Music education can help the development of children in various areas including, language and reasoning skills, cognitive development and spatial intelligence, and social and emotional development. Children who are exposed to early musical training tend to develop higher abilities in language and reasoning due to a part of the left side of their brain being stimulated. It can help children to strengthen their cognitive development and spatial intelligence through creative problem solving. By creating an outlet for childrens' emotions, music can improve social and emotional development. This type of education will expose children to other cultural views, teaching compassion and empathy from a worldly standpoint. As well as teaching teamwork and discipline skills through the practice, commitment, and collaboration needed for success in musical education. Music can also help to develop self-expression and self-esteem, creating the desire to achieve in other scholastic endeavors. This shows us that music education will play an important role in helping children to reach their fullest potential. Here’s a resource center on music education covering various topics.


Wednesday, Jan. 21, 2009
K-State experts for Kansas Day:
DAYS OF CATTLE DRIVES IN KANSAS AND ACROSS THE GREAT PLAINS LEFT INDELIBLE MARK ON AMERICAN CULTURE, SAYS K-STATE RESEARCHER
MANHATTAN -- When you wear blue jeans or call someone a "stinker," you have a cowboy to thank.
Those are just a few of the cultural holdovers from the days of cattle drives in Kansas and elsewhere in the Great Plains, according to a Kansas State University professor. Jana Fallin, professor of music education, researches cowboy music and other folk traditions of the culture.
"I love folk music and I'm also interested in folk art," said Fallin, who grew up in Coleman, Texas. "Growing up I heard stories about trail drives."
The cattle drives on trails like the Chisholm Trail took herds from grazing lands in Texas to the stockyards and railroads in places like Abilene, Kan., where the cattle could fetch higher prices.
"The Civil War had introduced beef as a common meat for many Americans," Fallin said.
The cattle drives pumped money -- and vice -- into local economies.
"Kansas and the Midwest owed a lot of their economy to these drives," Fallin said. But they only lasted for about 20 years, Fallin said. When the railroads came to Texas, there was no need to drive herds north.
"It's interesting how something that lasted such a short period of time influenced our culture so much," she said.
Fallin said the first cowboy boots were made in Olathe at the request of a cowboy who wanted his Civil War-issued boots with toes pointy enough to fit easily into stirrups and slanted heels that wouldn't get caught in the stirrups.
"Garments like bandanas and jeans -- the way we dress -- we owe to the cowboy," Fallin said.
Cowboy culture has influenced the way we eat, Fallin said, noting that in Kansas and elsewhere it is possible to find a place that serves a chuck wagon supper.
Cowboy culture lingers in language, too. To call someone a "stinker" came from a term used to describe the people who skinned buffalo hides, Fallin said. The term "red light district" is thought to have originated in Dodge City, she said.
"The railroad workers carried red lanterns and would hang them on the front porches when they visited 'ladies of the evening,'" Fallin said.
People from all parts of the United States became enthralled with cowboys thanks to dime novels that told tales glamorizing the West.
"It was good versus evil, and a lot of drama," Fallin said. "There is so much drama in the true events of the West the writers didn't really need to make up stories."
Fallin said a fascination with the cowboy also lives on in Europe. She will present at the Arts and Culture Conference, July 27-31, in Venice, Italy.
"I think cowboy culture has made a huge impact on Kansas and the world," Fallin said.


Genesis: A Photographic Essay
Curator’s Statement by Emanuel Cooper, Jr.
Welcome to Euphrates first digital exhibition.
We celebrate our twelfth anniversary as an organization by premiering the electronic version of our first conventional exhibition, Genesis: A Photo Essay Of The Black Community In Kansas City, Missouri From 1885. Reflective of the team that has produced this online site, a small exhibition team was formed twelve years ago to develop the original free standing photographic essay. The team consisted of myself, Carol Cooper and Lonnie Powell, my former high school art instructor at Lincoln in Kansas City, Missouri. This small three person team later co-founded Euphrates Gallery Incorporated, in December 1984.
From all aspects of the original exhibition’s development, research, design and marketing, we learned valuable lessons. During the course of our search for original photographic documents, we encountered two images (above) which are central to the exhibition, circa nineteenth century. One of the photographs was that of an infant, Tecytle Gardner and a second of her neighbor, Mr. James Lobb. Tecytle and Lobb were second and third generation settlers of slaves who had walked from Kentucky to the Independence, Missouri settlement which preceded Kansas City, Missouri, located on the state’s western border.
In the late mid-1800’s this border was a dividing line of high tension. The land (Kansas) just across the Kaw and Missouri rivers represented freedom for many who had been born into slavery. At this time, Kansas was a free state and Missouri was a slave state. Keep in mind that the Kansas City area was a half day’s walk west of Independence. One half day’s walk to the edge of freedom. Just across the river in Kansas, John Brown operated one part of the famous Underground Railroad. On the Missouri side, the Bushwhackers ruled.
An alleged occasion in 1859 has John Brown leading a group of slaves north to Michigan. At some point during his journey, he stopped at the fruit market and home of William Webb in Detroit. At Webb’s Detroit home, John Brown secretly discussed with Frederick Douglass, George de Baptiste, William Lambert and other abolitionist leaders his plan to free slaves by raiding the armory at Harpers Ferry. The other abolitionist leaders did not care for Brown’s plan; too risky. John Brown followed through, however, and his actions shook the consciousness of the Union. (Please see the IPL’s history resource called POTUS for further details of John Brown at Harpers Ferry.)
Back to the core images of the exhibition. The original images and stories of Tecytle & Lobb’s lives had been preserved by individuals in two different families, both of Kansas City, Missouri. These individuals served as informal historians for their families. It is our hope that this electronic version of Genesis, A Photographic Essay will inspire you to research and care for your family’s old photographs, as well as to make proper archival storage plans for the images you are taking now. Our original interest in developing Genesis was based on the love of the beauty of the photographic image. That focus remains. However, as you can tell from the story about John Brown and the Underground Railroad, the original interest quickly evolved to include the crystallized historical information held within or loosely connected to the photographic image. Twelve years following the exhibition’s original development, the meaning and significance of the exhibition continues to evolve.
Interactive Exhibition Design
In the spring of 1994, I was fortunate to be provided the time to concentrate on the final details of my thesis Museum As Classroom: Art Education & Interactive Exhibition Design. At the time I did not realize that concepts which I was researching and discussing in my paper would be significantly developed and realized in less than two short years for use by such a large audience. The technical development of the Internet (which had been in place for 20 years) and the very important aspect of accessibility, made possible by graphical web browsing software, has changed our lives forever. These new tools make it possible to rethink the way we interact with exhibitions.
Thanks to Internet Public Library team member, Linda Jackson, to Exhibit Hall coordinator, Kendra Frost, and to Euphrates advisory board members and friends across the country and overseas, we are able to present the exhibition Genesis, in a new way to a larger audience. We invite you to study the images for their esthetic and archival meaning.
Emanuel Cooper, Jr., July 1996
Genesis: A Photographic Essay, Copyright Euphrates, Incorporated. All rights reserved. Hosted by the Internet Public Library.


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Believe it or not, there are millions of children and families who want to read but don’t have access to libraries or worthy resources.
That is about to change for thousands of American Indian families. Much needed books are making their way to American Indian parents and children in family literacy programs across the nation thanks to Better World Books and the National Center for Family Literacy.
The effort will support the literacy development of families participating in the Family and Child Education (FACE) program funded by the Bureau of Indian Education and in operation in states including Arizona, Idaho, Kansas, New Mexico and Mississippi. The FACE program is coordinated by NCFL and is the nation’s longest running family literacy program.
Many of the sites are located in remote desert or plains areas where there are no main libraries and schools have limited resources, according to NCFL. More than 25,000 books will be given to families with children birth to eight-years-old.
“We’re going to be providing books to a lot of families that just don’t have books in the home,” said NCFL’s Sharyl Emberton who coordinates NCFL’s services to the FACE program. “Families who attend programs in these schools will be able to select a variety of books. They will be able to build their own home libraries.”
The high-quality books are the result of partnerships with over 500 local libraries who give their discarded and donated books to Better World Books to benefit their literacy partners.
Better World Books initiated its partnership with NCFL immediately following the 2005 Hurricane Season to provide a long-term solution to the social and economic devastation and has contributed more than $80,000 of cash funding to support the organization’s literacy initiatives.
In addition to the FACE program, NCFL works with literacy programs throughout the U.S., helping families in need gain necessary literacy skills. Each year, NCFL programs help more than 60,000 individuals by supporting programs including the Hispanic Learning Institute, the Bureau of Indian Education’s Family and Child Education program, and—most recently—providing relief to families displaced by Hurricanes Katrina and Rita.


One of the judges of the Youngstown State University English Festival Art Contest stared at the group of 22 entries from the grades 7-9 division. The Associate Professor of the YSU Art Department had already looked at more than 100 other entries spread out over the long tables in the English Department's Conference Room.
"Is art being eliminated in middle school?" she mused aloud.
She later explained that she was impressed by the imagination and creativity of the young artists. However, her trained view caused her to note that the artists in grades 10-12 displayed signs of formal art instruction in addition to natural talent. The work of the younger entrants seemed to lack the art education techniques of the older contestants.
The art judge is aware of the funding and budgetary choices which confound local school boards in the five counties which YSU serves. Students who graduate from colleges and universities nationwide in art education know only too well that jobs in that field have been disappearing for the last decade.
Each year, I read several articles and papers which are the product of exhaustive research about the importance of the arts in our K-12 schools. Despite the preponderance of evidence, the reality remains clear: music, physical education, performing and visual arts programs continue to "take hits" in school budgets.
I have read the opposing view too. Economists suggest that we graduate more artists than our society needs. We need more graduates in STEM (Science, Technology, Engineering, and Math) than we need in FPA (Fine and Performing Arts). The pursuit of STEM degrees must begin by fostering these subjects in younger grades.
Proponents of this side of the issue cite as proof the standardized test scores in Science and Math especially in middle school and high school.
Some people claim that the debate centers on left-brain, right-brain issues. If readers are thinking that I have the perfect answer to end the debate, they will be disappointed. Part of me simply asks, "Why can't we all just get along?"
Not that I am sitting on the fence in this controversy: I truly believe that we could adequately fund and foster all of the human pursuits in both areas. We just have to temper our attraction to other pursuits.
For example, a recent PBS program documented the construction of a new high rise apartment building in Manhattan overlooking Central Park. The two penthouse suites have already been sold for ninety million dollars each. As a viewer, I beheld the work of mathematicians, engineers, scientists, architects, artists, and decorators during the one hour broadcast. They all worked together, and they profited from their joint labors. You can bet that in New York City, residents of that building will be supporters of Broadway shows, art museums, operas and symphonies.
Although I will never be invited to one of those luxury condos, much less ever live in one, I was reminded of the patronage system which is centuries old. Even in the Middle Ages, artisans and craftsmen sought wealthy patrons to fund their work. Lately, we have heard and read much about the division of wealth in our nation: The 1 percent versus the other 99 percent.
Those of us in the 99 percent might have to think differently and adjust our attachments. For instance, my wife is a proud graduate of Warren G. Harding High, but in the future, wouldn't it serve us better if our children were graduates of Warren E. Buffett High School? I wouldn't be opposed to driving my grandchildren to the JP Morgan Chase Middle School or the Goldman Sachs Grade School.
Certainly, all human endeavors would be fostered and taught in those places, and the most imaginative and brightest minds would be nurtured and guided into the right paths. Then, maybe owners of luxurious dwellings in the "Big Apple" would demand the cabinetry in the kitchens be crafted in Northeast Ohio rather than in the United Kingdom, and they would fill their homes with the future art work of YSU English Festival artists.
Williams is a Hubbard resident. Email him at firstname.lastname@example.org


PDS, TAAS, TAKS, TEA, PDAAS, ExCET. There is no doubt that educational terms are often an alphabet soup of acronyms. I want to share some insight about one such acronym that the West Texas A&M University Division of Education centers its elementary education program around.
In the elementary education program, PDS stands for Professional Development School, a concept we have adopted to prepare elementary education majors for student teaching and for life in the "real world" of Texas school classrooms.
The four elementary methods courses - language arts, math, science and social sciences methods courses called the Methods Block - are taught on elementary school campuses in the Amarillo Independent School District.
Once education majors reach their senior years, they have had many classes involving both theory and teaching-strategies application. When these students take their Methods Block, they are one semester removed from student teaching.
The elementary education students spend two days a week in the four, three-hour Methods Block classes. Two other days of the week, they are assigned to elementary classrooms in either Amarillo or Canyon, where they observe, teach lessons and generally are immersed in the school day.
We use the field-based campus concept for the Methods Block because students can be involved in the life of an elementary school on a daily basis throughout the semester. Although these students have done some class observations, the Methods Block is the first time they're immersed in a school setting all day.
I teach the language arts methods course, and my students learn many strategies for teaching decoding and comprehension to elementary-age children.
Once the WT students have learned a new strategy, we have access to elementary schoolchildren at the field-based campus to immediately apply the strategy.
University students work with the elementary students one-on-one or in groups of two or three, while the WT instructor - myself in the case of language arts - keeps a close eye on the proceedings and intervenes when necessary. When the lesson concludes, the younger students return to their regular class and the WT students discuss with their instructor what has just happened. The future teachers talk about what was hard about the lesson, what went well and what they might do differently next time.
This kind of supervised teaching gives WT students a chance to try something new with elementary students in a setting where they cannot fail. It helps build their confidence and gives them practical experience before their student teaching.
Response to the PDS concept has been very positive. Personnel at the elementary schools believe they benefit from the extra teaching time the WT students provide. The WT students believe the hands-on practicality helps prepare them to student teach and lead their own classrooms. Principals in area schools have commented that new teachers coming out of the PDS program are more prepared.
The PDS concept at WT has come a long way in the six years of its existence. We hope to continue to improve this program for the benefit of our students and for all the elementary students they soon will teach.
Dr. Amy Gibbons Andersen is an assistant professor of education at West Texas A&M University. She can be reached at 651-2611 or firstname.lastname@example.org.


is a program that grows out of respect for the mind of a rapidly developing child. No longer content to have physical independence (achieved in the 3-6 age class), the child now strives for intellectual independence. This is a time of insatiable curiosity and excitement for learning.
The Elementary School
is a six-year program that serves students in the following grades/levels:
- Lower Elementary - 1st, 2nd, and 3rd Levels/Grades
- Upper Elementary - 4th, 5th, and 6th Levels/Grades
Dr. Montessori realized that children were able to use their imaginations to move from concrete to abstract thinking. They can use their imaginations to make connections with history, science, math, literature and the world. The interrelated curriculum at this level is based on Montessori’s Cosmic Curriculum. The Great Lessons, the main component of the Cosmic Curriculum, appeal to the student’s sense of wonder and love of storytelling.
The student’s ability to reason makes Lower Elementary the place where children master fundamental skills and core knowledge. It is here that they learn how to learn. Students are guided to become more independent in self-direction, more responsible and intrinsically motivated.
The Lower Elementary Program is part of the Elementary School and serves children ages 6 to 9 in multi-age classrooms that include the 1st through 3rd levels/grades. This multi-age, three-year cycle allows the teacher to develop a deep understanding of each student and creates the opportunity to provide a comprehensive, individualized education for each child. In addition, mixed-age classrooms provide advanced academic models for younger students, and offer older students opportunities to lead by example. It is perfect for the social beings they are becoming complete with a place to practice the social and moral justice in which they are so interested.
In the Lower Elementary classrooms, Montessori Pathways School students begin to address more complex problems than in Primary, no longer content to simply ask "what," but curious about the "how" and "why" of problems. This environment is the launching point for interactive, interdisciplinary group work. With an emphasis on social responsibility, grace, and courtesy, cooperative work is a natural outgrowth of the classroom. These years offer instruction in the areas of language development, mathematics/geometry, Spanish, history, world geography, botany, zoology, physical education, and the visual and performing arts. Technology is also integrated into the curriculum using computers in the classroom.
Standardized testing is begun in the third year of the program.
In Montessori Pathways School
we have an enrichment program
consisting of Spanish, Art, Music Development, Gym, Drama, Dance, Food Preparation, and Gardening
This environment coupled with an individualized education plan for each student, individualized lesson that all contain a visual, auditory and kinesthetic components, low student to teacher ratios (12:1), amazing Montessori materials and highly-trained staff makes Montessori Pathways an excellent choice for your child.
The class is led by Matt Rafacz
, who holds an AMS Elementary Montessori Accreditation, an Elementary Teaching Certificate, and a Bachelor of Arts Degree in Elementary Education and Psychology.


Teachers in the truest sense of the word . . .
Jesus was a carpenter's son. This means that he too was, by trade, a carpenter. Socrates was a stonemason's son, and hence also a tradesman himself. Basic education for these men, as for most in their times, consisted of being trained in their fathers' crafts and family morals, along with perhaps elementary literacy and numeracy skills. Beyond this, they would have listened to or read what they could, when they could, compelled primarily by their own desire to learn.And . . .
A teacher is a man who places knowledge above power and upholds the quest for the true and the good in a world forever endangered by coercive schemes that would demand deference to the false and the evil. In other words, education, in the sense defined for Western civilization by Jesus and Socrates, is the spiritual realm in which, in defiance of all demands and dictums of temporal authority, individual men are free to seek truth. The fight to preserve Western heritage against today's encroaching authoritarian hordes is, at its base, the battle to save education from the clutches of government.
How simple yet how profound. More to come on this topic later.


Findings from the research, published by the Education Endowment Foundation (EEF), suggest that when teaching assistants are used to support specific pupils in small groups or through structured interventions, they can be effective at improving children’s attainment.
According to the EEF, a charity set up by the Sutton Trust, the six published reports, based on trials with 6,800 pupils at 238 schools, represent a ‘major new source’ of independent evidence to help schools narrow the attainment gap between rich and poor pupils.
Among the reports is an evaluation of Catch up Numeracy, a scheme of one-to-one maths support for pupils aged six to 11 delivered by teaching assistants. The programme of twice-weekly sessions was trialled with 324 pupils in 54 schools over 30 weeks.
Researchers compared three groups of pupils, one in which children continued with normal lessons, one in which children participated in the Catch up Numeracy scheme and the other where children were given one-to-one attention.
They found that children in the group who participated in the Catch up Numeracy scheme and those in the group that received one-to-one intervention showed ‘significant gains in learning’. According to the research, these children made an average of three and four months additional progress respectively, compared to continuing with normal lessons.
Kevan Collins, chief executive of the Education Endowment Foundation, said, ‘These evaluations represent the first step in building a secure evidence base for schools to draw upon to improve results for their poorest pupils. In the past many schools have struggled to train and support teaching assistants in ways that benefit children, particularly students from disadvantaged backgrounds. These studies suggest some promising ways to change that.
The GMB union has welcomed the research, which it says shows what everyone working in education already knows, that teaching assistants do add value.
Avril Chambers, national officer for school staff at the union GMB, said, 'Teaching assistants perform a vast range of tasks that involve supporting learning and the development of school students, often including working with those students with the most challenging needs.
'GMB has always maintained that when teaching assistants are deployed correctly i.e. are given tasks that they have been trained to execute, match their skillsets, and are delivered in an environment where other school staff work collaboratively with them, the positive impact on achievement is high.
'We have been campaigning for years for teaching assistants’ value to be acknowledged. Our recent petition has tens of thousands of signatures, from parents, teachers and school leaders all whom passionately believe teaching assistants are a vital integral part of the modern education system, rather than a 'mums' army' as Michael Gove so insultingly sees them - based on the back of a couple of out of date, poorly structured pieces of research.'
She added, 'Michael Gove is renowned for his citing research evidence when it suits his agenda. GMB will be making sure he and the DfE can’t ignore this comprehensive study by the respected Education Endowment Foundation. GMB strongly recommend that Mr Gove think again before trying to get rid of teaching assistants from the education system.'
Deborah Lawson, general secretary of Voice the union, said, 'We have always known that, with their role and purpose clearly defined, and with the appropriate ongoing training and support, teaching assistants can improve literacy and numeracy skills.'
She added, 'A team approach is needed. Appropriate training and support should be made available so that school leaders and teachers know how best to use and deploy trained teaching assistants to ensure maximum impact in the classroom, supporting pupil learning and achievement whilst freeing teachers to teach.
'Parents and headteachers value the individual attention that teaching assistants give to children. The conclusion to be drawn from this research is that the value of teaching assistants is clear, especially at a time when budgets are tight.'
- The six reports, published by the Endowment Education Foundation, will help to inform the Sutton Trust-EEF Toolkit, a summary of educational research, which covers 34 topics and summarises research from over 10,000 studies.


Many teachers in an early childhood learning center have an area in the classroom where children can play with blocks. Blocks offer a wealth of opportunities for children to experiment with design patterns, measurement, and the use of spacial relationships with objects. Blocks also come in a variety of colors, textures, and shapes. Block areas also offer an extra space in the early education classroom for placing books. Books in the block center can add interest to reading and provide inspiration for creative building. Play is the basis for developmentally appropriate teaching in early education classrooms, and block play with books can give extra opportunities for learning basic skills.
Early childhood educators at Primrose Early Learning Center in the Lakewood Ranch area of Sarasota use play as the basis for teaching early skills. Block areas are available to the children with a variety of blocks and accessories for creative play and construction. The block area has enough materials to ensure that children can choose to play alone or work cooperatively with a friend to construct interesting block structures. Books are often added to the block area at Primrose to add interest to block constructions. The block area in the classrooms at Primrose are available to the children throughout the day with interesting books to inspire creative building. There are a wealth of books that can be coordinated with block constructions. Children will easily use these books to build towns, farms, or other constructions that the stories might inspire. The books featured in my article are only a few selections that can add to your block area in a classroom or in your child's play area at home.
*"The Giant Jam Sandwich" by John Vernon Lord is a classic read-aloud that can add inspiration for block constructions. 4 million wasps invade the small village, and the villagers must find a way to drive them out. They decide to bake a giant loaf of bread and spread stick jam on the slices to trap the wasps. Building the village with its bakery is a way to coordinate this fun book with block construction.
*Peter's Chair" by Ezra Jack Keats is an award-winning classic that can also be placed in a block area. Peter is building a block tower in the story, and children might like to construct the same tower. Replicating the tower that Peter is building in the story is a great activity for children to practice observation of details.
*Rosie's Walk" by Pat Hutchins offers another fun story to place in a block area. Rosie leaves her chicken coop to take a walk with a sneaky fox following behind. Rosie is unaware of the fox, and her walk around the farm leads the fox on great adventures. Rosie's obstacle course creates a great block construction.
Add books to your block area and create learning activities that will enhance both reading and block play. Check out the included video for advice on how a block area in an early childhood education area can lead to building and creating in later grades.


ERIC Number: ED481857
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
Dyslexia, Dyspraxia and Mathematics.
This book explores how primary school children with dyslexia or dyspraxia and difficulty in math can learn math and provides practical support and detailed teaching suggestions. It considers cognitive features that underlie difficulty with mathematics generally or with specific aspects of mathematics. It outlines the ways in which children usually learn basic mathematics and the special cognitive needs of this population. Sections address the following broad areas: definitions and premises; basic counting and the early stages of addition and subtraction; addition and subtraction with larger numbers; and multiplication and division. Individual chapters examine the following topics: (1) background information; (2) teaching premises; (3) counting; (4) counting in basic calculation; (5) defining the difficulties; (6) an understanding-based approach to teaching the number structures; (7) basic calculation to twenty; (8) two-digit addition and subtraction; (9) more on two-digit addition and subtraction; (10) theoretical debates about multiplication and division; (11) an understanding based approach to multiplication and division for dyslexic and dyspraxic children; and (12) multiplication and division with larger numbers. (Contains references.) (DB)
Descriptors: Addition, Arithmetic, Cognitive Processes, Computation, Division, Dyscalculia, Dyslexia, Elementary Education, Multiplication, Number Concepts, Remedial Instruction, Subtraction
Taylor and Francis, 10650 Toebben Dr., Independence, KY 41051 ($54.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: email@example.com; Web site: http://www.taylorand francis.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A


Enhance your students’ understanding of math.
Help students in grades 1-8 learn mathematics with the online M.Ed. in Mathematics Education from Lesley University. Our program covers operations of arithmetic, number theory, algebra, geometry, and probability, as well as mathematics instruction. You’ll be able to connect and apply your advanced mathematics knowledge and apply it to classroom practice. And you’ll study in a convenient, fully online environment with experienced faculty and engaged peers.
This program may lead to professional licensure in Massachusetts, depending on the option selected, or it may prepare you to seek licensure in other states.Request My Info Packet
- Maintain your current work and personal schedule by studying online
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For detailed information about programmatic outcomes, please click here.
Program of Study
|CMATH 6107 Constructing Mathematical Understanding: Number and Operations||3|
|CMATH 6108 Constructing Mathematical Understanding for Number Theory||3|
|CMATH 6109 Functions and Algebra I: Building Mathematical Understanding||3|
|CMATH 6111 Geometry and Measurement I: From Polygons to Pythagoras||3|
|CMATH 6113 Probability: The Mathematics of Uncertainty||3|
OPTION A: ADVANCED CONTENT STUDY
This track is intended for master’s degree candidates interested in deepening their content knowledge in mathematics. Coursework focuses primarily on matters related to mathematics and mathematics instruction. This program option has been approved by the Massachusetts Department of Elementary and Secondary Education for Professional Teaching Licensure in Elementary Education (1-6), Mathematics (1-6), or Mathematics (5-8) in the Commonwealth of Massachusetts.
|Course Number||Course Title|
|CMATH 6110||Functions and Algebra II: Broadening the Base|
|CMATH 6112||Geometry and Measurement: Circles, Symmetry, and Solids|
|CMATH 6114||Statistics and Data Analysis|
|CMATH 6115||Concepts and Calculus: Change and Infinity|
|EEDUC 6154||Meeting Diverse Needs in the Mathematics Classroom|
|EEDUC 7121||Assessment Issues in Mathematics: Summative and Formative|
OPTION B: ADVANCED TEACHING PRACTICES
This track is intended for master’s degree candidates interested in deepening their teaching practice, applying advanced approaches to pedagogy and instruction to complement their content knowledge. Coursework and clinical practice focus primarily on elective teaching techniques. This program option may prepare you to seek licensure in Massachusetts or other states.
|Course Number||Course Title|
|EFTCH 6311||Introduction to Advanced Teaching Practices|
|EFTCH 6321||Assessment in Advanced Teaching Practices|
|EFTCH 6322||Sustaining a Culture of Learning|
|EFTCH 6323||Teaching for Learning Progressions|
|EFTCH 7744||Professional Seminar in Advanced Teaching Practices|
|REQUIRED CLINICAL PRACTICE|
|EFTCH 6331||Clinical Practice I:
Assessment in Advanced Teaching Practices
|EFTCH 6332||Clinical Practice II:
Sustaining a Culture of Learning
|EFTCH 6333||Clinical Practice III:
Teaching for Learning Progressions
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The Canucks Hit Vancouver Streets
Raise-a-Reader Day and the Canucks Family Education Centre team up to battle low literacy levels in Vancouver.
Since its national inception three years ago, Raise-a-Reader has raised more than $2.8 million, $1.6 million of which was raised in Vancouver, in support of literacy programs in Canada. Each fall, thirteen cities nation wide gather high profile community members-- such as members of the Vancouver Canucks-and volunteers together to "hawk" CanWest newspapers in exchange for donations. The $740,000 raised in BC in 2004 due to newspaper sales, corporate sponsorship and provincial government donations provided financial assistance and resources to family literacy programs and libraries in BC, such as the Canucks Family Education Centre located on Vancouver's eastside.
Although Canada's literacy levels lead internationally, consistently outranking the United States, the United Kingdom, Australia and New Zealand, Literacy BC reports that more than forty percent of working age people in BC have trouble with the everyday demands of reading, writing and using numbers. The issue affecting society, Literacy BC warns, is that people who struggle with these basic skills are less likely to gain and keep employment, earn a high income, participate fully in society, and be involved in their children's education. Family literacy programs emphasize that literacy is the universal human right to gain knowledge and express thought, and by removing barriers to literacy, strong communities can be built.
By responding to the needs of the community, Vancouver is paving the path to increased national literacy levels. Raise-a-Reader is an initiative that was started in Vancouver in 1997 by Vancouver Canucks Community Partnerships Director, Debbie Butt. She started this venture with Vancouver Sun publisher, Dennis Skulsky during her time working with the Vancouver Grizzlies. Raise-a-Reader became a national initiative in 2001 due to its success at raising awareness about and funds for family literacy. In 2002, the Canucks Family Education Centre-- a partnership between Literacy BC, Britannia Community Services Centre, and the Canucks for Kids Fund-was formed. The Canucks for Kids Fund, as one of the primary beneficiaries of Raise-a-Reader, used the money raised to help open the Canucks Family Education Centre, donating $150,000 over three years.
The Canucks Family Education Centre is located in east Vancouver, a community that suffers from high levels of poverty and substance abuse. The mantra of this unique centre that combines the efforts of educators, families and social agencies, is to positively impact low literacy levels on Vancouver's Eastside. It plans on identifying and correcting gaps in existing literacy programs, such as implementing a "No Excuse" learning environment for parents and children. The Centre believes that the family is a learning unit, which is why it mediates intergenerational opportunities for learning: it provides hot lunches and daycare so that parents can take advantage of an environment that allows them to read with, and oftentimes learn to read with, their children.
By promoting reading and learning as valued family activities, parents can begin to support their children's literacy development. Literacy BC emphasizes that parents need to be involved in their children's education, including reading to them at an early age. By exposing children to a literary environment, parents can place their children at a great educational advantage. Literacy BC statistics show that children who are read to at a young age may have as much as several thousand hours of one-on-one pre-reading experience under their belts upon entering grade one, which often contrasts with children who have never opened a book. Without crucial parental support, the cycle of under-education continues from generation to generation. With support from family literacy programs-- like those supported by Raise-a-Reader and those found in the Canucks Family Education Centre-- children who might otherwise have been educationally and developmentally behind their peers enter school on par. Furthermore, by providing an environment where parents and children can learn to read together, it is possible to increase overall literacy levels in Canada.
Due to the success of the programs offered at the Canucks Family Education Centre, it is expanding to other schools in the east Vancouver area, including Grandview, Strathcona, Garibaldi and several others. As the necessity of literacy increases (ABC Canada estimates that about 45 percent of new jobs created this decade will require sixteen years of education), programs that aim to reverse low literacy levels in target communities, such as east Vancouver, become more and more beneficial. Please support Raise-a-Reader Day in Vancouver by purchasing a Vancouver Sun Newspaper on Thursday, September 29, 2005.


South African Journal of Education
On-line version ISSN 2076-3433
NOMPULA, Yolisa. Valorising the voice of the marginalised: exploring the value of African music in education. S. Afr. j. educ. [online]. 2011, vol.31, n.3, pp. 369-380. ISSN 2076-3433.
I explore the role and value of African music in education, by drawing from a study of Grade 5 learners at a school in the Eastern Cape, which was designed to answer the question: Could Xhosa children in South Africa sing Xhosa indigenous songs significantly better than European folk songs? The experimental group received instruction in Xhosa indigenous songs accompanied by indigenous instruments. Instruction included traditional dancing, antiphonal singing technique and improvisation. The control group received instruction in European folk song singing accompanied by Orff instruments. The results of the study suggest that the Xhosa children sang the Xhosa repertoire expressively and significantly better than the European songs. Based on the findings, I argue for the inclusion of African music in education. The purpose of the research was to determine whether there is any significant development in the cognitive, psychomotor and affective skills of learners when taught African music as opposed to western European music. The aim was also to assist educators with meaningful pedagogical approaches and alternative methodologies to enhance an inclusive learning and cultural experience in music education.
Keywords : culture; education; eurocentrism; ethnocentrism; indigenous African music.


Phonemic Chart British Council
CONTENT Be introduced to phonology and the English phonemic chart. Practise discriminating between different vowel sounds and diphthongs. Practise with the difficult consonant sounds (consonant clusters).
© The British Council, 2008 The United Kingdom’s international organisation for educational opportunities and cultural relations. ... Give participants a copy of the phonemic chart for reference. If they are not
Sam: What about the phonemic chart? Did you find that useful? Jo: Yes, although I found it really ….. 7….. to hear the difference in the sounds ... LearnEnglish Prof essionals MULTIPLE INTELLIGENCES AUDIOSCRIPT www. british council. org/prof es si on als. htm © The British Council, 2009 The ...
Jo : What about the phonemic chart? Did you find that useful? Sam : Yes, although I found it really _____ to hear the difference in the ... LearnEnglish Professionals LEARNING ENGLISH AUDIOSCRIPT www.britishcouncil.org/professionals.htm © The British Council, 2006 The United Kingdom's ...
Classroom issues - Try - Activities © BBC | British Council 2005 www.teachingenglish.org.uk Classroom issues - role cards 1. ... You like the pronunciation drills you do in the class and also think that the phonemic chart is very useful 18.
... Allow teacher to create samples for whole-class reading Math Diagrams and Charts Chart difficult ... Communicate patterns of English spelling to ELL students Support spelling, phonics and phonemic ... for Education, Division of Behavioral and Social Sciences and Education, National Research Council.)
Future historians are likely to chart the rise and rise of English worldwide from the mid-1940s, ... isto describe how academic English language proficiency testing in the UK moved from the British Council ... A test of phonemic discrimination (ability to distinguish between English phonemes).
... B.C. Principals and Vice-Principals Association Dean Goard University Presidents' Council ... Language Functions and Genres 122 • Literacy Development Chart 125 • Phonological and Phonemic Awareness in Context 127 ... Mission Statement The purpose of the British Columbia school system is to enable all learners ...
First Nations Special Education CONNECTIONS Do you work with First Nations students in British Columbia? ... A colorful chart or poster can be used to track two or three behaviors which the child needs to ... BC Literacy Council presents Dr. Barbara Walker (V.P., International Reading Association, professor ...
Website: www.nessy.com Swindon Borough Council Although aimed at children with Guidelines for teaching ... uk/schools/typing/ BBC Schools Games A whole host of searchable games to develop literacy and phonemic ... Supplier: LDA Website: www.ldalearning. com THRASS Picture chart This clusters groups of spelling ...
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The main types of cello jobs include performance, repair and restoration, manufacturing, teaching, sales and demonstration. Each of these cello jobs requires a slightly different skill set and expertise, having very different settings and pay rates. No matter what position a person chooses, however, he must be able to play cello competently. Many individuals overlap jobs, such as both teaching and performing.
Cello performers typically have to have a formal degree in music performance, simply because this type of education allows the player to learn music in a more well-rounded, in-depth way. A degree also verifies a specific level of competence in music and performance ability, which employers consider. Some people do succeed through private study, however, so this rule is not absolute.
If a person goes into cello performance, they have many options for where and what to play. Some of the more common jobs are chamber music gigs, such as performing as part of a string quartet as a wedding. Other cellists are able to get work performing in jazz ensembles, such as at clubs. Individuals such as Ron Carter have gained fame for jazz cello work, but generally speaking, people prefer the double bass instead of the cello for jazz playing. A cellist also can play with an orchestra or appear as a soloist, but these positions are extremely competitive, with only the best cellists offered contracts.
Another option for cello jobs is cello repair. Individuals who have this career may do everything from string replacement to replacing bridges or refinishing. These workers often are employed in music shops, but some are experts employed by particular manufacturers who have provided training. Cello repairers must have a solid understanding not only of cello construction, but also of physics and how adjustments and materials impact the overall tone, responsiveness and projection of the instruments they fix. They typically work on fairly inexpensive instruments in the student range, but repairers who work on professional models may have instruments worth many thousands of dollars on their work bench at any given time, making quality work and precision critical.
Related to cello repair work is restoration. Workers who focus on this area of repair are concerned with getting older models of cellos back into working order. Often, the instruments they work on are of enormous value because of their rarity and antique status, with some cellos being hundreds of years old. Cello restorers must be familiar with the entire history of the cello and cello music, because their job is to restore the cellos in such a way that the instruments can produce an authentic sound while played in the originally-intended manner.
Cello jobs also include manufacturing. Some of these cello workers concentrate on creating new cello designs the manufacturer can produce. Others focus on moving the design into production, overseeing the mechanical aspects of mass production. Although it is rarer, a handful of people in cello manufacturing create cellos by hand, custom-making each instrument over a period of several weeks based on the specifications indicated by the client. This type of work takes considerable skill and is labor intensive.
Many people with an interest or talent in cello become teachers. Cello instructors fall into two broad categories: private and public. Private instructors give individual lessons, often out of their home, having up to 30 students per week. Public instructors work in schools, with some teachers being the general music director who teaches not only cello, but all instruments, ensembles, bands and choirs. Those at the university or college level usually have to have a doctorate in music education and operate more like private instructors, often performing while not teaching.
Some people looking for cello jobs have luck with sales or demonstration. Sales workers have the task of promoting different cello models, either in person or through other means such as digital marketing through the company website. They often work in music shops, showing customers different models and explaining the pros and cons of each. Demonstrators also are concerned with generating interest in the cello similar to sales workers, but their goal is to create more players, not necessarily to gain a sales profit. They typically target elementary-aged children, playing the cello to show its sound, size and technique and giving some basic historical and performance information.
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Imagination Library helps instill a love of reading in littlest learners
WILLMAR -- Amid the research about early childhood learning, one of the figures that jumps out at Renee Nolting is this: By the time children from families with limited resources reach kindergarten age, they've heard 32 million fewer words than children from middle-class households.
As little as one book a month can help narrow this gap and increase the likelihood that more kids will be prepared for kindergarten, said Nolting, executive director of the United Way of West Central Minnesota.
"It really does start in those early, early years," she said.
It's among the reasons the United Way has participated since 2005 in Dolly Parton's Imagination Library, a national nonprofit initiative by the award-winning singer to get books into the hands of young children.
Over the past seven years, thousands of books have been distributed to children ages 0 to 5 in the communities served by the United Way of West Central Minnesota. Families who sign up for the program receive a new age-appropriate book every month for each eligible child.
It's a well-used program, Nolting said. "Every day I open the mail, we have five or six more children being enrolled."
Her office expects to send out 25,800 books this year. As of May, nearly 2,100 children were registered in 30 towns across the region.
It's a service for many families who may not be able to visit a public library very often, Nolting said. "This brings it right to the home."
Even babies who are too young to hold a book can benefit from spending time with a parent who reads to them, she said. "Mom and Dad might pick up that book and bond with you."
Toddlers can begin learning colors and shapes and gain motor skills from turning the pages of a book, she said.
By the time they're 5, children who graduate from the program have their own collection of books and, it's to be hoped, have been instilled with an eagerness to learn, she said.
"It's so exciting for children. They get this gift each month," said Colleen Thompson Michels, co-chairman of Empower, a philanthropy initiative by the United Way that focuses on kindergarten readiness.
"I am convinced" the program has an impact on preparing the littlest learners to succeed in school, she said.
Renae Saunders, Early Childhood Family Education and school readiness coordinator for the BOLD School District, sees it as an effective way to promote literacy and prepare children for reading on their own.
"Kids love to get their own mail, and when reading can be tied to a fun memory in the brain, it promotes repetition and then families begin to hear, 'I want you to read to me,'" she said.
Nolting said the United Way remains committed to the Imagination Library and to increasing kindergarten readiness among preschoolers. Only about half of Minnesota children are prepared when they start kindergarten, she noted. "It's not just a local problem. It's a nationwide problem."
Participation in the Imagination Library comes at a cost, though. Although the books are free to the families who sign up, the United Way pays an annual fee to the Dollywood Foundation to be part of the program. The United Way also foots the bill for all the mailing costs, which will top $51,700 this year.
Postage increases have added up as well. In the past year alone, the rising cost of postage has added $200 to the United Way's monthly bill for mailing Imagination Library books.
The United Way is experiencing pressure on its overall budget as well. Of 57 agencies that applied this year for funds, 46 were granted their request, Nolting said. Volunteers who evaluated the requests and made funding recommendations "made tough decisions," she said. "It's just that the need is greater than ever."
The United Way fell short of its goal last year and has yet to meet this year's goal of raising $923,000. The deadline is June 30.
Donations can help ensure the United Way's continuation of the Imagination Library and other initiatives that benefit children, Nolting said. "The community has been amazing but the needs are so great in so many areas right now. Here's one avenue of many that you can help jump-start a child's life. I think every single thing makes a difference."


Music plays an important role in a child’s growth and development.
Children enjoy the playful interaction with music. Successful experiences in music help children bond emotionally and intellectually with others.
Learning to play music is very rewarding and it is a hobby that can be enjoyed by anyone. We believe that both the young and the old can benefit from an excellent music education that seeks to holistically nurture an individual’s aural skills, cognitive abilities, and sense of empathy.
Learn More »
Suzuki Cello Class
The Suzuki Method is premised on the belief that since every child acquires his or her home language with ease, the principles of language acquisition can also be applied to music learning.
Encore Music Education
Encore Music Education adopts a multi-sensory approach to the teaching and learning of music by actively stimulating and engaging the learner’s visual, aural, and kinesthetic domains.


Teaching the Joy of Music at St. Elizabeth’s
St. Elizabeth’s School offers music classes for all grade levels three times each week. The classes primarily follow the Kodaly educational philosophy of music education, the tenets of which are that true musical literacy is the right of every child, singing is the foundation of all music education as it is the child’s primary instrument, and that the folk songs of our own culture provide the best vehicle for instruction. Music classes include a wide variety of activities – tuneful singing, purposeful movement, musical games, memory training, inner hearing, reading and writing music, and playing instruments.
Our kindergarteners spend 30 minutes in music class on Tuesdays, Wednesdays, and Thursdays. Each week our songs and activities follow a theme, such as horses, transportation, or farm animals. Our lessons include pitch exploration, simple songs, echo or call and response songs, movement exploration, fingerplays, circle games, and playing simple instruments. We also focus on basic musical concepts, such as fast and slow, loud and soft, and high and low as well as tuneful singing. By the time kindergartners reach first grade, they will be well prepared for the introduction of formal musical terms and concepts.
Our first- through fourth-graders spend 45 minutes in music class and have lessons that combine the practice of learned concepts with the preparation and presentation of new skills and musical terms. We begin with the basic concepts of rhythm and beat and then move on to the more specific musical notation of various notes and rests. Students also learn the basic notion of high and low pitches and will grow in their knowledge of specific pitches, such as do, mi, and so, as well as notes on the Staff. They also learn about various other musical concepts such as dynamics, verse, and refrain. In addition, students have many opportunities to learn to play basic instruments in ensembles throughout the year.
Finally, there is a musical unit offered that is specific to each grade level. Our first-graders learn about the instruments of the orchestra. Second-graders focus on Camille Saint-Saens and his symphony “The Carnival of the Animals.” Our third-graders have an opportunity to learn about many of our great composers, while students in the fourth grade continue to learn to play the recorder.
As you can see, our students enjoy a rich, diverse musical education experience at St. Elizabeth’s School.


Each and every musician should focus on developing a wide-ranging and original musical voice...
Careful observation of the past fifty years or so of musical study has identified two alarming trends — a rigid separation of performers from composers, composers from performers, (and audiences from both!) and an inflexible specialization by young musicians, training to gain a professional foothold in a rapidly changing musical world.
Musical societies in the coming decades will require musicians to be increasingly flexible, original, and to have an ever broadening set of skills. We believe that rather than simply fostering a steady accumulation of inert, skill-based knowledge, each and every musician should be focusing on developing a wide-ranging and original musical voice in order to become the type of artist who will thrive in the emerging world. Music education has to not only keep pace with change, it must foster change as well.
As traditional ways and places to make music evolve, musicians will be required to be increasingly original and entrepreneurial. Total musical immersion at the Center for Advanced Musical Studies will illuminate paths that develop individual musical invention in parallel with musical discipline.
~Edward Carroll, Director
The Center for Advanced Musical Studies is a place for talented musicians who share the mutual goals of exploring their personal voice and expanding their artistic capacities.
Rapid changes are sweeping the musical landscape; New and emerging musics, free as well as traditional improvisation, non-conventional ensembles, and new technologies/media are joining our concert stages at a dizzying rate. Many of our greatest artists are searching for new ways to re-interpret and present the acknowledged masterpieces of western music as well as experiencing new-found stimulation by collaborating with composers, composing themselves, and playing the music of their friends.
Most that are currently studying music are familiar with the large-scale cultural shifts, migration, and evolution of the musical marketplace taking place over the last decade, but simply don’t know what to do about them nor how to respond. They are ready to jump into something bound with hope.


The progress made by African American artists during the Harlem Renaissance (c1918-1939) declined markedly after World War II (1939-1945). Widespread racism and discrimination increased during the 1950s because of the Cold War and fear of Communism, which led social protest to be considered “un-American.” Many black artists continued to study in Europe because of the overall lack of opportunity in the US.
The civil rights movement of the 1960s galvanized black artists to push for a revival of exhibitions and the study of African American art. By the 1970s and 1980s, many black artists were represented in major galleries and museums around the country. Three landmark shows took place in the 1970s which furthered the study of African-American art: "Contemporary Black Artists in America," 1971, the Whitney in New York; "Two Centuries of Black American Art," 1976, Los Angeles County Museum; and "Afro-American Artists in Afro-America," 1975, Museum of Fine Arts Boston.
John Woodrow Wilson, the son of middle-class blacks from Guyana, grew up in Boston. He was encouraged at an early age to read and draw, and attended the school of the Museum of Fine Arts in Boston. He studied there through World War II (1939-1945) and earned a fellowship to study in Paris 1948-1949. The greater lack of discrimination against African Americans impressed him in Paris, and his teacher was the great cubist Fernand Léger (1881-1955). He also studied in Italy and was greatly impressed by the early masters of the Italian Renaissance.
Between 1950 and 1956 Wilson lived in Mexico, where he was influenced by the Mexican mural masters Siqueiros and Rivera. The large, simplified figures in Campesinos also reflect the influence of Léger’s large, cubist figures, and the ancient Mesoamerican sculpture that influenced figures of the Mexican artists. Wilson did many works concerning the poor people of Mexico, reflecting his background with the underprivileged African Americans with whom he had lived in the US. From the late 1950s on, Wilson devoted himself to art education, particularly in the black community. In the 1980s he produced a sculpture of Martin Luther King, Jr for the US Capitol.
Correlations to Davis programs: Explorations in Art Grade 2: 2.9, 5.26; Explorations in Art Grade 3: 1.3; Explorations in Art Grade 4: 1.2; Explorations in Art Grade 5 1.2, 1.5, 1.6; A Global Pursuit: Theme 2 core lesson; A Community Connection: Theme 1 core lesson, 7.1; The Visual Experience: 4.4; Discovering Art History: 15.4


- Harvard Health Blog - http://www.health.harvard.edu/blog -
Kindergarten redshirting is popular, but is it necessary?
Posted By Nancy Ferrari On March 6, 2012 @ 1:32 pm In Children's Health | Comments Disabled
A 60 Minutes segment this week focused on “redshirting.” That’s the practice of not starting a child in kindergarten until after his or her sixth birthday. It isn’t because of school-district rules, but is something that parents do to give their child an advantage from kindergarten and beyond.
The segment has generated a lot of conversation both online and in neighborhoods and preschools. Including the one my kids attend. As the mom of a boy with an August birthday and a September 1 cutoff in our school system, I was torn about the potential advantages of an extra year of preschool. (My husband was not.)
I had the opportunity to discuss this issue with Ann Densmore, EdD, an expert in language and social communication skills in children and co-author of Your Successful Preschooler. While the 60 Minutes piece suggested that some parents hold children back from kindergarten to gain competitive advantages, Dr. Densmore pointed out that many parents are responding to the shift in what kindergarten is. “Standardized tests and other pressures have changed the trajectory of elementary education. This isn’t your mother’s kindergarten! Gone are the days when kindergarten teachers hold up a letter and ask the class to name it. Today, kindergarten is drawing, writing, literacy, reading, and science and math and all those subjects that kids didn’t used to get until first or second grade.”
Dr. Densmore doesn’t believe that holding kids back from kindergarten entry is the total solution. It isn’t necessarily better to have kindergarten classes full of 6- and 7-year-olds. One way parents can help prepare their children is to ensure that there is adequate facilitated play in preschool. That means adults engaging with children during play to help them develop negotiation skills or to share complex ideas. “Research shows that play actually leads to improved academic skills. In this fast-track world, it may be hard to believe that play is critical for brain development, but it is. Play, which is really a child’s ‘work,’ contributes to cognitive, physical, social, and emotional growth. And it is the cornerstone of a child’s well-being,” Densmore told me. The National Association for the Education of Young Children offers lots of information about the benefits of play and how parents and teachers can help facilitate it.
On the community level, Densmore encourages parents to take an active role. Parents should talk with teachers, principals, and other parents. Look for preschools with facilitated play as the center of their curriculum. Challenge school committees to reconsider whether standardized testing in the lower elementary grades is a good idea. Pressure to prepare kids for these tests starts as early as kindergarten.
No matter when your child starts kindergarten, it’s a new beginning for him or her—and for you. Dr. Densmore encourages parents to keep themselves on an even keel and project a steady, positive attitude. And there are many ways (beyond the myriad children’s books on the subject) to help prepare your child. ” See if you can meet the teacher before September. Ask the teacher if you can take photos of the room. Talk to your child about the routine in kindergarten and give him or her a schedule using pictures or words, depending on your child’s reading level. The more your child and you know, the more comfortable everyone will be when starting this new chapter.”
As with so many things in parenting, you can only be so prepared. I sobbed when I dropped our son off on his first day—not delicate weeping, but chest-heaving sobs. He was fine, and somehow thrived.
Your Successful Preschooler, published by Jossey-Bass in partnership with Harvard Medical School, offers parents concrete advice and strategies for helping their young children develop the social skills that will set them up for learning and enable them to develop and maintain friendships with more ease.
Article printed from Harvard Health Blog: http://www.health.harvard.edu/blog
URL to article: http://www.health.harvard.edu/blog/kindergarten-redshirting-is-popular-but-is-it-necessary-201203064455
Copyright © 2010 Harvard Health Publications Blog. All rights reserved.


by Patricia Hughes
For adults, messy play can be a lot of work and feel stressful. However, there are many benefits to messy play. Early childhood education experts say that play is the work of the child. This is true for all kids, but especially for babies and toddlers. Don’t be afraid of the mess. Roll up your sleeves and enjoy some messy play time with your little one.
Messy play stimulates the senses. The tactile experience gained during messy play helps little ones experience a variety of textures. During messy play, babies and toddlers are developing eye hand coordination and fine motor skills. What looks like a mess on the surface is truly a learning experience for your child.
Fun and Messy Activities
A sand and water table is a great messy activity. In warm weather, this activity is perfect outside. When the weather is chilly, kids can still enjoy water play indoors. A small water table can be put on top of towels and filled with a small amount of water. The table can be filled with just water for younger infants and toddlers, if you are concerned about sand in the eyes.
The bathtub is another place for your little one to enjoy playing with water without the mess. Provide some small plastic cups for your child to fill and dump. Babies and toddlers love pouring the water out and then filling the cup again. Fill the cup and hand it to the baby. Soon she will be filling and dumping the water on her own.
Finger paint is a great messy activity for older babies and toddlers. This can be done in the high chair to make clean up easier. Cover the tray with paper and put a small amount of finger paint in the middle. Let the baby have fun smooshing and spreading the paint around. Some parents do this activity when the baby is in a diaper just before bath time.
You can make painting more fun by providing tools for your little one to use to spread the paint. Craft sticks, large pieces of sponge and big chunky paint brushes are easy for babies to manipulate. They get to experience a variety of different textures when they are using tools in painting.
If you are concerned about your baby eating the paint and don’t want to use commercial finger paints, you can make edible paint at home with a few simple ingredients. You won’t have to worry about your little one sampling the paint when it is made from food items. Saving the artwork is a bit trickier, but you can take pictures with your digital camera to preserve the moment.
Paint can be made with instant vanilla pudding and food color. Make the pudding according to the directions on the package and add a bit of food coloring. Another easy edible paint recipe uses instant Jell-O and water. Let it cool for a few minutes and then give it to your baby. These recipes can be used on finger paint paper or directly on the tray.
Play dough is another fun activity that has benefits for small motor skills and eye hand coordination. You can make edible play dough at home, just as with finger paints. You can find a ton of recipes online by searching for “edible play dough recipes”. One very simple recipe uses two parts oatmeal to one part each of water and flour. Mix the ingredients together to form the dough. Let your baby have fun squeezing and squishing the play dough in his high chair.
Parents are often hesitant to engage in messy play with their little ones. The mess and time needed to clean up are a big part of the reason. By making time for messy play before bath time, you can allow your child time to enjoy the mess without making additional work for mommy. Keeping messy activities in the high chair is another way to help reduce clean up time.
Patricia Hughes is a freelance writer and mother of four. Patricia has a Bachelor’s Degree in Elementary Education from Florida Atlantic University. She has written extensively on pregnancy, childbirth, parenting and breastfeeding. In addition, she has written about home décor and travel.
No part of this article may be copied or reproduced in any form without the express permission of More4Kids Inc © 2008 All Rights Reserved


Playing a daily computer game has helped a class of primary school children improve their maths and concentration, a study says.
The game was played every morning before lessons started
The children played the game every day for 10 weeks with "dramatic" results.
A class from the Dundee school took part in the project to show how computer games can enhance and build on classroom learning.
It is now hoped the resource can be used more widely across schools in the Scottish city.
The 30 children from St Columba's primary school - all aged nine and 10 played Dr Kawashima's More Brain Training game on a Nintendo DS console every morning before lessons for about 15 minutes.
The "game" is a collection of mini-games, such as number challenges, reading tests, problem-solving exercises and memory puzzles designed to exercise the brain by increasing blood flow to the pre-frontal cortex.
Progress was compared to a school where 30 same-age pupils from a similar socio-economic background used a method called Brain Gym - a series of body exercises designed to increase brain activity and enhance learning - for three or four days a week over the 10-week assessment, and a control group which had no access to either Brain Gym or the DS game.
All three groups were given a maths test at the start of the project and the same one again at the end.
All groups had better scores after 10 weeks but the biggest improvement was in the Kawashima group, where the average score went up 10 points from 76/100 to 86/100.
Children who had low scores in the first test did particularly well and one pupil with special needs jumped from 25 to 68/100. No-one dropped below 65/100.
The other two groups did not show such across-the-board improvements and their second tests still had a number of children scoring in the 20s, 30s and 40s.
The average time taken to complete the test by the Kawashima group dropped from 17 minutes, 1 second to 13 minutes, 19 seconds.
Derek Robertson, from Learning and Teaching Scotland (LTS), who devised the project, was struck by the "dramatic enhancement" in the Kawashima group's maths ability in such a short period of time.
He said: "The results of this small-scale Dr Kawashima project have shown how a targeted and managed use of such a game can help to enhance pupil numeracy skills and classroom behaviour."
There was also a noticeable impact on behaviour and levels of concentration throughout the school day, with the children becoming more self-confident.
Mr Robertson, a former teacher and university lecturer, said: "It had a real calming effect on children in the class.
"In fact I have never before seen such gains across the board."
Mr Robertson recognises this was a small study, funded by LTS, and not large enough for firm conclusions to be drawn, but he hopes to carry out a similar study on a broader scale, early next year.
He wants to involve a number of local authorities in the scheme with a view to using the game as an educational resource.
A Dundee city council spokesman said: "We are exploring the possibility of extending the scheme."


“Music education helps kids learn other challenging subjects, like math.”
Music education gives children sharper skills and increased confidence that help them to master other difficult subjects. Particularly math. But don't just take our word for it! Leading academic experts have researched this phenomenon over the years, and here we've compiled some of their findings for you.
Dr. Frances Rauscher of the University of Wisconsin demonstrated remarkable increases in spatial-temporal IQs of young children exposed to music training. Using a standard IQ test, [the study] found that spatial-temporal IQs of children who received music training were 35 percent (35%) higher than those of children who did not receive training. Eight months after instruction began, the music students’ scores improved by 46 percent (46%) while the scores of children who received no training improved by only 6 percent. These findings were consistent across demographic and socio-economic categories.
In a pilot program, Wisconsin’s School District of Kettle Moraine conducted a similar™ study using kindergarten students rather than preschoolers and group piano keyboard instruction rather than private lessons. By December the piano students scored 33 to 35 percent higher than those who had received no formal music instruction, and by the end of the school year, the difference was an astonishing 46 percent (46%)
The Neurological Report Magazine [March, 1999] published the results of a study by Professor Gordon Shaw of the University of California, Irvine. This project involved second graders from one of the poorest-performing schools in Los Angeles. Students received piano lessons along with a special computer program. After four months, they were tested for their ability to analyze ratios and fractions. Students scored twenty-seven percent (27%) higher than their counterparts from another school district that did not receive piano instruction.
According to The College Board (Profiles of SAT and Achievement Test takers), there is a direct correlation between improved SAT scores and the length of time spent studying music. Those children who studied music for four or more years scored 60 points higher on verbal and 41 points higher on math portions of the SAT (for a combined total of 101 points) than students with no coursework or experience in music.
According to a nationwide survey conducted by the Gallup Organization, more than nine in ten Americans believe music education should be a part of every student’s day. In fact more than three-quarters of the people questioned feel that states should mandate it.
“American Attitudes Toward Music”, conducted for NAMM – International Music Products Association, also found that active music making takes place in half the homes in America. Music participation and support for school music education are both significantly stronger than in an identical poll conducted in 1997. Another significant finding is the sharp increase in the number of people who believe music education helps students succeed in other academic areas.
“The results of this national survey leave no doubt that Americans feel strongly about music,” says NAMM President and CEO Larry Linkin. “It is especially dramatic to see the growing clamor for music education in our schools.”
Among more than 1,500 people surveyed, 95 percent stated that they feel music is part of a well-rounded education (up from 90% in 1997), 93 percent feel schools should offer musical instruction as apart of the regular curriculum (up from 88 percent), and 78 percent (up from 70%) feel states should mandate music education for all students.
Eighty-one percent of respondents said they feel participating in school music corresponds with better grades and test scores, up sharply from 69 percent in 1997. Seventy-five percent said they believe learning a musical instrument helps students do better in other subjects such as math and science, and 73 percent said they believe teens who play an instrument are less likely to have discipline problems.
The survey found that 50 percent of households have one person age five or older who currently plays a musical instrument, up from 38 percent in 1997. Forty percent of households have two or more persons who play a musical instrument, up from 34 percent in 1997. In all, 53 percent of households own a musical instrument, up from 43 percent.


“These scrappy little books are to historians among the most interesting productions of the sixteenth-century printing press. But they were no immediately thought of as worthy of a place in a respectable collection; often we owe their survival to the interest of collectors who in their own day would have been thought of as distinctly eccentric. Now these small books are very precious, but four centuries of hard living has dispersed them throughout the thousands of libraries around the world. This fact – that much of the output of the first age of print was seen at the time as being of no consequence – has meant that it has until now been very difficult to write the whole history of the first age of print. The books we now know best are those that were collected into libraries. On the whole these were the largest, most scholarly and most valuable, the sort cherished by scholars and rich collectors, then and now. Scholars who have written of the print revolution of the sixteenth century have likewise tended to concentrate on the most eye-catching achievements of the new art: the great multilingual bibles, notable achievements of scientific publishing, milestones of scholarship, the most richly and lavishly illustrated texts.
The more mundane productions of the press inevitably attracted less attention and admiration. But such books – almanacs and calendars, prayer books and pamphlets – were the bedrock of the new industry. They also offer the most eloquent window into the thought world of the sixteenth century’s new generation of readers.
How can one access the full extent of this trade, when so many of these publications have been almost completely lost? Happily this is one respect in which the new technological revolution of the twenty-first century has come to our aid. Tracing the sole surviving copy of these little books has been an almost impossible task. Now through, the sudden proliferation of online resources, catalogues and search engines allows us to gather together a vast amount of data that will permit us to match and compare information on almost all the books known to have been published in the first age of print – wherever they may be. This book presents a first attempt to take advantage of these global searches. The results are profound. We can for the first time chart a coherent narrative of print, from the first experiments of the 1450s to the dawn of a mass information society. For all the twist and turns, reverses, disappointments and misunderstandings, it is an arresting story.”
Andrew Pettegree, Prelude, The Book in the Renaissance, 2010.
Wednesday, March 23, 2011
Comics, Creativity, and Culture: Interdisciplinary and International Perspectives
October 6-8 Fall 2011
Partners: The Obermann Center for Advanced Studies, International Programs at the University of Iowa, and the University of Iowa Museum of Art.
Comics, Creativity and Culture: Interdisciplinary and International Perspectives, will take place on the University of Iowa campus October 6-8, 2011. This event, which has already received generous support, seeks to explore the historical, cultural, and artistic role of comics by bringing prominent creators together in dialog with teachers and students. In addition to the planned symposium, a series of linked events will offer participants a diverse range of activities that together seek to emphasize the significance of this always popular but once critically dismissed or ignored area of international cultural production and consumption.
June 22, 2011- One day training opportunity for k-12 teachers about using comics in the classroom hosted by Belin-Blank and the UI Art Education Department
September 24-December 11, 2011
Graphic Language: Comics, Creativity and Culture an Interdisciplinary and International Perspectives
Exhibition at the IMU Black Box Theatre
Featuring the private collections of Adam Mix, Corey Creekmur, Ana Merino and Felix de la Concha
October 6-8 2011-Symposium at various locations in Iowa City and around the UI campus
October 5, 2011 Mini conference for high school and middle school students hosted by the University of Iowa Museum of Art
Who: Phoebe Glockener, Jaime and Gilbert Hernandez, Joe Sacco, Jessica Abel, and James Sturm as well as comic scholars such as Jeet Heer and Charles Hatfield.
Neda Barrett at the UI Obermann Center for Advanced Studies (Nedafirstname.lastname@example.org)
Heidi Vekemans at International Programs (Heidiemail@example.com)
Professor Corey-Creekmur -Coreyfirstname.lastname@example.org
Professor Ana Merino- Anaemail@example.com
Professor Rachel Wiliams- Rachelfirstname.lastname@example.org
Posted by The Teacher at 1:24 PM


Babies Follow the Scientific Method
Laura Schulz, an associate professor of brain and cognitive sciences at MIT, has always been interested in learning and education. At the age of 6, she tried teaching her 3-year-old sister to read, an effort that met with limited success.
“She did eventually learn to read, wrote a book, and is now even a book reviewer, but I think I had very little to do with it,” Schulz recalls. “It went swimmingly at the letter A, and by the time we got to the letter B she wanted to go play in the sandbox, so that was the end of that.”
Schulz has devoted her academic career to investigating how learning takes place during early childhood. Starting in infancy, children are quickly able to learn a great deal about how the world works, based on a very limited amount of evidence.
Schulz’s research, much of which she does at a “Play Lab” at Boston Children’s Museum, reveals that children, and even babies, inherently use many of the same strategies employed in the scientific method — a systematic process of forming hypotheses and testing them based on observed evidence.
“All of these abilities that we think of as scientific abilities emerged because of the hardest problem of early childhood learning, which is how to get accurate abstract representations from sparse, noisy data,” she says.
Exploring the world
Schulz became interested not only in how children learn from observed evidence, but also how they generate evidence through exploration. She has found that many of the components of the scientific method — isolating variables, recognizing when evidence is confounded, positing unobserved variables to explain novel events — are in fact core to children’s early cognition.
In one recent study, she investigated infants’ abilities to determine, from very sparse evidence, the properties of sets of objects. In the study, babies watched as an experimenter pulled a series of three balls, all blue, from a box of balls. Each ball squeaked when the experimenter squeezed it. The babies were then handed a yellow ball from the box.
When most of the balls in the box were blue, the babies squeezed the yellow ball, suggesting that they generalized the squeaking to the entire box of balls. However, if the balls in the box were mostly yellow, the babies were much less likely to try to squeeze them, showing they believed that the blue, squeaking balls were a rare exception.
Another recent experiment explored the value of offering lessons versus allowing children to explore on their own. In that study, Schulz found that children who were shown how to make a toy squeak were less likely to discover the toy’s other features than children who were simply given the toy with no instruction.
“There’s a tradeoff of instruction versus exploration,” she says. “If I instruct you more, you will explore less, because you assume that if other things were true, I would have demonstrated them.”
Although Schulz hopes that someday her work will lead to development of new education strategies, that is more of a long-term goal.
“We’re just trying to understand what fundamental principles govern learning and how children represent information and how they make inferences. I don’t think that we have yet the kinds of things where we can say, ‘Because of this, you, the classroom teacher, should do this,’” she says. “It really is basic science.”


School Professionals Working with Children with Cochlear Implants / Edition 1by Patricia Chute, Mary Ellen Nevins
Pub. Date: 03/28/2006
Publisher: Plural Publishing, Inc.
This new book is a comprehensive resource for school-based professionals who work with the increasing number of children with cochlear implants. Focusing on giving the reader critical background information, the well-known authors begin with the history, technology, and functionality of cochlear implants. They cover the changes seen in the populations now utilizing… See more details below
This new book is a comprehensive resource for school-based professionals who work with the increasing number of children with cochlear implants. Focusing on giving the reader critical background information, the well-known authors begin with the history, technology, and functionality of cochlear implants. They cover the changes seen in the populations now utilizing these devices and describe how the impact of having an implant can affect a child. Finally, they highlight how the clinician and team providing services can best address each child's individual needs. Special consideration is given to the multidisciplinary team and the culture of collaboration: handling the effects of family influence and participation, issues of special populations (such as non-English-speaking parents), and providing services that best address individual children's needs.
Throughout the text, the authors address new questions and issues resulting from the rapidly evolving technology. The authors detail the effects of more and younger children receiving cochlear implants entering into school systems and discuss the emerging and increased role of the speech pathologist. The book is the ideal guide and supplies the school professional with tools for providing the best possible direction and options for children with cochlear implants. A CD of resources from the three major cochlear implant manufacturers accompanies the text.
- Plural Publishing, Inc.
- Publication date:
- Edition description:
- Includes CD
- Product dimensions:
- 6.00(w) x 8.90(h) x 0.60(d)
Table of ContentsPreface. The Winds of Change: Fifteen Years of Cochlear Implantation after FDA Approval. The Zone of Cochlear Implant Performance. Characteristics of Educational Programs that Support Children with Cochlear Implants. Building Collaborative Teams: Whose Job is it Anyway? The Mapping Porcess and Beyond. Developing Auditory Skills: Thinking Outside the "Box". Clear Speech: The Possible Dream. Auditory Access and Literacy Development. Supporting Communication with Sign. Special Populations with Cochlear Implants. Listening in Noisy Classrooms: Room Acoustics, FMs, and Other Assistive Devices. Listening with Two Ears: Bilateral Cochlear Implants and Cochlear Implants and Hearing Aids. Social Development and the Cochlear Implant. A Glimpse into the Future. References. Appendix A: Organizational Resources and Web Sites Providing Information on Deafness or Cochlear Implants in Children. Appendix B: Sample Daily Log. Appendix C: FM Manufacturer Resources. Index.
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Art Education B.F.A. Program Outcomes
The Department of Art and Design serves the upper Midwest region as a vital resource for individuals seeking a comprehensive education in the visual arts. The department strives to tailor its programs to meet the specific and diverse needs of students pursuing careers in studio practice, art education, art history and graphic design. The department provides the setting for an investigation of the visual arts in practice, theory and critical discourse. Students and faculty contribute significantly to an enhanced cultural environment within our region and beyond, through ongoing scholarly research, exhibitions, collaborations and creative activities. The department is committed to maintaining the highest standards of achievement in the areas of academic excellence and professional practice in an atmosphere that promotes effective learning and the open exchange of ideas and information.
Student Learning Outcomes
With a BFA in Art Education our graduates will have: (Cognitive outcomes)
1. Theoretical Framework: Know the historic foundations and current theories and practices of art education, art history, art criticism, visual culture, and knowledge of a wide range of traditional and contemporary artistic media, studio techniques, and practice.
2. Art Pedagogy: Theoretical and practical knowledge of multiple approaches to age appropriate lesson plan development, instruction, and assessment in the K-12 art curriculum to promote meaningful learning in the arts
3. Media: Knowledge and competence of digital technologies for teaching and creating in the visual arts.
At the end of the program, our graduates should be able to demonstrate these SKILLS: (Behavioral outcomes)
The student will be able to:
1. Implement Theoretical Framework: Develop and communicate a personal philosophy of art education; Identify, describe, and use various approaches to contemporary pedagogical practices that include: Discipline Based Art Education, environmental, museum-based, multicultural, postmodern-visual culture art education; Apply theories of curriculum and instruction as the student reflects on and refines their own practice of art education
2. Teach Art Education K-12: Design and implement meaningful teaching strategies in K-12 art education; Demonstrate effective pedagogical skills and content knowledge
3. Be a Teacher as Artist: Demonstrate knowledge, skill, competency, and innovation in a variety of artistic techniques, media, tools, and methods with one area of studio specialization, to enrich their teaching
4. Be a Teacher as Researcher/Communicator: Conduct, analyze, interpret, and evaluate research in art education, art history, and art criticism through writing and speaking; Demonstrate effective communication skills; Use digital technologies as innovative tools for communication, documentation, research, instructional strategies, and creative exploration
At the end of the program, our graduates should hold these PROFESSIONAL VALUES: (Affective Outcomes)
The student will:
1. Be reflective art educators who value and promote creative problem solving and individual creative expression in children and youth (K-12); Continually refine and reflect their practice in the field through Supervised Observations, Conferences, Reflective Journals, and the Creation of a Minnesota Standards of Effective Practice Teaching Portfolio.
2. Exercise social responsibility through civic engagement and community outreach.
3. Participate and engage in current dialogues in the field through participation in professional arts organizations as student members of Art Educators of Minnesota (AEM) and the National Art Education Association (NAEA).


|Denise H. Daniels||Cal Poly, San Luis Obispo|
|Patricia K. Clarkson|
|© 2010||208 pages||6" x 9"|
|Paperback||ISBN:||9781412981149||$27.95||Add to Cart|
|Complimentary Review Copy||Request Review Copy|
|About the Authors|
|Preface to the Classroom Insights from Educational Psychology Series|
|1. Developmental Perspectives and Educational Practice: Viewing Children and Teachers in the Big Picture|
|2. Early School Adjustment: Fostering Adjustment and Self-Regulation|
|3. The Primacy of Relationships in the Early School Years: Fostering Relationships|
|4. Developmentally Appropriate Classroom Practices: Fostering Learning in the Classroom|
|5. Learning in Digital and Natural Environments: Connecting Learning Out of the Classroom|
|Conclusion: Guiding Children on Positive Developmental Pathways Through School|
|Resource A. Tools for Reflection and Improvement|
|Resource B. Professional Organizations and Model Programs|
|Resource C. Recommended Reading|
|Resource D. Glossary|
|ISBN: 9781412981149||Paperback||Suggested Retail Price: $27.95||Bookstore Price: $22.36|
|ISBN: 9781452271682||Electronic Version||Suggested Retail Price: $27.95||Bookstore Price: $22.36|
"This book helps the practicing educator turn research into seamless classroom practice. The practice exercises can be implemented immediately to help build student success."
—Katina Keener, Science/Social Studies Teacher, T. C. Walker Elementary School, Gloucester, VA
Launch young learners on positive pathways through school!
The early school years provide critical opportunities for children to develop foundational skills and positive attitudes toward learning. This book, the first in the Classroom Insights from Educational Psychology series, gives current and prospective PreK–3 teachers valuable insight into how young children feel, think, and learn.
Denise H. Daniels and Patricia K. Clarkson show how current research and theory from educational psychology can be applied to create a child-centered learning environment and to develop best practices for instruction. Readers will gain a deeper understanding of:
Vignettes and case studies, practice exercises, suggested games, and reflection questions make A Developmental Approach to Educating Young Children a valuable asset in helping teachers design stimulating learning experiences for young children.
Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email firstname.lastname@example.org. Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html.
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