertainment Technology Center that will have students acting as guinea pigs for the games designed by the center’s graduate students.


Foundational skills are those skills in reading, writing, mathematics, and ESL (English as a Second Language), as well as learning and study skills, which are necessary for students to succeed in college-level work. At Shasta College, this also includes GED and GED prep courses.
Have you always thought about college but felt like you weren’t prepared? Don’t feel that you are alone. Many students show up at Shasta College needing to boost their skills. Shasta College offers courses that will bring you “up to speed.” Many of these courses are under the Foundational Skills program.
Student Success Workshops
Shasta College offers a wide variety of Student Success workshops to help students with study and computer skills of all types. Workshops include ones on memory improvement, specific applications like PowerPoint, and APA format. To see the current schedule of Student Success workshops, please click here.
We offer courses that start at a very basic reading level and move all the way up through college level writing. Students at all levels will find an appropriate class. A student with the desire to succeed can make significant progress through these courses. Instructional aides are available to support students in these classes. The Writing Center is also a free resource for students needing help in these areas.
Foundational Skills offers courses that start with basic arithmetic and move you through basic algebra and on to college level math. Students of all levels will find an appropriate math class. These courses are supported with free help in our Math and Business Learning Center.
How well student services and instruction are integrated has been shown to be a major factor in a student's probability for success. When you participate in Student Development courses you will learn about services available to you on campus and develop strengths in:
• Career exploration
• Decision making
• Study skills
• Strategies to be more successful in your future courses.
You will have the opportunity to be in a class with other students who have the same concerns, thus providing you with mutual support and the sharing of information and resources.
Shasta College offers computer courses for students that have never used a computer and also more advanced courses for those with some experience. The Business/Math Learning Center offers free help for these courses.
Shasta College offers many opportunities to learn English. Depending on how much English you know and your goals, there is a program of English just right for you! If you have never studied English or if you do not understand English well, it is necessary for you to take ESL classes in the “non-academic” program. If you have already studied English and plan to take college classes, you may be eligible for academic ESL courses. These courses can enhance your success in college.
• ESL Office (Main Campus) – Schedule one on one tutoring.
• Workshops to help you understand class assignments provided by the ESL Department and the Writing Center.
• Business/Math Learning Center: Drop in tutoring and small group tutoring for math and computer courses.
• Science Learning Center: Drop in tutoring for science courses.
• Writing Center: Tutoring and assistance with your writing skills.


Scientific Work and Photomicroscopy, America, early 1950s-late 1970s
Nature has explained to me many things that books alone could not give me. Science and nature have given me the most interesting hours of my life.
From his earliest years as a biology and zoology student in Moscow, Vishniac pursued his lifelong passion for photomicroscopy. His innovative use of polarized light and high magnification allowed him to capture unique images of the microscopic world. By the mid-1950s, Vishniac had established himself as a pioneer in the field and was regularly commissioned by government agencies, scientists, and institutions to document and research microorganisms and biological phenomena. A major profile on Vishniac in The New Yorker in 1955 celebrated both his groundbreaking scientific photography and his earlier Eastern European photographs.
Vishniac also achieved renown as an accomplished cinemicroscopist, creating numerous scientific films now housed in the collection of the University of South Carolina. A generation of students learned biology from these films. Vishniac's color photography appeared in hundreds of magazine and journal articles and on dozens of covers, including Life, OMNI, Nature, and Science, and his research provided vital visual resources to world-renowned scientists. In the 1950s, he became a professor of biology and art education; scientific research, teaching, and photomicroscopy would remain the focus of Vishniac's work inAmerica until his death in 1990.
In the final days of his life, as his health rapidly declined, Vishniac was visited by his son-in-law, the physicist and Nobel Laureate Walter Kohn, who showed him prints made by one of his colleagues using a scanning electron microscope depicting individual atoms lying on metallic surfaces. Vishniac, weak and exhausted, leaned forward slightly and asked, "What magnification?" When told "about ten million fold," he slumped back into the bed, declaring, "Then they have beaten me."
The exhibition includes a slide show of more than 90 color and black-and-white science transparencies from the early 1950s to the late 1970s—many digitized for the first time—showing Vishniac's original captions wherever available. The original slides and science prints are now in the collection of the International Center of Photography.
Maya Benton, Curator
NOTE ON SLIDESHOW CAPTIONS
The captions included in Vishniac’s science slideshow were derived from the photographer’s original annotations on his slides and color prints. Slides that did not include annotations are left uncaptioned. Conflicting captions exist in some cases. Dating is also a challenge; Vishniac’s color photomicroscopy shown here spans the early 1950s to the late 1970s, but exact dates are difficult to establish.
Vishniac’s science slides, now in the collection of ICP, have not yet been digitized. As the work becomes publicly available, we hope that broad access and further research will help to resolve dates and captions and contribute information on his science work. We invite anyone with information or identifications associated with the material in this slideshow to submit a comment to the Roman Vishniac Archive at [email protected].


Melanie A Voytovich
The study of basic percussion techniques as they apply to music in the public schools. Acquaints the prospective music education major with percussion performance and teaching techniques.
Over the year, this course will cover a variety of percussion techniques, including how to play various instruments, instrument repair, essential materials for teaching, and teaching methods. This class is geared toward music education majors, but is open to anyone with a basic knowledge of musical concepts.
Student learning goals
Provide percussion instruction in an instrumental program (typically grades 4-12).
Articulate their knowledge of the instruments and the appropriate ways to play each one.
Have a variety of resources to assist/supplement knowledge in the future.
Quickly identify and correct issues students are having.
General method of instruction
Active participation, discussion, mild to moderate lecture.
A general knowledge of musical concepts is necessary, though experience with percussion is not.
Class assignments and grading
Reading, practicing techniques on various instruments (most provided), writing lesson plans.
Participation, playing assessments, teaching, and written midterm and final.


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January 27, 2009
WSGC Newsletter for Educators
The Washington NASA Space Grant Consortium's electronic newsletter for teachers provides curriculum ideas, Internet links and other resources to help you better meet the Washington EALRs and the National Science Education Standards.TABLE OF CONTENTS
-- EDUCATOR OPEN HOUSE (K-12)
-- PEGGY VATTER MEMORIAL SCHOLARSHIP
-- SNAPSHOTS OF EARTH FROM SPACE (5-9)
-- DAWN MARS FLYBY WORKSHOP
-- CHEMISTRY GRANTS FOR TEACHERS (K-12)
-- TEACHERS ON THE LEADING EDGE (5-9)
On February 7, the Museum of Flight will hold its free winter educator open house for K-12 public, private, and home-school teachers, administrators, and their families.
Visitors are invited to tour the exhibits, learn about the museum's educational programs, and discover air and space resources, products, and activities. For directions and other information, go to
Applications for the 2009 Peggy Vatter Memorial Scholarship are now available. Sponsored by Washington Science Teacher Association, the scholarships are intended to increase equity education in science and mathematics.
The scholarship provides up to $1,500 in funds to pursue certification in science education or in elementary education with an emphasis in science. The funds may also be awarded to certified teachers who show intent to improve skills in providing equitable science education through professional development.
The application packet must be postmarked by May 1. For more information, go to
Through ISS EarthKAM, middle school educators and their students will have a chance to take pictures of Earth from a digital camera on board the International Space Station.
The International Space Station EarthKAM Winter 2009 Mission will take place February 3-6. Only teachers and those affiliated with a school or education group (a home schooling group and informal education club such as GirlsBoy Scouts) may register. Participation is free. For more information, see
On March 7, K-12 and informal educators from the region will have a unique opportunity to meet with Dawn scientists and engineers in a workshop at the Oregon Museum of Science and Industry (OMSI) in Portland.
Dawn flies by Mars next month. As the spacecraft executes special maneuvers to shift its direction into the correct orbital plane for encountering its first intended destination, the asteroid Vesta, science and engineering teams will share key updates and information. Workshop participants will also receive curricular materials as part of this unique opportunity.
For more information and registration, go to
The Puget Sound chapter of the American Chemical Society will award one-year grants of up to $500 to area K-12 teachers.
Awards may be used for supplies and equipment for high school students conducting chemistry/sciencer demonstrations at K-9 schools; for selected chemistry journals and books, including safety and waste disposal texts; for K-12 teacher supplies and equipment to develop new chemistry experiments; and for K-12 teachers to attend chemistry courses, symposia or institutes.
Teachers are asked to submit a one-page proposal. Preference will be given to teachers who are extending their range of competence. The deadline for proposals is April 30. For more information, please contact Clarita Bhat at
Teachers on the Leading Edge, a five-day workshop on Pacific Northwest plate tectonics, geologic hazards and EarthScope science for middle school teachers, is being offered July 26-31 at Pacific Lutheran University in Tacoma.
The workshop, funded through the National Science Foundation EarthScope Project,includes one field day investigating Cascadia great earthquakes and tsunami geology and one field day exploring Cascade volcanic hazards. Participants must teach in Washington state. The application deadline is April 1. For more information, go to
Ideas, comments and Web sites of interest to other teachers should be sent to Irene Svete, newsletter editor, at
If you are not a regular subscriber and would like to receive our newsletter, simply go to UW's Mailman and fill in a subscription form. Concerned about spam? Please note Space Grant does not sell its address lists.


A Powerful Connection: Music and Poetry
For teachers of Grades 3-6
Maximum number of participants: 30
Music has great potential for helping students comprehend, respond to, and interpret poetry. In this workshop, teachers examine a process for integrating music and poetry in the classroom by exploring their natural connections. Participants learn ways to help students use musical instruments, voice, and body movement to explore elements of music (such as dynamics, tempi, and timbre) and then apply their understandings to create a musical composition for a poem. The artistic process of composing music for a poem will draw on essential reading comprehension strategies and result in a powerful and personal learning experience. No previous musical training is necessary. Led by Kennedy Center teaching artist Deborah Sunya Moore.
Thursday, March 7, 2013
Order Form (PDF)


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EGYPTIAN MYTH AND LEGEND - Hermetics
Egyptian mythology is of highly complex character, and cannot be considered apart from its racial and historical aspects. The Egyptians were, as a Hebrew prophet has ...
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Scope and Sequence SCOPE AND SEQUENCE of Skill Instruction ...
76 Grade 3 Grade 3 77 READING LIT & INFORMATIONAL TEXT FOUNDATIONAL SKILLS SPEAKING & LISTENING LANGUAGE WRITING Lesson Selections Text-Based Comprehension
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“The great fiction bore”: free libraries and the construction of a reading public in England, 1880-1914
Hammond, Mary (2002) “The great fiction bore”: free libraries and the construction of a reading public in England, 1880-1914. Libraries & Culture, 37, (2), 83-108.
Full text not available from this repository.
The Public Libraries Act (England and Wales) was passed in 1850 at a time when democracy was being hotly debated but only one person in forty was eligible to vote, and compulsory elementary education for all was still twenty years in the future. This essay explores how the public library came to act as a legitimating body for the performance of class and gender through reading practices. It argues that the social and political history surrounding the library movement in England is crucial to an understanding of how, though founded on the Arnoldian principle of culture as social panacea, it had come by the First World War to function on the principle of cultural capital as social signifier.
|Subjects:||P Language and Literature > PR English literature
D History General and Old World > DA Great Britain
Z Bibliography. Library Science. Information Resources > Z719 Libraries (General)
|Divisions:||University Structure - Pre August 2011 > School of Humanities > English
|Date Deposited:||14 Nov 2008|
|Last Modified:||27 Mar 2014 18:45|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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NEW YORK (MainStreet)Whether hard-boiled or plastic, candy-filled or hand-dyed, nothing says Easter like a basket full of colorful eggs. But if the Easter bunny was eggs-tra generous this year, don't just toss your eggs out when the holiday is over. There are a variety of creative ways to repurpose your Easter eggs this springfrom mixing them into your garden soil to creating eye-catching arts and crafts projects. Read on for our top tips on how to put those eggs to good use.
1.Create a Mosaic
Forget tile and stoneyou can assemble beautiful mosaics with shells from your Easter eggs. "Break up the shells into small pieces and keep colors separate," instructs Valeen Bhat, director of Private Picassos, an art education company based in Brooklyn. "Plan a pattern or design, fill in a small section with glue and then dab the eggshells on top."
2. Nourish Your Plants
Looking to give your garden a boost this season? Eggshells can help add calcium and potassium to your soil to help keep plants healthy.
"Plants use potassium for disease resistance and hardiness, and calcium is used in plants for a variety of functions," says Melinda Myers, a horticulturist who has written several books on gardening. "For instance, blossom end rot on tomatoes is due to a calcium deficiency."
Just crunch up your eggshells and add them to your soil. And don't worry about the dyes on your Easter eggs harming your plants. "Those are usually food coloring dyes and are very safe for the soil," Myers explains.


2011 CREATE ConferenceEducating Middle School English Language Learners for College and Career Readiness
|2011 Conference Materials
|Conference Agenda||Materials by Presenter||Recommended Readings|
The 2011 CREATE capstone conference, held in Austin, Texas on November 3-4, 2011, highlighted current research on methods for building literacy skills and oral language development for English language learners across the content areas. CREATE researchers described their work on a school-wide intervention targeting 7th grade English language learners in science, social studies, English language arts, and math. Other top scholars discussed the implications of their research on supporting English language learners' language and literacy development across the curriculum.
This conference was attended by leaders in state and regional agencies, school districts, schools, and colleges of education. The conference supported participants’ learning with essential readings on the central themes of the conference, keynote presentations, question-and-answer sessions with presenters, and small group interactions with colleagues.
PowerPoint presentations and handouts from the conference are now available.
Explore the materials using the navigation bar above. Browse by type (handout or PowerPoint presentation), by the order of presentation at the conference, or by presenter name.
Note about permission
These materials were provided by the authors for the convenience of our web visitors. If you would like permission to use any of this material, CREATE will be glad to help you contact the author.


MAT 139P – Number Systems Plus Resources Page
MAT 139P (formerly MAT 139) Course Description
A problem-solving approach is used in the study of sets and number systems. The natural numbers are extended to the rationals, integers, and finally the reals. Topics include elementary number theory, non-decimal systems, numeration, and computational algorithms in the elementary school. The course emphasizes the content/method connection.This course will integrate algebra topics covered on the Praxis II exam required for Elementary Education certification. The course is designed and intended for Elementary Education and Early Childhood Education students only and thus cannot be used to satisfy the Precalculus Mathematics Plus (MAT 155P) or Precalculus Mathematics (MAT 155) prerequisite for Calculus I with Technology (MAT 243).
Course Pre-requisites:Placement at this level or Completion of MAT 099
Credits: 4 (all of which count towards graduation)
Links to Videos, Online Worksheets, Study Sheets and Notes
- PreAlgebra and Algebra videos all stored on youtube and are approximately five minutes long.
- Hippocampus provides videos, animations, and simulations.
- Khan Academy Arithmetic and PreAlgebra provides videos.
- Khan Academy Algebra provides videos.
- www.onlinemathlearning.com multipurpose math help providing lessons, videos and worksheets by grades and topics.
- Pauls Online Math Notes provides online math tutorials, study sheets and notes.
Websites Below Have Limited Access to Free Videos
- www.educator.com Basic Math provides videos.
- www.educator.com PreAlgebra provides videos.
- www.educator.com Algebra 1 provides videos.
- www.educator.com Algebra 2 provides videos.
Graphing Calculator Information
This area provides you with assistance with using your graphing calculator.
Math in the Real World
Math is used throughout the world in both STEM and non-STEM disciplines. The following are links to formulas used in various disciplines.
- Accounting Formulas 1
- Accounting Formulas 2
- Economics Formulas 1
- Economics Formulas 2
- Mathematics in Sports
- Nursing 1
- Nursing 2
- Physical Science Tables Formulas and Equations
- Physics Formulas
- The Social Security Benefit Formula
- We Use Math
- GeoGebra is an interactive algebra, geometry and calculus application.
- Maxima is a computer algebra system.
- WolframAlpha is an online service that answers factual inquiries directly by computing the answer.


Stop the Head Start tests No Child Left Behind ratcheted up an already difficult debate: Should our education system be built upon standardized tests?
And while schools, parents and state legislators have been arguing about the federal law's dependence on elementary school testing, one more education test has slipped into the mix: one that subjects preschoolers to standardized tests.
Last fall, instructors administered the first National Reporting System test to 450,000 Head Start children, ages 4 and 5-against the advice of early childhood learning experts.
The panel of experts, convened by the federal government, never saw the test. Regardless, they say, you cannot test the math and reading skills of 4- and 5-year-olds and use the results as a gauge of Head Start. Despite that advice, the government is spending $16 million to give the test in the first year. It should stop.
In the world of education, this is "a high-stakes achievement test," according to Samuel J. Meisels, president of the Chicago-based Erikson Institute, a graduate school of child development.
That means a lot rests on these children's little shoulders. The results may determine not only the future of that child's education but the future of Head Start as well.
We believe is is a good thing when government asks whether money is being well spent. But testing math and reading skills of preschoolers is not the way to determine the worth of this holistic program.
Head Start helps low-income children and their parents by teaching them how to learn, listen and connect to other resources.
Meisels and Linda Espinosa of the University of Missouri were members of the panel convened by the agency that oversees Head Start. They say it takes years to develop an appropriate test for preschoolers and to train people to administer it to children this young, particularly low-income youngsters. The federal government did it in about six months.
"This test is gravely flawed," says Mark Ginsberg of the National Association for the Education of Young Children.
We know Head Start works. Since 1965, Head Start has served more than 20 million low-income children at a cost of about $7,000 per child. In 2002, Illinois Head Start programs got $259 million in federal money to serve 39,619 children.
True, there may be some aspects that need work. But why not test the programs against proven models instead of testing the children?
Congress is debating the future of Head Start right now. President Bush has proposed a complete revamp of its funding structure to give states control of the money. We fear the real purpose of the test-no matter how flawed-is to justify this move.
We urge the government to take this slowly. As parents, we know you get only one chance to get it right when it comes to little children.
First, take the advice of your experts: Get rid of this test, take time to develop one that works and train instructors to administer it.
Then, and only then, should government look at sweeping changes in funding for Head Start.
Congratulations to us It's always nice to hear you are doing a good job. It's particularly nice to hear it from people who know the job inside and out.
That's why is was good news that Chicago Parent was a winner when the Parenting Publications of America looked at its own last month. We brought home 11 awards.
We look marvelous-we got gold for our overall use of color, photography and typography. The awards confirm what we already know-we have a talented design team in Jason Smith, Ashley Ernst and Cindy Michalowski. We also have two wonderful photographers, Frank Pinc and Josh Hawkins. And we are ever grateful to Phil Ritzenberg, our design consultant, who did a wonderful job redesigning the magazine in 2002.
The judges from the Columbia School of Journalism in Missouri also gave gold to illustrator Madeleine Avirov for her powerful and beautiful cover drawing for the July issue. The judges complimented Editor Susy Schultz on her columns and Associate Editor Cindy Richards for producing a strong Short Stuff section every month.
They said Bev Bennett, our Eating Well columnist, is not only a clever writer but a good reporter. And overall, Chicago Parent's stories, "have clever beginnings and a nice tone and narrative pace throughout."
We are particularly proud of Going Places, our guide to the Chicago metropolitan area. For three years, the work done by editor Mary Haley and her team has been gold.
Thanks to the association and to the Chicago Parent team-all of whom are gold in our eyes.
What to do with your weekend, delivered every Thursday.
Great deals and chances to win prizes, delivered every Monday.
Exclusive offers from our partners,usually delivered twice a week.
Resources for parents of children with special needs,delivered the second Tuesday each month.


Contents | Executive Summary | How to obtain this publication | Additional information
The following OECD assessment and recommendations summarise Chapter 5 of the Economic Survey of Turkey published on 18 October 2006.
Education reforms are needed to raise the productivity of the labour force and support job creation in the formal sector
Productivity and living standards are also heavily influenced by the quality of human resources. Turkish primary and secondary school education produces very poor average results, relative to those in other OECD countries. But in the best schools, standards are high. This reflects an education system that focuses on providing a good education to the most able students, who are admitted into the best schools (Anatolian and science high schools) and then channelled towards university and work in the formal sector. As a result, the most binding human capital shortages arise in the middle and low-end of the labour market. Despite this, resources continue to be skewed towards the ‘high end’. Overcoming this education duality, which is mirrored in the economy as a whole, will require a reorientation of education sector priorities, and a reallocation of educational resources so that higher quality education opportunities can be offered to all. The fundamental purpose of basic education should be reoriented away from the sorting and selecting of students for the elite schools, to a broader focus on providing the majority of young people with the basic literacy and numeracy skills that are necessary for the modern workforce. To achieve this, educational resources will have to increase when budget room is available, and increased spending should be allocated in a way that spreads resources more equitably across schools and regions. In addition, schools should be made more accountable for outcomes. Finally, all exams - including the university entrance exam - should be fully aligned with the curriculum to reduce the current barrier to higher education for students who do not have the means to pay for test preparation programmes. A more efficient and equitable education system will provide Turkey with a significantly higher-skilled labour force in the future, which will permit a higher pace of productivity growth and a significant increase in the average standard of living.
Public spending is skewed towards the elite schools
1. The remainder of students attend vocational and technical schools (19%), open education high schools (10%).
2. By school type.
Source: Ministry of National Education.
How to obtain this publication
The Policy Brief (pdf format) can be downloaded. It contains the OECD assesment and recommendations but not all of the charts included on the above pages.
The complete edition of the Economic survey of Turkey 2006 is available from:
For further information please contact the Turkey Desk at the OECD Economics Department at email@example.com. The OECD Secretariat's report was prepared by Rauf Gonenc, Anne-Marie Brook, Ugur Ciplak, Gökhan Yilmaz and Rina Bhattacharya under the supervision of Wilhem Leibfritz.


THE MOST FAMOUS AMERICAN BORN COMPOSERS
William Henry Fry, born in 1815, has been considered by many, to be the father of American opera. His most famous opera, Leonora, debuted in 1845. In Europe at this time, the Romantic period was developing lead by figures such as Wagner, Schumann and Chopin. Fry’s opera Leonora the first opera by an American composer to be performed in the US. Over the years there have been many American composers following in his footsteps and as diverse as Americans are, they each have possessed their own unique style.
Probably the most important opera composer of the 20th century was Virgil Thomson. He composed four operas and the two most popular were collaborations with author Gertrude Stein. He was influential in the creation of what is known as “American Sound” and was awarded Yale University’s Sanford Medal and the National Medal of Arts.
Born near the beginning of the 20th century, George Gershwin, Aaron Copland and Leonard Bernstein were probably better known for their popular music but all three of these men also composed operas. Porgy and Bess, composed by Gershwin, is one of the most successful operas of the 20th century. Copland wrote two operas, The Second Hurricane and The Tender Land which are perfect for young voices. Bernstein was a master at blending Broadway and Opera, most notably in his Broadway Operetta, Candide.
In contrast, Douglas Moore, 1893-1969, was a rare American composer, in that he was most famous for his operas, not his popular music. Although he composed ten operas, his most well-known is The Ballad of Baby Doe. He was a significant figure in both the advancement of American music and music education.
Gion Carlo Menotti was born in Italy in 1911, but came to the U.S. in 1928 and became one of the most popular names in American opera, composing over twenty of them in his lifetime. In 1934 he was the recipient of a Kennedy Center Honor and in 1991 was named “Musician of the Year” by Musical America.
Philip Glass, who is considered to be the pioneer of minimalistic opera, and Jake Heggie, who is an extremely talented pianist and piano composer are both celebrated contemporary opera composers. Glass has composed over twenty operas beginning in the 1970′s with his latest in 2007, while Heggie is an up-and-coming composer who got started in the year 2000 and continues to be successful with his latest opus being the recent premier of Moby Dick.


The Collaborative Center for Literacy Development (CCLD) provides high quality professional development for educators in grades K-5. The focus of this professional development is comprehensive literacy instruction that reflects research-based best practices. Collaborating with the eight public universities and the National Center for Family Learning, CCLD’s goal is to improve student achievement in literacy. CCLD also conducts research to determine the effectiveness of the professional development and the impact it has on student achievement.
Kentucky Reading Project is a professional development initiative for Kentucky public school elementary (P-5) teachers. It is designed to improve student achievement and emphasize family engagement in literacy.
Reading Recovery, researched and developed by Dr. Marie Clay, provides a supplementary model of instruction for children who are at-risk in their second year of primary (first grade).


"If we offer the young children we teach rich and appropriate learning opportunities combined with enough time for them to enjoy and experience those opportunities to the fullest, we will enhance childhood, not violate it." The Whole Childis a practical methods book that explains how to teach young children in ways that foster healthy development. This text focuses on the "whole child" and what they need from the learning environment in order to thrive. It pictures the child as being made up of "selves" - emotional, social, physical, creative, and cognitive--and then examines each of those selves in turn. The physical self includes not only large and fine muscle development, but also the handling of routines because such things as eating, resting, and toileting contribute much to physical comfort and well-being. For the emotional self, the book considers ways to increase and sustain mental health, to cope with crises, to use discipline to foster self-control, to cope with aggression, and to foster self-esteem. Included for the social self are ways to build social concern and kindliness and learning to value the cultures of other people. The creative self covers the areas of self-expression through the use of art materials and creativity as expressed in play and applied in thought. Finally, the cognitive, or intellectual, self is considered in terms of language and literacy development--the development of reasoning and thinking skills via the emergent approach, and the development of specific reasoning abilities. New To This Edition: NEW! Presents the content in a new 16-chapter format. Chapter 6 is a new chapter onAssessmentand Planning-Helps students understand the current emphasis on standards-based education and how to maintain "best practices" while meeting school requirements. Chapter 15 is a new chapter,Fostering the Creative Self-Discusses what creativity is, how it develops, and what teachers can do to enhance childrenrs"s creative growth. Chapter 16 is a new chapter,Developing and Implementing Curriculum for the Whole Child-Helps students pull together the different elements of early childhood education into a cohesive program for the whole child. Other chapters were combined and streamlined for more practical use by instructors. (The content from Chapter 7,Tender Topics, has been integrated into other chapters.) NEW! Discusses the integrated curriculum-Helps students understand the importance of meeting all of the childrenrs"s developmental needs across the curriculum spectrum. NEW! Presents new information about the ecological theory of human development as outlined by Urie Brofenbrenner. NEW! Includes content on children in elementary grades 1-3 in each chapter-Expands the usefulness of the text to primary school teachers.
Joanne Hendrick is professor emerita of early childhood education from the University of Oklahoma. In addition to raising four children of her own, her practical experience includes working with children at the Stanford Speech and Hearing Clinic, directing a parent-child workshop, working in Head Start, and chairing the early childhood areas at Santa Barbara City College and the University of Oklahoma. She holds an undergraduate degree from Stanford University in disorders of speech and hearing and graduate degrees from the University of California in counseling and early childhood education. She is past president of the California Association for the Education of Young Children.
Her current interests include gardening, photography, traveling to exotic places, writing about young children, and enjoying her ten grandchildren.
Dr. Patricia Weissman is co-author with Joanne Hendrick of two renowned early childhood college textbooks: The Whole Child: Developmental Education for the First Early Years (Merrill/Prentice Hall, 2006) and Total Learning: Developmental Curriculum for the Young Child (Merrill/Prentice Hall, 2007). She began her early childhood career as a family care provider for two infants. Having found her calling, she studied early childhood education in the master’s program at San Francisco State University and received a doctorate of education from the University of San Francisco. During the past 30 years, she has worked as an infant caregiver, preprimary teacher, children’s center director, Child Development Associate (CDA) advisor, professor of early childhood education, and a research associate in early childhood development at the Merrill-Palmer Institute of Wayne State University. She was the founding editor of the journal Innovations in Early Education: The International Reggio Exchange. Dr. Weissman also designed and consulted on the production of the Public Broadcasting Service video series entitled The Whole Child: A Caregiver’s Guide to the First Five Years. Dr. Weissman is the mother of two adult children whom she feels turned out "quite well."


NEW YORK (MainStreet) The band geeks are having the last laugh. Considering all forms of music education whether it was being in a choir, taking formal instrument lessons, or playing gigs in a garage band American adults say such early experiences pay off later in life.
Seven in ten (71%) adults responding to a Harris poll say that the lessons and habits gained from music education equip people to be better team players in their careers. More than two-thirds say the "Glee" factor provides people with a disciplined approach to solving problems (67%) and prepares someone to manage the tasks of their job more successfully (66%).
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And it wasn't just about being in the marching band. Over three-quarters of Americans (76%) have had some sort of music education during school half (49%) were in a chorus and more than two in five (43%) took formal instrument lessons. Many (39%) played in a school orchestra or band, while some played in an informal group, such as a garage band (14%) or took formal vocal lessons (13%).
Also See: Company Rewards Employees for Not Using the Bathroom During the Entire Workday
The benefits of a music education may be even more tangible. The U.S. Department of Education compiled data on more than 25,000 secondary school students and found that students with high levels of involvement in instrumental music in their middle and high school years had "significantly higher levels of mathematics proficiency by grade 12."
A 2007 study from the University of Kansas reported that students in elementary schools with top-quality music education programs scored 19% higher in English than students in schools without a music program and 17% higher in mathematics.


3rd Grade: Need for Teacher Assistance Beyond That Typically Provided in General Education 3rd Grade Classrooms for Language and Literacy Development by Former Preschool Special Education Services
The more integrated the preschool special education service, the less extra assistance was required from general education teachers on 3rd grade language and literacy tasks.
Students not classified until school age have needs for assistance very much like those of students formerly served in preschool special class programs.
|Related Services Only||SEIT Services Only||Related Services and SEIT||Special Class in Integrated Setting||Special Class Program||No Preschool Services|
|No Extra Assistance Required||0.49||0.38||0.17||0.31||0.25||0.25|
|Requires Periodic Assistance||0.29||0.38||0.49||0.31||0.24||0.26|
|Requires Frequent Assistance||0.11||0.23||0.29||0.27||0.34||0.29|
|Requires Continuous Assistance||0.12||0||0.06||0.11||0.17||0.2|
Preliminary summary of findings
Source: independent research by MGT of America, Inc.
NYSED VESID, DVJ
Oct. 3, 2007


October 9, 1727 - June 14, 1789
born in Eisenach, composed during the Baroque period
Hertel was a composer, violinist, and keyboard player who spent most of his life employed by the court of Schwerin in Germany. He was also an erudite writer who left behind theoretical treatises on music and translations of contemporary French and Italian essays on aesthetics and opera. He wrote an autobiographical account of his career valuable for the insight it provides into the musical and cultural life of northern Germany in the second half of the eighteenth century.
Born in Eisenach in 1727, Hertel represented the third generation of a family of musicians; his father, Johann Christian Hertel, was a viola da gamba virtuoso and composer who frequently traveled throughout Germany and Holland as a performer. After studying with Johann Heinrich Heil, who was one of Johann Sebastian Bach's pupils, Hertel, then 12 years old, joined his father on concert tours as a harpsichord player. In 1742-1743, Hertel took lessons on the violin with Zerbst court konzertmeister Carl Höckh. At his father's behest, Hertel was to pursue a legal career in Leipzig upon completion of his studies with Höckh. However, during a visit to Berlin, Hertel met Carl Philipp Emanuel Bach, whose music produced such an effect on the young composer that he resolved to pursue a career in music.
In 1744, Hertel joined his father at the court of Duke Adolph Frederick III in Mecklenburg-Strelitz as violinist and harpsichordist. He was granted a leave of absence by his patron in 1747 to further his music education at the opulent court of Frederick the Great; there he studied composition with Carl Heinrich Graun, the violin with Franz Benda, and the keyboard with Carl Philipp Emanuel Bach. In 1754 Hertel became court composer in Schwerin. The start of the Seven Years' War three years later, in which Schwerin was involved, suspended musical activities at the court. During this time Hertel published both literary and musical works, served in 1759-1760 as music director at the principal church in the city of Stralsund, and composed an occasional cantata on a text by Pietro Metastasio, Il vero omaggio, for the marriage of Princess Sophie Charlotte of Mecklenburg-Strelitz to the new King of England, Charles III. In 1762, Hertel resumed his position at the Schwerin court upon the departure of Prussian troops from the region. After the court was relocated to Ludwigslust in 1767, Hertel's primary responsibility was to compose and conduct the music to be performed at the twice weekly sacred music concerts.
The famous eighteenth century music lexicographer Ernst Ludwig Gerber characterized Hertel as one of the "most tasteful composers" active in the latter half of the century. A prolific composer, Hertel was notable in his day especially for his sacred works, and for his concertos for keyboard and for violin. On the latter instrument, he was considered to be one of the most accomplished proponents of the violin school of Franz Benda. Composing as he did during a time of transition before the full flowering of the Classical style, Hertel's works exemplified many aspects of Empfindsamkeit, a specifically north-German conception of the galant aesthetic. ~ Berna Can, Rovi


One thousand miles (1600 km) northeast of Pehuajo, the first station of the Argentine Mennonite Mission, lies central Chaco where a Mennonite Indian mission is located. The Indians of the Chaco were nomadic collectors, fishermen, and hunters. While their way of life was modified by contact with the whites, they found it hard to cast aside their agelong superstitions and tribal customs, including witchcraft and quackery. A bit of haphazard farming, a lot of roving around, and the pursuance of occasional jobs on cotton plantations—this was the life of the remaining 10,000 or fewer Indians of the Argentine Chaco in the mid-1950s.
In government-controlled reductions for the Indians, such as Napalpi, 40 miles (65 km) from the Mennonite mission, efforts were made to aid the Indians through cattle raising, farming, and elementary education, but nothing had been done for their moral and spiritual uplift. Even Catholic missions so vigorously developed in past centuries had all but disappeared. Protestant efforts of the past 60 years so nobly made in Paraguay and northern Argentina by the Anglicans and later by a few independent groups were still alive and growing in 1950, but were inadequate to meet the pressing needs of the Indians.
In March 1943 the Shanks and Holdermans, appointed by the Argentine Mennonite Mission, began their travels over the great northern region of Argentina in search of unevangelized groups of Indians. Finally by May central Chaco was chosen as the most strategic region for the new mission. Two months later work was begun in a Toba Indian colony of some 300 souls near Tres Isletas and within a month work on a church-school building was started. Some months later land was purchased some 18 miles (30 km) farther south and nearer the thriving town of Saenz Pena. Here a new Indian colony was formed. This became the central station under the name "Nam Cum," where the Mennonites aimed to emphasize preaching, Bible training, medical and nursing service, day school, better farming and industrial work. The third station 18 miles (30 km) to the east was opened in 1944. In rustic buildings of their own construction the Indians gathered for services and afterward brought their sick out under the trees for treatment.
The personnel of the mission during its first years was as follows: Calvin and Frances Holderman, 1943-1946; J. W. and Selena Shank, 1943-1950; John and Edith Tuck, 1947-1949; Una Cressman, 1948-1952; Samuel E. and Ella May Miller, 1949-52; Mabel Cressman, 1950-1953; Albert and Lois Buckwaiter, 1951- ; John and Maryann Litwiller, 1953- .
The 1953 membership was 82.
|Author(s)||J. W Shank|
Cite This Article
Shank, J. W. "Chaco Mennonite Mission (Argentina)." Global Anabaptist Mennonite Encyclopedia Online. 1953. Web. 2 Oct 2014. http://gameo.org/index.php?title=Chaco_Mennonite_Mission_(Argentina)&oldid=86628.
Shank, J. W. (1953). Chaco Mennonite Mission (Argentina). Global Anabaptist Mennonite Encyclopedia Online. Retrieved 2 October 2014, from http://gameo.org/index.php?title=Chaco_Mennonite_Mission_(Argentina)&oldid=86628.
Herald Press website.
©1996-2014 by the Global Anabaptist Mennonite Encyclopedia Online. All rights reserved.


I am currently persuing a degree in Elementary Education and I wanted to share some of my homework with The Deal Is group! This is a summary I had to write regarding a webpage I critiqued and summarized about Abraham Lincoln…
The article is about the assassination of Abraham Lincoln who was shot in the back of the head while at a theater in 1865. Initially, there was a plan to kidnap Mr. Lincoln, a plan that was devised by John Wilkes Booth. The plan was to use Mr. Lincoln and two other high profile officials as leverage to free the confederate prisoners of war. For some unclear reason the kidnapping turned into a triple murder attempt of which only Mr. Lincoln died. The two co-conspirators George Atzerodt and Lewis Powell surrender to the authorities. However, Booth and his friend David Herold hid away for twelve days until they were found. At which time Herold surrenders and Booth is shot as the building he is in burns to the ground. The living assassins and co-conspirators were later hanged.
The webpage does a nice job of illustrating what happened the night of Mr. Lincoln’s death and why it happened. Although I think they could have been more specific as to how this plan turned from a simple kidnapping to a mass murder attempt, there are no supporting statements in the article as to why that occurred. The article also talks about a friend of Mr. Booth’s being with him as he fled the scene but they do not state the significance of this friend or what his place is in the story-why was he with Mr. Booth? Why did he flee with Mr. Booth?
The timeline made mention of a military commission a term with which I was not previously familiar. I now know what it means and by what I’ve read online regarding military commissions the use of such commissions is controversial today and has been since the 19th century. The timeline at the bottom of the page is helpful in picking out events of a specific time as opposed to finding that information in the aforementioned text. However, I noticed that the timeline events were not all included in the article and I found that interesting.


All construction should be this sweet
Today, we’re wrapping up our Science for Kids activities. Although, I guess, technically, this is probably more of a math or engineering activity. In any event, I’ve saved the easiest, and tastiest, one for last.
Kids, remember on Monday when I said, “Don’t eat what you make.” Well, you can ignore that for this project. Yum!
Parents, your turn: You don’t have to do much of anything for this one except provide a bag or two of mini marshmallows and toothpicks. Feel free to provide a helpful hint or two about how triangles can be used to reinforce objects (think bridges) and encourage them to try something different if the first structure doesn’t work out (power of perseverance) but generally, just let them take it and run with it. The kids will be highly entertained. In fact, these kids below built for an hour or more. True story.
Oh! Almost forgot! Note learned from experience: if you’re combining the science experiments in this series for a birthday party or playdate, this activity is a great one to do while the kids let their Preposterous Polymer rest. You can even break the kids into groups and have them work together on this one.
Okay, enough from me. Let’s get on with the good stuff! We give you: Marshmallow Building


A career as a music teacher may be ideal if you love anything to do with music. It is also a good fit if you have training as a musician and want to supplement your income by helping others develop their musical skills and talents. To become a music teacher, you must obtain at the minimum a bachelor's degree. You should have a musical background, whether it is in singing, playing instruments or both. Most schools will also require certification to teach.nothing
Method 1 of 2: Get the Appropriate Schooling and Training
1Attend a four-year college or university as a music major. Take courses in music education and instruction, music history, music theory and music production.
- Most college or university programs require students to have a musical background upon applying for admission, so experience with playing instruments or singing will be a plus.
- Some schools may also require students to audition for the music program as part of the application process.
2Determine your specialty. Most schools offer training in performance if you play the piano or the guitar, for example.
- Other well-known courses include voice training for singers and song writing. Your specialty may help you apply your specific knowledge in the classroom, depending on the student project.
3Take advantage of hands-on learning opportunities. Depending on the school program, you may need to work as a student teacher or observe an experienced music teacher in a classroom.
- Learn how teachers coordinate activities, such as reading music, rehearsing a song or organizing a marching band or jazz ensemble.
Method 2 of 2: Seek Certification as a Music Teacher
1Seek certification if you plan to teach in schools. Follow the guidelines according to the state in which you live to apply for a certified license.
- State certification boards, as well as national organizations like the Music Teachers National Association, offer training programs for exams that you must pass for certification.
- General requirements for applying for certification include having a bachelor's degree in music. The licensing organization may evaluate your knowledge of music, as well as your ability to work with students.
2Search for job openings with schools. Most college career centers, online job boards and music education associations post job listings.
- You may find jobs listed under different titles. Some opportunities exist for teachers who want to focus on general music education or vocal or choral instruction. You may find jobs for a band or orchestra leader.
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- To become a music teacher with a post-secondary school, you will need a master's degree or your doctorate in a music-related field.
- A music teacher's salary often correlates to the degree of education. A beginning teacher with a master's degree will usually make more than a beginning teacher with a bachelor's.
- Make sure you now how to play a variety of instruments. Also know how to sing and what music notes stand for.
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Music integration into the core curriculum and music for music’s sake is offered for all Miles ELC students from pre-school through 2nd grade. Students 3rd-8th grade are given the option of taking band, orchestra or classical guitar.
Music Education is Essential:
For Its Intrinsic Value: The study of music is rewarding in and of itself. Music study offers students an opportunity to experience the pleasure of self-expression. Making music in an ensemble with their peers also provides students a unique experience of creating something as a group that isn't possible individually. Through music study, students develop appreciation skills that will support them as lifelong patrons of the arts—an essential element to the continuity of music in our communities and schools.
For Success in All Academics: Many studies exist supporting the correlation between the study of music and higher achievement in other academic areas. In 2008, a more definitive study by the Dana Arts & Cognition Consortium provided more concrete evidence connecting the study of music to improved cognition. While its intrinsic value is a fundamental reason for studying music, the fact that music study positively affects academic performance in other subjects should elevate its importance in the curriculum. At a time when academic performance is being scrutinized, our state's leaders and school administrators should be mindful of this powerful connection.
For Successful Entry into the 21st Century Workforce: Leaders in business and technology now assert that creativity and innovation are fundamental characteristics for individuals entering the workforce. In a world where routine tasks can be automated and outsourced, it is the mind that has been focused on creative innovation that will succeed. While music study supports the analytical academic skills essential for entering this highly-technical workforce, it also helps students develop what are now the vital skills for realizing a competitive edge in today's workforce: artistry, empathy, inventiveness, collaboration, leadership, and critical thinking. These skills are necessary in preparing students for the reality of their future.
For Retention in School, Discipline, and Positive Relationships: In line with supporting academic success and preparing students for their future, school music study has proven to improve several areas important to a student's overall success and satisfaction in their educational experience. Studies show a correlation between enrollment in music courses and higher attendance rates, lower drop out rates, and fewer discipline issues. With an emphasis on ensemble performance, school music study requires students to develop effective communication and cooperation skills. Music ensembles also provide students the opportunity to foster positive relationships. For many students, the music ensemble offers the only setting where they experience the benefits of positive relationships with others. In music class, students enter a positive environment requiring their discipline, commitment, and passion. In return, they receive the unique reward that only music can offer.
QUOTE OF THE DAY
If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music. --ALBERT EINSTEIN


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From the Publisher
"School librarians looking for new approaches to teaching and learning will find a wealth of information on brain research and its place in the school library in this book….This resource contains research that might come in handy for school librarians who need to justify improving their programs to administrators."
"Sykes, former library specialist turned principal offers an approach to library management and instruction that is based on neuroscience. Highlighted is the concept of the teacher-librarian who can use knowledge of brain research to create a more meaningful learning experience for students and staff. With information for librarians of elementary, middle, and high school, the book gives suggestions for activities that address a variety of learning styles. A list of resources and index are included."
Reference & Research Book News
"Sykes's recommendations and examples are worth considering….Sykes's ideas should enter a professional development conversation."
"An intelligently written book about the role that the school library can play in exercising students' brains. Rooted in current findings on how the brain processes information, and acknowledging several educative models for learning and Information Power's standards for promoting information-literacy development, Sykes's book offers a vision that every school librarian should consider, if not embrace. The first part reviews what neuroscience tells us about learning. Contributing authors relate those findings to classroom planning, making them understandable to the layperson. Subsequent sections suggest components of the school library program that must be addressed including enriched, intellectual, and emotional environments. Further, readers are offered both theoretical and practical approaches to planning and creating these environments and sample lessons. This book will be a handy desk mate to every school librarian and should be a required text in all school media specialist programs."
School Library Journal
"[S]ykes' theory warrants attention….Recommended."
Christian Library Journal


Chalk Pastel Silhouette: Free Lesson Plan Download
Level: 3-5 Art Education Lesson Plan
Art Elements: Color and Value
Art Skills: Drawing, Painting
Making Connections: Writing
* Get more free lessons like this, on our Lessons Page
This lesson does not take very many class periods, and I found most of the students were very happy with their results if you can get them to draw large enough. 3rd grade is my favorite grade level to use this with, but it’s very adaptable to all age levels. Need a literacy connection? Have students write stories about their artwork. Enjoy!


THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES ARTICLE XIVEDUCATION, SCIENCE AND TECHNOLOGY, ARTS,CULTURE AND SPORTSEDUCATIONSection 1. The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.Section 2. The State shall:(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society;(2) Establish and maintain, a system of free public education in the elementary and high school levels. Without limiting the natural rights of parents to rear their children, elementary education is compulsory for all children of school age;(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the under-privileged;(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs; and(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.Section 3. (1) All educational institutions shall include the study of the Constitution as part of the curricula.(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency.(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to their children or wards in public elementary and high schools within the regular class hours by instructors designated or approved by the religious authorities of the religion to which the children or wards belong, without additional cost to the Government.Section 4.(1) The State recognizes the complementary roles of public and private institutions in the educational system and shall exercise reasonable supervision and regulation of all educational institutions.(2) Educational institutions, other than those established by religious groups and mission boards, shall be owned solely by citizens of the Philippines or corporations or associations at least sixty per centum of the capital of which is owned by such citizens. The Congress may, however, require increased Filipino equity participation in all educational institutions.


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


Health care expenditure in rural India
AbstractUsing the NCAER survey data on Human Development in rural India (HDI) (1994), supplemented by other sources, the paper examines the extent of household expenditure on education by different groups of population, the elasticity of household expenditure on education to changes in household income on the one hand and government expenditure on education on the other and the determinants of family expenditures on education. It has been found that there is nothing like 'free' education in India. Household expenditures on education are sizeable; households from even lower socio-economic background—Scheduled Castes/Tribes, low income groups—all spend considerable amounts on acquiring education, including specifically elementary education, which is expected to be provided free to all by the State. Important items of household expenditures consist of books, uniforms and fees. Even in the case of government primary and upper primary schools, students seem to be paying huge amounts of fees—examination and other fees. It is also found that households do not discriminate much against spending on girls' education; substantial differences exist in household expenditures between expenditure on children attending government schools, government-aided schools and private schools. Among the determinants of household expenditures, household characteristics—particularly household income and the educational level of the head of the household—are found to be important. Other important eterminants include demographic burden of the household (size of the household), caste and religion. Generally, gender is believed to be a very significant determinant of household expenditures on ducation. This is not necessarily true in all cases. School related variables chosen—the incentives such as mid-day meals, uniforms, textbooks and stationery, etc., and the availability of school within the habitation—are also quite important. Coefficients of elasticity clearly show that government expenditures and household expenditures do not substitute each other, instead they complement each other. So if the government wishes to mobilise household finances for education, it is important that the government increases its own allocation to education considerably. conversely, and more clearly, if government budgets on education are reduced, household expenditures may also decline resulting in severe under investment in education.
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Bibliographic InfoPaper provided by National Council of Applied Economic Research in its series Working Papers with number 88.
Length: 112 pages
Date of creation: Aug 2002
Date of revision:
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Find related papers by JEL classification:
- C3 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables
- D1 - Microeconomics - - Household Behavior
- H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
- I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- R20 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - Household Analysis - - - General
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Jean Drèze & Geeta Gandhi Kingdon, 1999.
"School Participation in Rural India,"
STICERD - Development Economics Papers - From 2008 this series has been superseded by Economic Organisation and Public Policy Discussion Papers
18, Suntory and Toyota International Centres for Economics and Related Disciplines, LSE.
- Ram, Rati & Schultz, Theodore W, 1979. "Life Span, Health, Savings, and Productivity," Economic Development and Cultural Change, University of Chicago Press, vol. 27(3), pages 399-421, April.
- Tilak, Jandhyala B.G, 2001. "Private schooling in rural India," Working Papers 76, National Council of Applied Economic Research.
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I have seen national standards, but you can have the cart before the horse. Think about it!
The children who have a grounded art education will learn more about science and math than those who do not. They will learn about lines, color, spectrums, textures, and a wide range of other equally important concepts and practices they really need for math and science.
The children who have a grounded art education will learn more about judging the product not the person.
There are so many more advantages that make a child's education more complete because of their art education that begins in elementary school.
You may quote me!
Hope this helps!
--- "The road is better than the inn." -unknown author
On Wed, 28 Oct 1998 09:23:56 Sarah Nykodym wrote: >Hi, I'm an Art Ed. student at the University of Wyoming. As an = >assignment, we are to post a question to the group, in hopes of getting = >an answer. I was wondering where people stood on the idea of = >standardizing Art Education on a National level? PLEASE give me a = >response. >Thanks=20 >Chad Blakely > >
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