Music at St Patrick’s College Drumcondra, 1875-2016
Edited By John Buckley and John O'Flynn
Since its foundation in 1875, the activities of St Patrick’s College Drumcondra and its graduates have been closely woven into the educational and cultural fabric of Irish society. This volume charts how music and music education have fulfilled a major role throughout the history of the Dublin-based establishment that began as a teacher training college and later evolved into a college of education and liberal arts. Graduates of St Patrick’s College have taught hundreds of thousands, if not millions of pupils across the country, have made significant contributions to various facets of professional and amateur music activity, and have had an invaluable influence on the wellbeing of individuals, the development of communities and the advancement of the nation as a whole.
The book records and interprets key musical developments, appraises the work of major contributors, and captures the activities of students, staff and visiting musicians at St Patrick’s College up to its incorporation into Dublin City University in 2016. It represents a major scholarly work that details the progress of music at a university college in Ireland, and it is envisaged that its varied chapters and themes will evoke further memories and discussions among graduates of the College and others.
Chapter Six: Vocal and Choral Music (John O’Flynn)
← 126 | 127 →
Chapter Six: Vocal and Choral Music
No one can watch a choir successfully singing fine choral music without seeing that no other activity, social or artistic, creates the same intense feeling of delight, physical, mental, spiritual and moral, evokes such a complete manifestation of the whole personality, generates such vivid enthusiasm and ambitious striving, affords such opportunity for spontaneous yet harmonious communal effort, or results in such complete self- expression.1
The human voice represents a primary source for musical experience and development. This capacity for vocal music can be recognized at an individual level, especially when considering the artistry of an accomplished singer. It is arguable though, as the above quote from Donnchadh Ua Braoin, Head Organising Inspector of Musical Instruction in Ireland from 1931-1947 suggests, that singing’s potential for developing musicality and wider human and cultural understanding is more intensely felt when voices combine together to train and develop, and ultimately communicate and perform choral music. Choral singing may also contribute to our health and well-being, and can further act as a catalyst in social bonding for various groups, including students attending professional and academic programmes at universities and other tertiary institutions.2 The terms ‘vocal’ and ‘choral’ are of course closely related. While in contemporary usage ‘choral’ usually relates to the activities of choirs, ‘vocal music’ was the equivalent term used throughout the late- nineteenth and early-twentieth centuries. At that time, ‘vocal music’ was...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.


Finally, in accordance with previous research, the present study also shows that solving these questions is more important for immigrants, who develop a stronger sense of ethnic identity (achieved ethnic identity) than non-immigrants, even though having a strong sense of ethnic belonging is related with life satisfaction for both immigrants and natives.
Ethnic identity and its relationship to life satisfaction and mental health among Omani youth.
I argue that Chinese music education might also be guided by the national policies, and I discuss how political ideologies affect the ways that Chinese ethnic minority's music is represented in the national music textbooks.
In a multicultural society, the case of ethnic minorities' cultural traditions warrants particular attention in the field of music education (Dolby, 2012; Heimonen & Hebert, 2010; Hebert, 2010).
Even subtle implicit stereotypical cues in the media can potentially lead to long-lasting effects on ethnic minority audiences' self-concepts and self-esteem.
In sum, past research on the effects of media stereotypes suggest that media are important socializing agents through which racial and ethnic minorities learn about their in-group vis-a-vis the majority White outgroup.
The government policies of China towards ethnic minority rights and autonomy have been a central political issue that is necessary in managing the culturally diverse nation, ever since the founding of the first Republic on January 1, 1912, following the revolution and the collapse of the Qing dynasty.
Some of the largest populations of Chinese ethnic minorities include Zhuang ([TEXT NOT REPRODUCIBLE IN ASCII]), Man ([TEXT NOT REPRODUCIBLE IN ASCII]), Hui ([TEXT NOT REPRODUCIBLE IN ASCII]), Miao ([TEXT NOT REPRODUCIBLE IN ASCII]), Uyghur ([TEXT NOT REPRODUCIBLE IN ASCII]), Yi ([TEXT NOT REPRODUCIBLE IN ASCII]), Tujia ([TEXT NOT REPRODUCIBLE IN ASCII]), Mongols ([TEXT NOT REPRODUCIBLE IN ASCII]), Tibetans ([TEXT NOT REPRODUCIBLE IN ASCII]), Buyi ([TEXT NOT REPRODUCIBLE IN ASCII]), Yao ([TEXT NOT REPRODUCIBLE IN ASCII]), and Koreans ([TEXT NOT REPRODUCIBLE IN ASCII]).
Worse, ethnic leadership is boosted by ethnic dictatorship, which does not tolerate democracy.
After Kenyatta, President Kibaki and Uhuru have also been crowned as ethnic leaders of the Kikuyu, beyond any challenge.
The situation by 2014 had become so bad that a former Northern Alliance leader, Abdullah Abdullah, an ethnic Tajik and a challenger to Ashraf Ghani, refused to accept the results of the presidential elections.
The consequences of the flaring of the ethnic question in Afghanistan over the new national identity cards could lead to large-scale ethnic violence again.
Based on the expansion and diversification of the Chinese ethnic
economy in Canada after the mid-1980s, Li (1993) identifies four types of ethnic
business in the contemporary ethnic
economy: (1) traditional individual-owned and family-operated commercial activity, mainly in retailing and food services; (2) professional services, ranging from medical, law, accounting to real estate; (3) those owned and controlled through overseas capital investment by corporations with headquarters in the immigrants' home countries and subsidiaries in Canada; (4) businesses established with investment made by business immigrants with transplanted capitals.
In the eastern Malaysian provinces of Sabah and Sarawak, most, if not all, of the political parties depend heavily on the support of particular ethnic
This conflict of interest over the constitutional principle between the Myanmar ethnic
national and the non-Myanmar ethnic
nationalities is the root of the political crisis as well as the generator of ethnic
conflict, hatred, and disunity in the Union of Burma.


Volume 6 (1) 2014 – Article
Performance and Participation: A Qualitative Study of Music Education Practices in Digitally-Based Musicking with Young People with Physical Impairments
This article highlights results from a research study of ‘Music Week’; a one-week Swedish music project performed at a Swedish folk high school, a Nordic-style residential adult education college. The aim of the Music Week project was to enable young people with physical impairments to take part in musical activities. Digitally-based musical settings were used in order to provide tools for both performing and creating music. The Music Week project was part of a larger 3-year music project.
The main purpose of the present research study was both to explore the interaction and the music education practices applied during the Music Week project as well as to explore the musical settings used within the project. The research method was partially inspired by ethnographical methods. In the study, two main variations of teaching music in groups were identified: i) Performance-oriented, with a clear goal of performing songs for an audience and ii) Participatory-oriented, where the participants were able to explore their potential to play and create music. Furthermore, the results suggest that musical settings should be regarded in a holistic way to include all kinds of resources: musical, technical, physical, psychological and personal.
musicking; music education; accessibility; digital music instruments; impairment; health promotion; interaction; cultural awareness; young people
Bo Nilsson, PhD, is Senior Lecturer in Education at Kristianstad University, Sweden. His research interests include children’s musical creativity, music in special education, popular culture and ICT in music education and public health. He received his doctorate in Music Education in 2002 at Malmö Academy of Music, Lund University. Bo is teaching and supervising at the Teacher Education and at the Public Health Program. He taught music and science in a Swedish compulsory school for several years and was a member of the expert group that wrote the new music curriculum for Swedish compulsory schools in 2011.


I am re-posting Rhythm Heart Beats and More Rhythm Hearts in case you would like to use them this week because they look very “Valentine-ish.”
I first published them in August,and if you scroll back to then, or look in the Rhythm category on the right, you can read how I use them to teach rhythmic dictation. If you don’t have time to go back and read those posts, here is a quick review. The Kodaly Method teaches the difference in beat and rhythm by using a “heart beat” as an example of a steady beat. Rhythm is “the way the words go” and eighth notes are “two sounds on one beat.” When I used to teach in a group setting I would use a felt board, but now I teach individual lessons, so I made these worksheets. If anyone would like me to elaborate on how to teach rhythm to children, let me know and I’ll do a longer post on it.
Young children and beginners can use the first sheet, with one measure, and older students will be able to take 2 measure dictation. Don’t let your students learn how to play the piano without knowing how to take rhythmic and melodic dictation. You never know what they may want to do with their music education in the future. Even if they haven’t learned to play 8th notes in their piano music, they are fully capable of learning the concept!


People say it all the time, but you really are never too old to start learning an instrument! Like any skill, learning to play an instrument as an adult is a process and not an immediate pay-off. However, if we do say so ourselves, it’s one well worth the time and the process. Whether you played as a child and want to start up again or are starting from scratch, we have some practical advice to help set adult beginners up for success.
Finding an Instrument
No matter which one you choose to learn, starting with the right instrument is key. Regardless of whether you decide to rent or buy, you want to make sure that you’re getting an instrument that’s in good condition. Work within your budget, but don’t fall prey to getting the cheapest instrument you can find. Cheap instruments are usually made incorrectly with poor quality materials. These instruments are difficult to play, which will hinder your progress and enjoyment. Playing an instrument should be fun! We can help with instrument rentals and purchasing an outfit.
There are ways to teach yourself, but we highly recommend finding a teacher. Learning an instrument is a specialized skill, and doing so alone can be frustrating. Using a teacher can help speed up your progress and reinforce good habits. They can be your cheerleader, mentor, and someone to hold you accountable. They are also a great resource for general questions and playing opportunities.
The Mental Game
It’s easy for adult beginners to fall into the mental trap of embarrassment or self-doubt. Remember: you ARE a beginner, and that’s great! Everyone starts somewhere. Make sure you practice daily – yes, daily – to build up muscle memory and reinforce the skills you are learning. Also keep in mind that simple skills or pieces are not bad. You don’t learn to drive by being put on a highway your first day, and you don’t learn to play a concerto right away either. There are many other foundational skills that come before that.
If you’re coming back to playing after a lengthy hiatus, be patient with yourself. You have a memory of what things felt and sounded like when you were actively playing, and that won’t be what you immediately hear or feel. Going back to basics is difficult but rewarding, so keep at it!
Final Tips for Adult Beginners
- Did we mention practice? Go practice! Lunch breaks can be a great opportunity depending on where you work.
- Play with people. Find other musicians, groups or organizations to play with. You can also consider making your next vacation a musical retreat or program; they’re not just for kids!
- Most importantly, HAVE FUN! Make it joyful work.


Fall is an excellent time of the year to put a little twist on classic science experiments like this spider oobleck! Oobleck is a classic sensory science experiment made from two easy ingredients. Check out our classic oobleck science play. We have tried a few themed oobleck activities this season already including apple sauce oobleck and pumpkin guts oobleck. How about a spider oobleck for Halloween? Fun science, fine motor, and sensory play in one easy activity!
SPIDER OOBLECK SCIENCE FOR KIDS
WHAT IS OOBLECK?
Oobleck is usually a mixture of cornstarch and water. Roughly a 2:1 ratio but you can tinker with the ratio to find a desired consistency that still maintains the properties of oobleck.
What’s the science of oobleck?
Well, it’s a solid. No wait it’s a liquid! Wait again, it’s both! Very fascinating to be exact. Pick up solid chunks, pack it into a ball and watch it ooze into a liquid. This is called a non-newtonian liquid, a substance that acts like both a liquid and a solid. It’s a classic science experiment!
plastic spiders and goggley eyes
cookie sheet (we use the dollar store variety for projects!)
Simply mix up about a cup of cornstarch and 1/2 cup of water! You can adjust the ratios as needed, but this recipe is a general guideline!
Pour and spoon onto a cookie sheet and stick in your goodies (really anything can be used for sticking into the oobleck!), add a pair of tweezers and play!
SPIDER OOBLECK SCIENCE AND SENSORY
My son played rescue the spiders for quite awhile. He enjoyed poking at the oobleck, making paths in it and watching chunks melt back into the large mass.
Oobleck really is a cool and unique substance for kids to explore. Adding a pair of tweezers just enhances fine motor skills in a playful way. The oobleck provides a nice resistance for hand strengthening too while manipulating the tweezers!
YOU MIGHT ALSO LIKE: Halloween Sensory Ideas
This can get as messy as you like it! He preferred that I get messier. He enjoyed watching the oobleck pour out of the container, burying the spiders and rescuing them again and again.
YOU MIGHT ALSO LIKE: Peppermint Oobleck
Although it’s an awesome science activity, it’s also great sensory play for kids too. We have done a few ooblecks now and he is starting to understand the science behind it a bit more each time. I highly recommend finding fun ways to repeat science experiments to increase understanding! We are always finding new ways to try out similar experiments!


One in ten children in the world have disabilities and experience deprivation in indicators such as health, education and protection, according to a new report by the UN Children’s Fund (UNICEF).
The report mentions that disability experience varies greatly. The risks and outcomes mainly depend on the type of disability; where the child lives and what services they can access, The UNICEF said.
UNICEF Executive Director Henrietta Fore pointed out that children with disabilities are too often simply being left behind. Noting that exclusion is often the consequence of invisibility, she said that reliable data on the number of children with disabilities was lacking for a long time. “When we fail to count, consider and consult with these children, we are failing to help them reach their vast potential,” she said.
- 34 per cent more likely to be stunted
- 25 per cent more likely to be wasted
- 53 per cent more likely to have symptoms of acute respiratory infection
- 24 per cent less likely to receive early stimulation and responsive care
- 25 per cent less likely to attend early childhood education
- 16 per cent less likely to read or be read to at home
- 42 per cent less likely to have foundational reading and numeracy skills
- 49 per cent more likely to have never attended school
- 47 per cent more likely to be out of primary school
- 33 per cent more likely to be out of lower-secondary school
- 27 per cent more likely to be out of upper-secondary school
- 32 per cent more likely to experience severe corporal punishment
- 41 per cent more likely to feel discriminated against
- 51 per cent more likely to feel unhappy
- 20 per cent less likely to have expectations of a better life
In the report, UNICEF has calling on governments to provide children with disabilities with equal opportunities. It said that the Government’s should also consult persons with disabilities and consider the full range of disabilities, as well as the specific needs of children and their families, when providing inclusive services and equitable quality education.


By Katrina Moore
Picture books, by their nature, are books in which the pictures tell as much (sometimes more, sometimes all) of the story as the words. When done well, this is why picture books are so magical. In 40 or less pages (mostly) and 500 or less words (usually) we are made to laugh, or cry, or wonder, and in the very best of cases . . . all of the above.
So how do you craft such a magical marriage between words and illustrations?
And how is this done if you are only the author?
Let’s share some stellar examples:
Sometimes, the words are purposefully open to interpretation, like in SOMEDAY by Alison McGhee and Peter H. Reynolds:
This can also lead to illustrations that amplify the drama and escalate the tension (and humor),
like in CHARLOTTE AND THE ROCK by Stephen Martin Illustrated by Samantha Cotterill:
Sometimes, the words are charged with emotion, leading to illustrations that are giggle-worthy,
Sometimes, the words are super silly, and the illustrations create the perfect compliment,
Sometimes, the words are intended to be ironic (and if you are the author-only, this is an instance where you will want to include an art note), as in Cate Berry and Charles Santoso’s PENGUIN AND TINY SHRIMP DON’T DO BEDTIME, where the words say,
In the above picture book examples, the words and art flow together fluidly, sometimes complimenting each other, sometimes elevating each other, sometimes opposing each other, and sometimes balancing each other so beautifully that the matches are seemingly made . . .
in picture book heaven.
So as you craft your picture books, think:
How can I leave room for the illustrator?
What purposeful word choices can I use to make a big splash?
Katrina Moore writes and teaches in New Jersey. Earning her M.A. in elementary education, she has been a teacher for almost a decade in Maryland, Massachusetts, and New York. Her mission is to create books that children will hug for ages. Her debut picture book, ONE HUG, illustrated by the talented Julia Woolf, is a lyrical celebration of the different ways that hugs bring people together, forthcoming from HarperCollins/Katherine Tegen Books in 2019. Her second picture book, GRANDPA GRUMPS, illustrated by the amazing Xindi Yan, is a humorous and heartfelt story about a little girl, Daisy, and how she connects with her Chinese grandfather across cultures and generations, forthcoming from Little Bee Books in 2020.
When she is not writing or teaching kids in elementary school, she is cooking without a recipe, painting outside the lines, or snuggling up with her two kids, husband, pomapoo pup, and of course, a cozy book. Connect with her on twitter @kmoorebooks or at www.katrinamoorebooks.com.
Katrina Moore writes for all, teaches many, and raises two young children. She holds an M.A. in elementary education. She's the author of ONE HUG, GRANDPA GRUMPS, SOMETIMES LOVE (Penguin/Dial, '22), and the forthcoming chapter book series, TEENY HOUDINI (HarperCollins/Tegen, '22), and more. Connect with her on twitter!


Eleanora Fagan (April 7, 1915 – July 17, 1959), professionally known as Billie Holiday, was an American jazz musician and singer-songwriter with a career spanning nearly thirty years. Nicknamed "Lady Day" by her friend and music partner Lester Young, Holiday had a seminal influence on jazz music and pop singing. Her vocal style, strongly inspired by jazz instrumentalists, pioneered a new way of manipulating phrasing and tempo. Holiday was known for her vocal delivery and improvisation skills, which made up for her limited range and lack of formal music education.
After a turbulent childhood, Holiday began singing in nightclubs around Harlem. After being heard by producer John Hammond, who commended her voice, Holiday was signed to Brunswick Records in 1935. Collaborations with Teddy Wilson yielded the hit "What a Little Moonlight Can Do", which would later become a jazz standard. Throughout the 1930s and 1940s, Holiday booked mainstream success with labels such as Columbia Records and Decca Records. By the late 1940s, however, Holiday was beset with legal troubles and drug abuse. After a short prison sentence, Holiday performed a sold-out concert at Carnegie Hall. However, due to her drug and alcohol problems, her reputation deteriorated.
Billie Holiday ( MG C-161) is the third 10 inch LP album of original material by jazz singer Billie Holiday, released on Clef Records in 1954 (her final album would also be given the same title, prior to being changed to Last Recording instead). The recordings took place in 1952 and 1954. Holiday never entered the recording studio in 1953.
In a 1954 review, Down Beat magazine praises the album, saying:
In 1956, when the 10inch format was phased out, Clef reissued the contents of this album on two different newly released 12inch compilation LPs. Five songs (tracks A1-B1) were added to A Recital By Billie Holiday (MG C-686), and the other three (tracks B2-4) were added to Solitude (MG C-690 ).
Traditions place its origin in a pre-Revolutionary War song originally sung by British military officers to mock the disheveled, disorganized colonial "Yankees" with whom they served in the French and Indian War. It is believed that the tune comes from the nursery rhymeLucy Locket. One version of the Yankee Doodle lyrics is "generally attributed" to Dr. Richard Shuckburgh, a British Army surgeon. According to one story, Dr. Shuckburgh wrote the song after seeing the appearance of Colonial troops under Colonel Thomas Fitch, V, the son of Connecticut Governor Thomas Fitch.
The term Doodle first appeared in the early seventeenth century, and is thought to be derived from the Low Germandudel, meaning “playing music badly” or Dödel, meaning "fool" or "simpleton". The Macaroni wig was an extreme fashion in the 1770s and became contemporary slang for foppishness.Dandies were young English men who adopted feminine mannerisms and highly extravagant attire, and were deemed effeminate.


Myth or Fact? Young Children’s Brain Development
Course Learning Objectives
After completing this course, you will be able to:
- Discuss at least three ways information on the basic functions of the human brain can be applied while observing classrooms and when supporting staff
- Discuss the importance of early experiences and how they may influence the child later in life
- Evaluate whether statements about the human brain are based on old myths or are supported by current brain research
schedule 1 Hour
star_outline 0.10 CEUs
computer 1 year unlimited access
verified_user Certificate of completion
face Early childhood training approval
The human brain has been called "the three pound universe." There is no known entity in the world that is more marvelous, more mysterious, or more miraculous than the human brain and nervous system. Although many of its "secrets" remain unexplored, much is known about how the human brain works.
We know that parents and early care professionals literally help grow the brains of young children! It is important to know which practices foster healthy brain growth and development.
This course will dispel old myths and explore current knowledge about the brain and early childhood learning and development to help benefit the young children in your care.
Not all courses are approved for early care and education in every state. Please check State and CEU Approvals page for details.


Focus on Learning is Linkonlearning’s revamped K-8 newsletter for parents and educators. Our online community consists of people like you. We welcome your stories. Share your experiences, ideas, and passion for learning.
Janice Frohlich is the president of Linkonlearning. She has worked with children and adult learners to help foster a love of learning and has dedicated herself to providing new opportunities for students to be successful lifelong learners.
MESSAGE FROM THE PRESIDENT
In this issue of Focus on Learning, the spotlight is on literacy. Literacy is an issue that touches us all since strong literacy skills provide substantial benefits to individuals, families, business and society.
Studies show that reading fluency is a powerful variable between socioeconomic status and health. In the U.S., annual heath care costs are four times higher among those with low level literacy skills than those with high level literacy, according to the Columbia University School of Nursing (Health Literacy Overview). From a more global perspective, infant mortality can be decreased by up to 50% simply by teaching mothers to read, says the Citizens Foundation website.
The rewards of literacy are far reaching. Experts agree that literacy reduces poverty, lowers unemployment, decreases the need for public assistance, creates a competitive labour force and drives economic growth.
Literacy is also an important issue for business and labour. According to the Conference Board, lack of basic literacy skills in reading and writing among employees cost business in the United States over $60 billion in productivity annually.
Changing workplaces, changing demands
New technologies and globalization have changed the workplace. These changes have resulted in increased demands and rising expectations on employees. To meet these challenges and compete for jobs in the new economy, employees must be more skilled in reading, writing, counting, computing, critical thinking and problem solving.
In this technological era, as information technology and Internet technology transform the character of life and work, literacy and numeracy skills play a decided role in determining the economic and social well-being of individuals. Employees with weak literary skills are penalized with lower incomes while those with strong skills are rewarded with higher incomes.
In terms of the individual, literacy skills bring employment stability, job prospects, economic success, improved self-confidence, fuller participation in community life, informed parenting choices and much more.
Literacy skills ready children for the future
Our children are growing up in a technological era filled with huge possibilities for a better future. By strengthening the focus on literacy at the elementary school level, we give them a springboard from which to take advantage of all tomorrow offers.
At Linkonlearning, literacy instruction is embedded across the curriculum. Students not only read their lessons, the lessons are also narrated, which enables the students to both hear and see information. The keyboard adds another layer by providing an interactive tactile learning experience. This multi-sense approach to learning increases the rate of retention and accommodates a variety of learning styles.
Besides Linkonlearning units and lessons, our online library offers exciting opportunities for exploring new books, reading classics, listening to audiobooks, and learning language. Animated children’s books delight youngsters who love to listen to their favourites over and over. And what could be more entertaining than hearing author Robert Munch read 50 Below Zero?
To supplement online lessons and books, we also offer students in grade five to eight one-on-one opportunities to build reading, writing and comprehension skills.
Literacy skills are a use it or lose it affair. Evidence reveals that the literacy skills acquired today do not remain consistent over a lifetime. Since they can decline with lack of use or due to aging, literacy skills must be practiced frequently and built upon consistently.
We hope you will find our positive attitude toward education and literacy contagious. We encourage parents to model literacy to their children and build the foundation for lifelong learning by making literacy skills a family commitment. Look inside this issue to discover practical ideas for making family literacy a priority.


Schimmel, N. & Ness, M. (2017). The effects of oral and silent reading on reading comprehension. Reading Psychology. DOI: 10.1080/02702711.2016.1278416
Chambré, S. J., Ehri, L. C., & Ness, M. (2017). Orthographic facilitation of first graders’ vocabulary learning: does directing attention to print enhance the effect? Reading and Writing. doi:10.1007/s11145-016-9715-z
Ness, M. (2016). When readers ask questions: Inquiry-based reading instruction. The Reading Teacher, 70(2), 189-196.
Ness, M. (2016). Learning from K-5 teachers who think aloud. Journal of Research in Childhood Education, 30(3), 282-292. DOI: 10.1080/02568543.2016.1178671
Ness, M. & Kenny, M.B. (2016). Improving the quality of think alouds. The Reading Teacher, 69(4), 453-460.
Ness, M. (2015). The question is the answer: Supporting student-generated queries in elementary classrooms. Landover, MD: Rowman & Littlefield Publishers, Inc.
Ness, M. (2015). Building preservice teachers’ ability to think aloud in literacy methods courses. The Teacher Educator, 50(4).
Ness, M. (2014). Helping elementary teachers to think aloud. Reading Horizons, 53(2). Available at: http://scholarworks.wmich.edu/reading_horizons/vol53/iss2/2
Ness, M. (2013). Moving student-generated questions out of the parking lot. The Reading Teacher, 67(5), 369-373.
Ness, M. (2013). Unpark those questions. Educational Leadership, 71(3), 74-76.
Gallo, G. & Ness, M. (2013). Understanding the text preferences of third-grade readers. Journal of Language and Literacy Education, 9(2), 110-130. Available at http://jolle.coe.uga.edu/
Ness, M. (2011) Letting them sink or helping them swim: Preparing preservice teachers through tutoring field placements. The Reading Professor, 33(2), 13-20.
Ness, M. (2011). Books in Motion: How one community benefits from an intergenerational literacy project. Community Literacy Journal. 5(1), 122-139
Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1), 1–20. DOI: 10.1080/02568543.2010.531076
Ness, M. & Southall, G. (2010). Preservice teachers’ knowledge of dyslexia. Journal of Reading Education, 36(1), 36-43. Winner of Outstanding Article Award: Organization of Teacher Educators in Reading.
Ness, M. & Osborn, T. (2010). Would you like fries with that?: The dangers of customer service in reading teacher education. Critical Inquiries in Language Studies. 7(4), 334-348.
Ness, M. (2010). Teachers’ use of and attitudes toward informational text in K-5 classrooms. Reading Psychology, 31(5), 1-26. DOI: 10.1080/02702710903241322
Ness, M., George, M., Turner, K., & Bolgatz, J. (2010). The growth of teacher educators for social justice: Collaborative professional development in higher education. InSight: A Journal of Scholarly Teaching, 5, 86-105.
Ness, M. (2010). Examining one class of third-grade spellers: Analyzing students’ spelling to plan for word study instruction. Reading Horizons, 50(2), 113-130.
Ness, M. (2009). Laughing through rereadings: Using joke books to build fluency. The Reading Teacher, 62(8), 691-694.
Ness, M. (2009). Reading comprehension strategies in secondary content-area classrooms: Teacher use of and attitudes toward reading comprehension instruction. Reading Horizons, 49(2), 143-166.
Ness, M. (2008). Supporting struggling readers: When teachers provide the ‘what,’ not the ‘how’. American Secondary Education, 37(1), 80-95.


The “Common European Framework of Reference for Visual Literacy” (CEFR-VL) is an instrument to describe and reflect art education practice in specific settings. Ernst Wagner gave a short introduction into the basics of the CEFR-VL. In the second part he showed how this concept was applied to the concept of a museum for visual art in Belgium (Museum M, Leuven). Ernst Wagner gave a report about the joint working process of art educators and the museum staff and about the results achieved. Two dimensions were distinguished: the way how the art works are presented in the gallery and the kind of mediation programs for children and young people.
Here you find the presentation


Hobbies Playing Music What Is the Whole Tone Scale? Share PINTEREST Email Print Whole tone scale on C. Wikimedia Commons/Public Domain Playing Music Music Education Basics Music History Music Lessons Music Theory Playing Guitar Playing Piano Home Recording By Espie Estrella Espie Estrella is a lyricist, songwriter, and member of the Nashville Songwriters Association International. our editorial process Espie Estrella Updated October 26, 2017 Major and minor scales consists of 7 notes, while pentatonic scales are made of 5 notes. However, the whole tone scale has 6 notes that are all a whole step apart, making its intervallic formula easy to remember - W-W-W-W-W-W. This type of scale is used in Romantic music as well as jazz music; for example, the music of Thelonius Monk. It is important to remember that there are only two whole tone scales; C (C- D - E - F# - G# - A#) and D flat (Db - Eb - F - G - A - B). If you start a scale on a different note, you are still playing the same notes as the C and Db whole tone scales but in a different order. The sound of a whole tone scale is often described as "dreamlike."


The fifth-grade boys and girls at school in Sultanpur — a village about 40 km from the Indian capital, New Delhi — are laboring over their lessons on a Friday morning. Eleven-year-old Kiran alternates between chewing her pencil and copying the English text that was the morning’s task. She writes down the sentences, arduously capitalizing the first letter of every word. The children have not yet grasped the basics of English grammar, the teacher explains. But they should have – at least three grades earlier.
“I cannot read English very well,” Kiran mumbles, keeping her eyes firmly fixed on the ground. She adds as an afterthought, “I know my tables till 20 in Hindi though.”
As a new World Bank study has found, there’s a literacy problem in Indian schools, and not just in English. A third of all grade-three students can’t read at all in their native language. Roughly half of all grade-five students cannot manage a grade-two text, which is also too difficult for a quarter of all seventh-grade pupils.
This decline in standards, experts say, is paradoxically because of the rush to build schools and bring back children to the education fold. India managed to bring down the number of out-of-school children from 32 million in 2001 to 1.4 million in 2011 as part of a program to make elementary education universal. The landmark Right to Education Act of 2009 guarantees every child in India between the ages of 6 and 14 free education at a neighborhood school.
And yet, amid this headlong drive, little attention has been paid to what children are learning in classrooms or how well. Absenteeism (the World Bank study pegs average attendance to be at least 15% to 30% lower than enrollment rates) and misconduct (recently, about 20,000 teachers were found to have forged their degrees in the eastern Indian state of Bihar) are big contributors to poor standards of education. “India will have to invest more, starting with pre-service teacher education and professional development of teachers,” says Poonam Batra, a professor in the education department at the University of Delhi and a member of the Justice Verma commission, which has suggested sweeping reforms in the education sector.
All this is in stark contrast to India’s lofty goals of becoming a nation of call centers and technology parks, and to the image it enjoys overseas as a powerhouse of learning, turning out English-speaking engineering and science graduates by the tens of thousands. Despite the fact that private schools, promising world-class education in English, have been mushrooming in the country over the past few years, standards of English are also on the wane. “The average Indian adult cannot yet write business letters in English or speak spontaneously at a business meeting in English,” Minh N. Tran, director of research and academic partnerships at Education First, tells TIME.
Enrollment in private schools in rural India increased from 19% in 2006 to 29% in 2013. In urban India it was about 58% in 2005 and likely to be much higher now. But it is in the state sector that the real battle must be fought. “Countries that have done well economically have had robust state schools and teacher-education systems,” says Batra.
New Delhi has raised government spending on education from 3.3% of GDP in 2004–05 to 4% in 2011–12 (China spends about the same, but Brazil and Russia are well ahead). But facilities remain woeful. In Indian state schools, children have to sit on the floor until they reach grade six. “My feet goes off to sleep sometimes, and I lose track of the class,” says Kiran. “A desk and a chair would be very nice.” For most Indian children, the battles are that basic.


A New Duet: Emerging Tech Syncs with Tradition to Convert Aspiring Music Makers Into Musicians
A new Harris Interactive survey commissioned by the National Association of Music Merchants (NAMM) found that technology such as YouTube videos, online lessons and music apps are inspiring more than one in four young people ages 8 to 21 (27 percent) to learn to play a musical instrument, compared to 16 percent of respondents of all ages. Specifically, 17 percent of people 8 to 21 years old say they would never have tried to learn to play without technology.
The nationwide survey found that affordability and convenience of online educational tools is encouraging 16 percent of all Americans ages 8 and older to play a musical instrument because they connect the desire to learn with easy access to instruction.
By turning dreams into reality, tech teaching tools are helping erase a longstanding source of regret: According to an earlier Gallup poll, 85 percent of Americans who do not play a musical instrument wish that they did.
While tech alone isn’t turning beginners into masters, survey results indicate that it’s helping ignite and sustain interest among youth. One in three (33 percent) 8 to 21-year-old music students also take in-person lessons with a teacher or in a group, a finding that illustrates how technology is coexisting with tradition.
The survey found a robust interest in learning to play a musical instrument. In the past year, 30 percent of the population ages 8 and older made an attempt to learn how to play or better play a musical instrument, especially 8 to 21 year olds (55 percent), with guitar, piano and keyboard players especially keen on using tech methods.
The survey findings are significant as the music retail industry seeks to broaden access to music education and open the doors to the joy and wellness benefits of playing an instrument to all people of all ages.
“Since the harnessing of electricity and the birth of the electric guitar we have seen technology’s sweeping impact on music making,” said Joe Lamond, NAMM president and CEO. “Technology is making it easier to play, record and teach music, expanding the number of music makers and helping more people experience the joy of making music.”
Indeed, nearly nine out of 10 (86 percent) Americans agree that using technology to learn how to play a musical instrument is a good thing because it allows easy and affordable access to more people than ever.
NAMM and music educators are supporting the use of supplemental teaching methods to help motivate, track and reinforce music students of all ages.
“When people use technology to enhance their opportunities, it is very positive,” said Menzie Pittman, owner and director of education at Virginia’s Contemporary Music Centers. Teachers at his music stores use technology in lessons to reinforce rhythm for drummers, provide references for music history and demonstrate applications of lessons’ subject matter. Still, technology can take a student only so far.
“When people substitute tech gadgetry in place of the true understanding of the instrument, the result is limited at best,” said Pittman. “Technique is technique, and that will always be the case.”
Several new or emerging tech learning platforms that supplement traditional teaching, such as:
- Chromatik: An education app that allows teachers and students to record, annotate and share lessons
- Jammit: A music platform that allows the user to isolate selected instrument tracks from the original artist recording to help them learn how to play along
- Atlas Apps, LLC: This app publisher offers a range of interactive lessons, such as Uke Lessons for iPad, Guitar Lessons for iPhone and Rock School guitar, bass and drum lessons
The findings are the result of a nationally representative online survey of 3,245 U.S. residents ages 8+, living in the United States, conducted by Harris Interactive, October 17-24, 2012, on behalf of NAMM. Data was weighted where necessary to align with actual proportions in the population. Propensity score weighting was also used to adjust for adult (age 18+) respondents’ propensity to be online.
The National Association of Music Merchants (NAMM) is the not-for-profit association with a mission to strengthen the $17 billion music products industry. NAMM is comprised of approximately 10,300 members located in 104 countries and regions. NAMM events and members fund The NAMM Foundation's efforts to promote the pleasures and benefits of music, and advance active participation in music making across the lifespan. For more information about NAMM, please visit www.namm.org, call 800.767.NAMM (6266) or follow the organization on Facebook, Instagram and Twitter.


***Winner of the Outstanding Music Education Resource Award at the 2020 Music & Drama Education Awards***
Fun, free-for-all and accessible-for-all, singing is the secret to transforming and improving every aspect of school life. The Singing School Handbook is a how-to guide to help teachers (with or without musical knowledge) or singing leaders harness the power of singing and turn their school into a Singing School. This practical handbook includes planning tools, case studies and troubleshooting alongside warm ups, games and song ideas. It also offers guidance on how to start a choir, vocal leadership techniques, SEND advice and vocal health information.
Singing improves learning, confidence, health and social development – it has the power to change lives and help build stronger communities. Becoming a Singing School motivates the whole school community to work together towards a common goal while taking part in an activity that everyone can do and enjoy – singing.


Belarus and the Baltic States
Perhaps you’ve never heard of Belarus or the Baltic States. These independent states belonged to Russia and the USSR for over 200 years. They finally won their independence in 1991.
These countries, Belarus, Estonia, Latvia and Lithuania, are low-lying, marshy countries that sit next to the chilly Baltic Sea. The climate here is cool and wet so farming is difficult. Few people live here. The people who do are often poor. These countries have suffered centuries of invasions and war.
Fun Facts about Belarus and the Baltic States for Kids
- Belarus has a population of 10,200,000 and a landmass of 80,154 square miles.
- Estonia has a population of 1,400,000 and a landmass of 17,423 square miles.
- Latvia has a population of 2,400,000 and a landmass of 24,938 square miles.
- Lithuania has a population of 3,700,000 and a landmass of 25,174 square miles.
- Christianity is the most common religion in the Baltic States.
- 99 percent of adults can read.
- The life expectancy in these countries is between 69 and 72 years of age.
Belarus and the Baltic States Vocabulary
- Low-lying: close to sea level, flat
- Marsh: damp, wet, swamplands
- Chilly: cold
- Invasion: entrance by force
All About Belarus and the Baltic States Video for Kids
Watch this awesome Belarus video for kids:
Belarus and the Baltic States Q&A
Question: What language do these countries speak?
Answer: Although they were ruled by Russia for many years, each country has its own language.
Question: Did the people lose their religion during Russian rule?
Answer: The USSR discouraged and even forbade religious worship. Many of the people worshiped in secret. In Lithuania, people openly rebelled. They posted thousands of crosses over the countryside. The government removed the crosses, but the people put more up. The government finally gave up and let them keep their crosses.
Map of Belarus
Here’s a map of the country of Belarus and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Belarus! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Belarus, as though you are actually there!
Enjoyed the Geography for Kids all about Belarus and the Baltic States info? Take the FREE & fun all about Belarus and the Baltic States quiz and download FREE all about Belarus and the Baltic States worksheet for kids. For lengthy info click here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Belarus and the Baltic States Kids Facts ." Easy Science for Kids, Oct 2020. Web. 24 Oct 2020. < https://easyscienceforkids.com/all-about-belarus-and-the-baltic-states/ >.
APA Style Citation
Tobin, Declan. (2020). Belarus and the Baltic States Kids Facts. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-belarus-and-the-baltic-states/
We've recently added
- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
Sponsored Links :


Reading & Literacy
Reading comprehension, strategies for analyzing a text, and a strong foundation of phonics, fluency, and vocabulary are important for student academic success in reading. In addition, a strong understanding of proper grammatical rules, practice in revising and editing, and essay development, analysis, and feedback are important for success in writing. 1 to 1 Tutoring’s language arts intervention programs is student-focused, personalized, and responsive to the need of each school and each student. Our tutors serve as an extension of your school- they are highly qualified, well- trained, and possess a deep love for education. Tutorials can be tailored for small- group push-ins within a teacher’s classroom, small- group pull-outs for deep intervention support, one- on- one support, after school programs, Saturday classes, or summer bridge programs.
Our language arts tutorial and intervention programs help improve student achievement by tailoring support to individual school and student need. We structure lessons that focus on three specific criteria:
- Content mastery of the state standards: for public and charter schools or the school curriculum: for private/ religious schools
- Content depth of knowledge- so students learn each concept deeply in order to make connections to multiple standards through and across grade levels
- Concept evidence- where students learn to develop critical thinking skills by developing well- thought claims and justifying these claims using textual evidence
The core of our instruction focuses on the gradual release model of student responsibility and collaborative learning techniques using inquiry that is rooted in research to improve foundational skills, develop a deeper understanding of reading strategies and grammar rules, improve the reading levels of students, and advance students toward grade-level mastery of concepts and beyond.


New Delhi: At least 27 percent students do not have access to smartphones or laptops to attend online classes, while 28 percent students and parents believe intermittent or lack of electricity is one of the major concerns hindering teaching-learning, according to a survey by the NCERT.
The survey with over 34,000 partcipants, including students, parents, teachers and school principals from Kendriya Vidyalayas, Navodyaya Vidyalas and CBSE affiliated schools, has pointed out that lack of knowledge of using devices for effective educational purposes and teachers not being well-versed with online teaching methodologies, caused hindrance in the learning process.
“Approximately 27 percent of the students mentioned the non-availability of smartphones and laptops. The maximum number of stakeholders have opted for mobile phones as a medium for teaching-learning during the COVID-19 period,” the survey by the National Council of Educational Research and Training (NCERT) said.
“About 36 percent of the students used the textbooks and other books available with them. Laptops were the second most favoured option amongst teachers and principals. Television and radio were the least utilized devices for the teaching-learning in the pandemic situation. The absence of enriched interaction between the teacher and the students was one of the reasons as identified by the stakeholders,” it added.
The survey noted that almost all of the responsive states use physical (non-digital) mechanisms to track the progress of learners with majority of them either practising home visit by teachers or systematic parental guidance via phone calls.
“About half of the students stated that they did not have the school textbooks. Although the e-text books are available on NCERT website and DIKSHA, the probable reasons behind this feedback are that students are used to studying from the hardcopy of the textbooks, there is lack of awareness regarding the availability of the e-textbook and paucity of devices with students and teachers,” it said.
The majority of the stakeholders pointed out that mathematics as a subject was difficult to learn via online medium.
“Since, mathematics contains a number of concepts which require interaction, continuous support, monitoring from the teacher and these aspects were lacking in the online mode of teaching.
“Next to Mathematics, Science was identified as the subject of concern since it contains several concepts and practical experiments which could only be done in the laboratory under the supervision of the teacher. A few stakeholders also found Social Science as a difficult subject to grasp through online classes,” the survey said.
It said that around 17 percent of students identified languages as being a difficult subject to learn through online medium.
“Many students and parents felt the need for Physical Education classes through online mode, as physical fitness is the need of the hour to combat this pandemic. Arts education can help to reduce stress and boredom. Around 10 percent of the stakeholders mentioned art education as a subject of concern,” the survey said.
Universities and schools across the country have been closed since 16 March, when the Centre announced a countrywide classroom shutdown as part of measures to contain the COVID-19 pandemic.
A nationwide lockdown was imposed on 25 March. While several restrictions have been eased, schools and colleges continue to be closed.
The prolonged closure of educational institutions has mandated a shift from classroom teaching to online learning.
Based on the NCERT survey findings, the Ministry of Education has formulated Students’ Learning Enhancement Guidelines.
“The guidelines will help children, who do not have digital resources to get learning opportunities at their homes, with their teachers or volunteers. Apart from this, it will also help in our efforts to overcome the learning deficiencies of all those students who are learning at home through various alternative ways using radio, television or smartphone,” Union Minister of Education, Ramesh Pokhriyal ”Nishank” said.
The minister informed that the guidelines and models are suggested for three types of situations.
“Firstly, in which students do not have any digital resources. Secondly, in which students have limited digital resources available. Lastly, in which students have digital resources available for online education,” he said.


Children from birth to five are generally enthusiastic about music. However, because many early-childhood educators (ECEs) feel that they have insufficient knowledge to foster musical development, music education practices are not equivalent across ECEs. This study aimed to identify and determine the frequency of music activities used by ECEs. In all, 108 French Canadian ECEs (N = 108 women) from mixed areas (urban and rural) participated in the study. All participants completed an online questionnaire addressing their music education practices. The data analysis considered three profiles: 1) ECEs with little musical knowledge, 2) ECEs with good musical knowledge, and 3) ECEs with in-depth musical knowledge. Results showed that all ECEs used a wide variety of music activities. However, use frequency varied according to the level of musical knowledge. Initial training and continuing education programs for ECEs should be improved in order to enhance music education for young children.
Bolduc, Jonathan and Evrard, Melanie
"Music Education From Birth to Five: An Examination of Early Childhood Educators’ Music Teaching Practices,"
Research & Issues in Music Education: Vol. 13
, Article 3.
Available at: https://commons.lib.jmu.edu/rime/vol13/iss1/3


Little Pearls stands for excellence and encouragement of development in all facets of a child’s pesonality.
The toddler program focuses on developing a child’s gross and fine motor skills, coordination and concentration through sensorial experiences. A stimulating environment helps the child to understand the world through their senses.
Playgroup learning gives stress on hands on learning experiences. Exploring the world around them, free play, pretend play, story time, art and music are some of the many activities planned for the day.
The Pre- Nursery program provides ample opportunities and materials to support a child’s creative expression and ideas through music& movement, drama &pretend play. They learn to explore and develop their perception about the world around them.
Children in nursery are exposed to a variety of experiences which enables them to become independent learners. The focus of this program is to instil life skills and problem solving skills.
Learning in kindergarten is focussed on building a strong foundation in reading, writing and numeracy skills. The priority is to instil independent and creative learning and thinking. The idea is to make children confident learners who are going to be better human beings of tomorrow.


Huda School & Montessori enjoys the reputation of exceptional academic excellence, which is substantiated by consistent high levels of performance on state and national standardized assessments. Huda School participates in four types of assessments: Standardized Test for the Assessment of Reading (STAR), Fountas & Pinnell, Northwest Evaluation Association's Measure of Academic Progress (NWEA MAP), and Michigan Student Test of Academic Progress (M-STEP). Standardized test student performance is just one data point used in combination with data points of formative and summative assessments used in the classroom to guide instruction.
Standardized Test for the Assessment of Reading (STAR)
STAR reading assessments provide data on students' reading skills, so teachers may set goals, respond to student needs, monitor progress, and maximize growth. The students are assessed in 46 reading skills in Foundational Skills, Literature, Informational Text, and Language. The STAR reading tests are administered three times a year.
Fountas & Pinnell Benchmark Assessment Systems
Using the Fountas & Pinnell Benchmark Assessment Systems to determine student's independent and instructional reading levels, teachers are able to observe student reading behaviors one-on-one, engage in comprehension conversations that go beyond retelling, and make informed decisions that connect assessment to instruction. It provides teachers with precise tools and texts to observe and quantify specific reading behaviors, and then interpret and use that data to plan meaningful instruction. Fountas & Pinnell assessments are administered 2-3 times a year.
Northwest Evaluation Association's Measure of Academic Progress (NWEA MAP)
NWEA MAP creates an assessment that adapts to each student's learning level. It measures the student's progress and growth. First grades - Second grades are tested in reading and math. Third grades - 8th grades are tested in reading, math, and language. The test is administered twice a year.
Michigan Student Test of Academic Progress (M-STEP)
The M-STEP is a 21st Century test given primarily online each spring and is designed to gauge how well students are mastering state standards. These standards broadly outline what students should know and be able to do in order to be prepared to enter college. M-STEP results, when combined with classroom work, report cards, and other tools, offer a comprehensive view of student progress and achievement. Grades 3 - 8 are tested in subjects, such as Reading, Math, Social Studies, and Science. The test is administered once in the spring for grades 3 - 8.


The benefits of music have been proven to stretch well beyond the pleasure of listening to it. Research shows that students who study music also have higher grade point averages. The top three U.S. schools all place a strong emphasis on music and the arts, and the top three academic countries in the world place great importance on music education and participation.
Certain types of music have been proven to allow the mind to concentrate more easily. Music education has also been shown to improve listening skills, maximize learning and aid in the retention of information. CREATION HIGH’s MUSICAL ARTS programs approach music from key areas including singing, songwriting and rhythmic exploration.
Singing engages both sides of the brain, enabling one to be more capable of processing information. We believe that no one should be excluded from the joy of singing. In this program, students are taught how to sing both on their own and in groups as they learn about the basics of melody and harmony.
Our unique teaching methods also enable us to tailor strategies to each student’s experience level while working within a group context. Our CHOIR classes are judgment-free zones that allow students to feel validated and comfortable getting to know the power of their own voices.
In addition to raising self-awareness and self-esteem, our methods will improve a student’s tonal qualities, musical instincts and performance abilities. For those students who want to sing but struggle with pitch issues and/or tone-deafness, we also offer special techniques to tackle these issues.
The amazing technology that exists today makes it easy to record our own songs with little more than a computer or smartphone. Songwriting is a wonderful form of self-expression because it takes something we are all intimately familiar with, namely language, and helps us find new ways of using it.
In addition to teaching the foundations of musical and melodic structure, our classes offer techniques to help remove the unconscious filters used during normal conversation. Once these filters are removed, students can develop a new relationship with language and create wonderful free-form wordplay that evolves into lyrics.
Rhythm is an important aspect of music which actually helps organize physical movements in the body. Incorporating rhythm and music into learning strategies can help children conquer physical tasks that they are struggling with. Studies have also shown that listening to the same music (or different music of the same tempo) during learning and testing has been shown to improve recall and test results.
CLICK HERE to inquire about bringing the CREATIVE MUSICAL ARTS program to your school, summer school or camp.


How do a local university and well-known farm teach college students about energy conversion while offering elementary-aged children from the Flint Community Schools a fun, hands-on educational resource?
For Kettering University, the answer is simple: Energy Systems Laboratory (MECH-422), a course in the University's Mechanical Engineering curriculum that provides college students an opportunity to apply fundamental concepts learned in core energy systems and modern measurement techniques for the benefit of the Flint educational community. Today, students enrolled in this laboratory make a significant impact on the elementary education of local youngsters through the development of design projects that enhance the educational resources of the Flint Public School's Mott-Hashbarger Children's Farm.
For the past 30 years, Mott-Hashbarger Children's Farm has offered students from Flint Community Schools, Genesee and surrounding counties educational experience with and exposure to farm life. As part of its ongoing service to the community, the Farm operates an alternative school program for third through fifth grade students and has formed a partnership with Kettering to offer additional educational resources through a variety of design projects. ME Professors Ahmad Pourmovahed, Brenda Henderson and Brenda Lemke will present a paper on this topic titled "Student Design Projects that Benefit Community Schools" at the 32nd American Society of Engineering Education/Institute of Electrical and Electronics Engineering (ASEE/IEEE) Conference Frontiers in Education November 2002. They developed this opportunity as another way Kettering engineering students can apply previously learned topics in energy systems to real-world applications that benefit people.
The idea behind the project is to provide Kettering students with an integrated, hands-on experience that strengthens elementary students' understanding of energy conversion and the practical use of natural energy sources in creating power. As a course project, senior level Kettering engineering students analyze and develop educational demonstrations for third through fifth grade students who visit the farm. This initiative results from work conducted between Pourmovahed, Henderson, Lemke and Ron Schnell, director of Mott-Hashbarger Farm, to develop and implement additional education opportunities for young students.
Student design projects that focus on the conversion of one form of energy into other forms may be considered for implementation at the farm. Over the past year, Pourmovahed, Henderson and Lemke report in their paper that a specific area of interest among students is the conversion of solar, wind or hydraulic energy into mechanical or electrical power. To complete this project, students will utilize existing resources at Mott Farm to demonstrate concepts of energy conversion.
Some of the projects undertaken by Kettering students include hydroelectric power generation, which adds a waterwheel and coupled generator to an existing waterfall. The electrical power produced would run to a demonstration booth with voltmeters, switchable lights and conveyors, displaying to children the viability of hydroelectric use in every-day applications.
Professors Pourmovahed, Henderson and Lemke are currently seeking funding to offset costs associated with student design projects. In addition, proceeds from the sale of the Energy Systems Laboratory manual will also support the development of student projects.
All projects selected for implementation must serve as an educational tool that captivates young students and cost $1,200 or less to produce. Ron Schnell of the Mott-Hashbarger Farm will make final selections of designs. Full implementation of project will begin in the summer 2002.
For more information about "Student Design Projects that Benefit Community Schools," contact Kettering Professor Ahmad Pourmovahed via e-mail at email@example.com.


Homemade DIY O Ring Saxophone Ligatures
Jazz Night 2 image by UFOFABRIK from Fotolia.com
Most attempts at designing the perfect saxophone ligature have centred around using a small metal harness wrapped around the mouthpiece that can be loosened and tightened by the turn of one or two screws. Other designs incorporate cloth, plastic or hardwood.
One of the most efficient ways to attach the reed to the mouthpiece, however, is also one least expensive: use small rubber o-rings of the kind normally used as a seal in various types of engines and machines.
Use a tape measure to measure the circumference of your mouthpiece at the point where the ligature will hold the reed.
Determine the diameter of your mouthpiece by dividing the circumference by the value of Pi, or 3.14.
Find o-rings a size slightly smaller than the diameter of your mouthpiece. O-rings are sized using the diameter on the inside of the ring and the thickness of the rubber. You can purchase a dozen or more online or at any home-improvement mega-store for just a couple of dollars. They're often packaged in an assortment of sizes.
- Most attempts at designing the perfect saxophone ligature have centred around using a small metal harness wrapped around the mouthpiece that can be loosened and tightened by the turn of one or two screws.
Hold the reed securely to the mouthpiece and roll the o-ring over the end, taking care to shield the tip of the reed as the o-ring passes over it.
Play the horn and gauge how secure the reed is on the mouthpiece. If it moves excessively, use a smaller o-ring and add more, if necessary. Experiment with size, numbers and placement. The horn's sound can be brighter or duller, and the horn can blow more freely or stuffier, according to where on the mouthpiece the ligature is placed.
- If you find that the o-ring does not hold the reed securely enough for your taste but you like the way it makes the horn sound, some companies manufacture ligatures out of wood and plastic based on the o-ring concept. These are much more expensive but accomplish similar results.
- Even if you don't use this as an everyday ligature, keep a few appropriately-sized o-rings as an inexpensive backup.
Chris Kelsey began his writing career in 1994. He's written for such publications as "The All Music Guide," "Ms.," "JazzTimes," and "Onstage." Kelsey received his Bachelors degree in music education from the University of Central Oklahoma, and has studied on a graduate level at the City University of New York.


Teach effective phonics using explicit, systematic instruction and practice. Students must learn to match a unit of sound (a phoneme) to the letter or letters that make the sound (a grapheme). Separating the written word into its individual sounds and blending the individual sounds of letters to make words is the foundation of reading.
Why Use Raz-Plus Leveled Books
Phonics instruction is greatly enhanced when it provides ample opportunity for students to practice the sound/symbol relationships they have been taught. Practice with Raz-Plus resources includes reading word lists and phrases, as well as continuous text in books and stories.
How to Use Phonics Resources
When using each set of resources for phonics instruction, you should first introduce and teach the sound and symbol relationship and then allow opportunities for practice with books, worksheets, flashcards, and for writing the symbol and using it in spelling. Use the Phonics Assessments to monitor students' progress in order to focus and differentiate your instruction for each student.
Other Phonics Resources
Use Alphabet Books, Sound/Symbol Books, and Read-Aloud Books combination to make vital connections between letters and sounds to support key phonics skills. In addition to Decodable Books & Phonics Lessons activities, Leveled Books from levels aa–P also contain a phonics activity in their guided reading lessons. Word Sorts focused on particular letters or sounds can also help students classify words according to the sound and symbol relationships taught.


M.S. in Teaching
Interdisciplinary and Inclusive Education
College of Education
Constructivism (Education); Fourth grade (Education)--New Jersey
Elementary Education and Teaching
The purpose of this study was to examine the effect of a constructivist social studies unit on student attitudes towards social studies. It was hypothesized that students who experienced constructivist based social studies lessons would display a greater interest in social studies topics in the classroom than those who did not experience constructivist based social studies lessons. The subjects in this study were fifty, fourth grade students from a southern New Jersey school district. The study consisted of an experimental and a control group, both of which received a pre-test. While the control group received no difference in teaching style, the experimental group participated in lessons that were taught in a constructivist manner. At the completion of this unit, both groups of students took a post-test.
At the completion of this study, calculations were completed, demonstrating that there was a significant difference between the experimental group and the control group, therefore agreeing with the hypothesis.
Arruzzo, Kristi L., "The effect of a constructivist social studies unit on student attitudes toward social studies" (2006). Theses and Dissertations. 879.


Doctor of Education
Dr. Oluwatoyin Akinde Fakuajo
Dr. Sally A. Baas
Dr. Jerry Robicheau
The purpose of this study was to investigate the impact of a K-12 Hmong dual-language immersion program on kindergarten through fifth-grade Hmong students’ academic performance in the category of reading Hmong and English. Moreover, the parents of those students were investigated concerning specific factors they used in choosing a dual-language immersion program for their child. Hmong bilingual students have different perspectives about their cultural identities, retaining the Hmong culture, and learning English when the Hmong language was used as the instructional language. It was also imperative to determine the most prevalent factor that parents consider when selecting a program with a Hmong focus language. This study employed quantitative design to investigate a) the Hmong and English reading level for the Hmong dual-language third, fourth, and fifth-graders, b) the students' dominant language, and c) the parents' reasons for enrolling their children in the HDL program. ANOVA and descriptive statistics were used to analyze data collected from the Hmong Reading Assessment, the Minnesota Comprehensive Assessment, the Twelve Bilingual Dominance Scale, and the parent Likert-scaled questionnaire. The results indicated that years of HDL experience can boost dual-language students’ MCA reading scores while they maintain Hmong reading proficiency. The Twelve Bilingual Dominance Scale indicated that most of the HDL students identified themselves as balanced Hmong and English learners. Parents' reasons for HDL enrollment was primarily due to language preservation and home life support.
Recommended CitationVang, C. (2020). THE LANGUAGE OUTCOMES OF HMONG DUAL-LANGUAGE IMMERSION PROGRAM (Dissertation, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/edd/11
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons


Stavans, Anat. “‘If you know Amharic you can read this’: Emergent Literacy in Multilingual Pre-Reading Children.” In Crosslinguistic Influence and Crosslinguistic Interaction in Multilingual Language Learning (ed. Gessica De Angelis et al; London and New York: Bloomsbury, 2015): 149-72.
The Ethiopian families, who immigrated to Israel in the early 1990s, represent an instrumental example for the study of the social and cultural integration of an immigrant community with low socio-economic status, limited schooling and non-Western oral or literate cultural traditions. Children from such backgrounds, even those born in the new country, have to cope with at least three languages to greater or lesser degrees and for different purposes in their day-to-day lives. These families are overt bilinguals with Amharic/Tigris as their home language and Hebrew as the dominant language of the host society and the language of schooling; however, they are also latent trilinguals because in addition they contend with English presence in the daily life with its influence into the local languages, its presence in all media input, its economic (local production must be marked in Hebrew, Arabic and English) and geopolitical attributes, as well as the core curricular requirement for scholastic graduation. The Ethiopian family exhibits mostly oral literacy in the home language while school requires literacy in Hebrew and in English (at times as early as first and second grades). Unlike veteran or higher SES families, most Ethiopian parents cannot afford the benefits of extracurricular enrichment programs or tutors and they rely mostly on what is available in their environment and what they as members of the community can provide for their children.
This paper explores the role that languages and literacy practices play in Ethiopian immigrant families transposed to Israel as part of Israel’s family language policy, by examining parental perspectives on their respective L1 and L2 usages, in both parents’ and children’s lives, as well as by examining the home literacy provisions supporting children’s literacy development. The study profiles 67 Ethiopian immigrant families and describes the factors affecting home and school literacy patterns, assessing usage and attitude in L1 and L2 proficiency, as well as families’ literacy-driven discourse practices. The findings of this study indicate that Ethiopian parents engage in their children’s educational and social life until first grade, when they relinquish the maintenance of L1 in favour of a yet-incomplete L2. The Ethiopian case is instrumental to describe language and literacy affordances in a country that is officially trilingual, a neighbourhood that is at least quadrilingual, a home that is bilingual and a schooling system that is monolingual. Furthermore, the results of this study indicate that although both Ethiopian and non-Ethiopian parents have different extended discourses and perhaps even discursive preferences, the form and function of these discourses coincide with those needed or assumed for successful development of scholastic literacy. Against this background, a need emerges to espouse a mutual respect and interaction between the two literacy traditions to enhance both children’s and parents’ literacy development.
Literacy in the national language is a necessary skill particularly for migrants. State institutions regulate the acquisition of linguistic resources as a way of controlling and distributing citizenship rights. It follows that programs and texts for teaching immigrants may serve as conduits for national and linguistic ideologies. The article critically analyzes texts teaching Hebrew to unschooled Israeli adult immigrants during a literacy campaign in the 1960s-1970s. It argues that these texts were employed for the Israeli nation-building project, constructing an image of the literate Israeli citizen who participates in civic life, as well as accepts his or her role within the socio-cultural structure of the time. The analysis of texts within their contexts provides insights for better understanding the process of enculturation and language socialization of immigrants.


KinderLab Robotics is committed to making 15 years of research into child learning available to every young child. As hundreds of educators, teachers and parents have found out, KIBO does just that – children build a robot, program it, control it, and decorate it – all without a screen, PC, tablet, or smartphone.
We’ve previously written about why children should learn about programming and technology and shared Marina’s TEDx presentation of why coding is analogous to literacy and part of a life skillset. To paraphrase Marina’s views on literacy: “We don’t teach young children to write so that they will all become professional journalists and novelists. We teach them to write so they can create a shopping list, draft a business plan, share a love note.” By extension, we don’t want children to learn about technology so they all grow up to be programmers or work in technology.
Yet we are surrounded by technology in our everyday lives, and there is a need for children to be interested in STEM, and to break down barriers and attitudes by integrating technical skills with expressive arts, math, literacy and culture. Meanwhile the future requires an increasing number of STEM-related jobs in a broader range of roles. These stats from the U.S. Department of Education show the growing demand:
Also according to government figures, only 16 percent of American high school seniors are interested in a STEM-related career. According to the National Center for STEM Elementary Education, by fourth grade a third of children have negative interest in science. This lack of interest increases to almost half of children by eighth grade.
This is why encouraging children aged four to seven to have fun, explore and feel comfortable with coding, technology and developmentally-appropriate toys is important – not just to them, but to our economy and our future.


Learn about electricity circuits as you experiment with conductors and power sources in this fun, interactive activity. Find out what materials conduct electricity better than others. Try lighting the bulb by putting different objects and materials such as a coin, cork, rubber, key, chalk, plastic or wire into the gap in the circuit.
Examples of conductors include metals, aqueous solutions of salts (i.e., ionic compounds dissolved in water), graphite, and the human body. Examples of insulators include plastics, Styrofoam, paper, rubber, glass and dry air. The division of materials into the categories of conductors and insulators is a somewhat artificial division.
A conductor is anything that an electric current can pass through easily. Some examples of conductors include: most metals; salt water; lemon juice; Lightning is an electric current! As we know, electric currents try to find the fastest way to travel. In some cases, the fastest way for lightning to get from the sky to the earth is to strike ...
Conductors & Insulators. Go to Video Gallery Added Mar 02, 2016 • Share this video. Copy this URL: Embed code: Change dimensions. Go HD. Show Transcript Uploaded by Martha-Carol Carpenter. Popular Videos See all Search: Submit. 6:53 How to Remember the 7 Continents. Uploaded Aug 28, 2015 ...
See also: 30 Examples of Conductors and Insulators Types of semiconductors according to their purity Intrinsic semiconductors : When a material is an intrinsic semiconductor, it is capable of transmitting electricity in its pure state, that is, without impurities or other atoms in its structure.
Copper (Cu) is a good heat conductor but has a high corrosion rate. Its color is reddish orange and has soft character with a boiling point of 2835 °K (2562 °C, 4643 °F). Therefore it is utilized for electrical conductor in the form of isolated cable. If it mixed with lead will produce bronze. Copper is usually used for medals.
Everyday Examples of Heat or Thermal Conduction. After a car is turned on, the engine becomes hot. The hood will become warm as heat is conducted from the engine to the hood. A radiator is a good example of conduction. Anything placed on the radiator, like an article of clothing, will become warm. You can warm your back muscles with a heating pad.
Apr 4, 2019 - Explore Cristina Alcala's board "electrical projects for kids" on Pinterest. See more ideas about Science for kids, Fun science, Science projects.
Examples of Insulating Materials: 1. Rubber. It is an insulating material that due to its composition is ideal for electrical installations, especially due to its dielectric qualities and ease of use in mechanical actions. It turns out to be a flexible handling material and presents a level of resistance that is difficult to break.
This building kit is great for kids who love to take things apart and see how they work. The set includes 30 different color-coded parts and easy-to-follow instructions to help kids build over 100 different electrical projects, including an adjustable volume siren, clap-activated music circuits, simple light switches, and a photosensor.


America (My Country 'Tis Of Thee)
arr. Paul Jennings
The song that we now know as "America" is one of the four or five most popular patriotic songs in the United States, and it can tell us a lot about music in our country's first century.
Like many popular songs from that era, "America" began life as another song. (When writing our national anthem, for instance, Francis Scott Key used the melody from the theme song of the Anacreontic Society of London.) In the case of "America," the words were actually set to the British national anthem, "God Save The King." The new lyrics were written by the Reverend Samuel Francis Smith in 1831 for a children's choir concert at his Park Street Church in Boston. They were used on Independence Day, July 4th, of that year. By this time the melody was well known in all the English speaking world, having been published as early as 1744 in England, and 1761 in America.
Of course, this practice of "borrowing songs" to become other songs was very common at this time. Poets didn't much concern themselves with the concept of copyrights, and older songs were considered fair game when creating a new work. Today we see the same thing done when a writer creates a parody or joke song from a well-known tune, but without the proper permissions, the creator of the parody could get into lots of trouble, especially if the new creation is recorded or printed. (You can believe that Weird Al Yankovic keeps the lawyers busy clearing permission for his funny parodies!)
Another very interesting sidelight on the creation of "America" is the fact that it was created by Reverend Smith thanks to a request by Lowell Mason, one of this country's first great champions of music education for children.
Lowell Mason became famous with the publication of a very popular book of church music in 1822. Its sales convinced Mason to quit his job as a bank clerk and take up music full-time. In 1827 he moved to Boston and became active in the music community there. Soon thereafter, he founded a children's choir and started the first singing school for children, primarily to help provide altos for churches in the area. It was at this time that he began his advocacy for music education in the public schools. He provided his choir for lectures by the education crusader, William C. Woodbridge, helping pave the way for public school music to come. Encouraging the creation of the song "America" was just one of the many ways Mason helped develop new music for children at the time. As a matter of fact, it was also in 1831 that Mason helped compile the first book of school songs. It was also Mason's children's choir that performed "America" at its premiere.
We have provided our arrangement of this song as a part of our ongoing plan to give our subscribers solid arrangements of essential songs with recorded accompaniments that make them even more special. In this case we have also tied this song to the study of the string quartet, so be sure that as your students are learning the song, they also experience Donald Riggio's delightful "Variations On America."
One last note... We included three verses in this arrangement. You can use them "as is" or substitute this other common verse for one of them:
Our father's God to thee,
Author of liberty,
To thee we sing;
Long may our land be bright
With freedom's holy light;
Protect us by Thy might,
Great God, our King!
You might even choose to just use two verses, especially with a younger group, using the best known lyrics for verse one and three. In a performance, invite your audience to join you on the repeated verse.
Text is taken from Music K-8 magazine.


Global, wherever English is talked but is not the native language, the results are usually more satisfying. “Many in-service teachers are not educated in the fundamental ideas of the British language. They do not know how to address the essential blocks of language and reading.” This is a obtaining from the study performed at the Texas A&Michael University. The Kids Understanding Reading plan addresses all the foundational skills which will make your son or daughter into a super smooth reader. This simple, step-by-step program was created to explain to you how to help your young child build exemplary phonemic attention abilities, and reading capabilities. Following an extensive report on around 1,960 clinical reports, the National jim yang reading program Section has gone in terms of to say that “teaching phonics and phonemic understanding provides better examining benefits than full language (conventional) programs. Teaching phonemic attention improves a child’s examining, examining knowledge, and spelling abilities.”
An important shortcoming of the conventional system is that kiddies develop a tendency to think, miss over, or change words they do not know and this hampers their ability to master to read. Everything you must remember is that the child’s language and reading power in first grade clearly anticipates the next result in grade 11 and poor reading skills are a risk to a High School graduation. Study indicates that In case a child’s examining problems are not resolved early, chances are that child won’t obtain adequate reading skills.
In Period I, the Kiddies Learning Studying program was created to support your youngster develop excellent phonemic attention and reading skills and your son or daughter may have developed a rock solid foundation. Since children have very short attention spans, this program is made to be short, simple, intriguing, and acutely effective. Sometimes parent will need to sacrifice only 10 to 15 minutes a day. Stage 2 classes tend to be more sophisticated and you is likely to be taken aback at your child’s examining capacity following performing the whole program.
As a parent you will learn to effectively sound out words, read phrases and phrases when training your kids to read. And allow this technique give you critical methods and practices that are critical to teaching small children to read, and discover realistic ideas on how best to best modify the program to meet up your preferences to fit your schedule.
It’s loved that there are many various approaches to training English. Some educators like the whole-language method, while others prefer to separate skills predicated on listening, talking, studying and writing. The item of this short article is never to denigrate any system of training or even to throw aspersions on the power of any individual to teach properly.. The Kiddies Learning Studying program was designed for certain requirements of the present- day children. Please proceed through that information for new some ideas and suggestions, and utilize the program only If you learn it suited to your children, and your way of training how exactly to read.
Have you been seeking to greatly help your son or daughter build his or her examining skills? In this information, I’m planning to talk about with you several methods that can produce an impact to the progress of one’s child. As a parent, there is without doubt that you want the most effective for the children. That is probably the primary reason why you intend to show your boy and daughter how to read at a really young age. You trust that by doing so, you is going to be giving them a aggressive gain when it’s time to allow them to go to school.


This Campbell systematic review examines the evidence on the correlation between teacher qualifications and the quality of early childhood learning environments, as measured by the Environment Rating Scale (ERS). The review summarises findings from 48 studies with 82 independent samples. The studies had to be comparative or correlational and report either an overall quality scale or an environment rating scale.
Overall, the review suggests that higher teacher qualifications are positively associated with classroom quality in early childhood education and care (effect size = +0.20). The review also suggests a positive correlation between teacher qualifications and classroom quality on a number of subscales, including:
- Programme structure – focusing on the schedule, time for free play, group time and provisions for children with disabilities (ES = +0.22).
- Activities – this relates to fine motor, art, music/movement, blocks, sand/water, dramatic play, nature/science, maths/number, use of digital technologies, and promoting acceptance of diversity (ES = +0.20).
- Language and reasoning – encouraging children to communicate, use language to develop reasoning skills, and the informal use of language (ES = +0.20).
The researchers conclude that while there is evidence for the relationship between teacher qualification and classroom quality as measured by the ERS, further research is also needed into the specific knowledge and skills that are learned by teachers with higher qualifications that enable them to complete their roles effectively. It is important to note also, that while higher quality in early childhood education and care may lead to improved outcomes for children, we cannot assume that this is the case.
Source: The relationship between teacher qualification and the quality of the early childhood education and care environment (January 2017), Campbell Systematic Reviews, Volume 13, Issue 1.


The Institute for the Study of War and Democracy, in partnership with the Austrian Marshall Plan Center for European Studies at the University of New Orleans, was delighted to host Eden McLean, PhD, for a conversation about her new book, Mussolini’s Children: Race and Elementary Education in Fascist Italy.
Mussolini’s Children shows how the Fascist Italian state perversely prepared its youth for it malevolent aspirations. Joining Dr. McLean was Museum friend and advisor UNO professor Günter Bischof, PhD.
Dr. McLean is a historian of 20th century Europe, with a particular focus on Italy in the interwar period. She joined Auburn University’s Department of History in 2012 after teaching for two years at Western Connecticut State University. She earned a PhD in history from Yale University and a BA in history from the University of Virginia.
“Research and conversation show that Italy has a lot to tell us about 20th century political, cultural, and social crises and movements and responses to those crises,” she said. “I think that we as Americans often like to compare Italy to Germany or France or Briton and therefore it’s not as important, but I actually think that you can’t understand any of the national contexts without actually understanding how they interact with one another.
“And ultimately, in terms of World War II, you cannot understand Adolph Hitler and Nazism without first understanding Benito Mussolini and Italian fascism.”
Watch the presentation below. Visit the Museum’s online calendar for information about upcoming public programming, events, and entertainment.


Resources for education continuation while at home.
Warning – be careful when searching the internet to ensure the website is offering resources that are linked to the Australian Curriculum (Vic Curric is harder to find). There is lots out there, but a large proportion won’t be successful as it will be too hard, too easy, boring or incorrect curriculum.
Website for all primary school curriculum areas:
- https://education.qld.gov.au/curriculum/learning-at-home/ QLD govt website, but still really good resources
- Twinkl.com.au (currently free – look for the Australian Resources section). Click on Offer code: AUSTRCODE (If it doesn’t work, create a new account as a teacher).
Resources are good, check out geography, aboriginal or science activities.
Download free packs – really good! Workbooks to buy are good…but dry and kids can bore of them.
- Dr Paul Swan is a maths education guru, his resources are loved by teachers and kids. https://drpaulswan.com.au/teaching-at-home/#
- Mo Willems on Youtube – daily doodling classes
- Design your own Disneyland: https://www.khanacademy.org/humanities/hass-storytelling/imagineering-in-a-box
- 30 Day lego challenge (adapt Day 1 to Create the cart for the rollercoaster) – search for it online.
- Junior Rangers (activities to download and will be emailing over the holidays) https://juniorrangers.com.au/
- UK Scouts indoor activities https://www.scouts.org.uk/activities/
- Melbourne Zoo educational activities – design a habitat challenge https://www.zoo.org.au/education/zoo-education-online/stem-design-challenge-animals-at-home/
- Coding – engaging and variety of activities depending on age group https://studio.code.org/courses
- Targeting Maths – does cost $9.99 per year level but engaging, fun and linked to Vic Curric.
- Reading eggs – spelling apps – does cost $ but engaging and Australian.
- Apps by Duck Duck Moose, Dr Panda
- Osmo – well worth the $$ for educational value and kids love it. Numbers, pizza shop, words, newton and Monster drawing are all brilliant. Will last a long time eg. 4 year old to 12.
Thanks to my wife, a maths teacher and accountant for these suggestions for healthcare workers to keep educated during the pandemic. Please add more suggestions in the comments section.


What is a Family
Author: Annette Griffin
Illustrator: Nichola Cowdery
Ages: 1 to 5 years old
Families are groups that take care of their own. They all stick together to help make a home.
What a cute little book filled with helpful information! Families are indeed distinct groups of individuals that help shape a community. This book introduces the many types of animal families, while providing their correct group name in alphabetical order (e.g. Ants have a colony, Fish like to swim in their schools).
Griffin has composed beautiful sentences that appeal to young readers; while keeping them simple and easy to follow. Children love informational books about animals and this one is a great introduction.
Cowdery’s illustrations are adorable with cheery bright colors; and, adorned with anthropomorphic hints of human clothing. I personally enjoyed the touch of adding a bow in the gorilla’s hair and a bow tie on the eel.
What is a Family, is a delightful read that will have younger children entertained throughout.
More books for this Age Group can be found here.
My thanks to Familius for providing a Review Copy of this book. All opinions provided herein are my own.
Please, leave comments! I love a HEALTHY exchange of ideas. After all, critical thinking is essential to life.
Tyler has a Bachelor of Arts in Elementary Education, from The University of Virginia. He is currently a Second-Grade Teacher. “I have an enormous library in my classroom and am constantly searching for new additions for my collection so that my little leaders can explore the world through books.”
*Amazon Associates earn from qualifying purchases.


We value the importance of art. We believe that the arts are crucial to developing well-rounded students and leaders that are confident in the unique talents given to them by God. We want to do our part to help foster an environment that praises these gifts and offers students the opportunity to share their talents in significant ways.
Below are just a few of the other reasons we believe in the importance of studying the arts in school:
- Working in the arts helps develop valuable problem-solving skills and independence.
- Art education can help children develop motor skills, language skills, social skills, self-expression, and creativity.
- Art offers students the chance to grow a deeper connection with their faith by exploring what makes them special, as well as the many beautiful gifts which God has given mankind.
- Studying the arts can lead to improved academic performance across the board. Students develop a curiosity for learning and increased concentration.
- The arts can be challenging. This encourages students to develop perseverance and determination as they try to master newfound skills. This perseverance can help them later in life when they are in situations where their faith may be tested.
“Each of you should use whatever gift you have received to serve others, as faithful stewards of God’s grace in various forms.” (1 Peter 4:10)