Starting June 2012, teachers who have bisaya/cebuano students will be using bisaya/cebuano language as medium of instruction in classes to students from kinder to grade 3. This is part of the Department of Education's (DepEd) Mother Tounge-Based Multi-Lingual Education (MTB-MLE) program.
According DepEd Secretary Br. Armin Luistro, using the local language as medium of instruction can "develop well-rounded and life-long learners".
Local and international studies have proven that using the language used at home (mother tongue) inside the classroom during the early years of schooling can produce faster and better learners.
The Mother Tounge-Based Multi-Lingual Education (MTB-MLE) program is assisted and supported by the following institutions:
- Translators Association of the Philippines
- Third Elementary Education Program
- Basic Education Assistance for Mindanao
- Summer Institute of Linguistics
- Save the Children Foundation
So, parents in Cebu and in other parts of the Philippines using the Cebuano language should not be surprised why Bisaya/Cebuano language has been used to teach your kinder to grade 3 students.
Is it really effective to use Bisaya/Cebuano language as medium of instruction to kinder up to grade 3 students? Tell us your opinion below in the comment.


Create memorable human figures for movies and games
To create compelling characters, you need to make them realistic, and ZBrush by itself can take you only so far. You also need solid artistic skills. This full-color, illustrated guide teaches you the basics of human anatomy, so you can create captivating human figures that really come to life on screen.
Using ZBrush 3.5 tools, you'll sculpt a heroic male figure, learning each body part as you go, including head, neck, torso, arms, legs, bones, and muscle. This book emphasizes concepts that have guided artists for centuries, such as gesture, form, and proportion, helping you develop foundational skills you can draw upon throughout your career. Transform your animation into professional-level artistry with this must-have guide.
- Understand the basic tenets of form, proportion, gesture, and rhythm
Master basic anatomical terms for skeletal regions and muscle groups
Break down the regions of the body into simple geometric shapes
Begin roughing in your figure with Claytubes and other tools
Create the impression of flesh over underlying muscle and bone
Learn ZBrush remeshing and color-mapping techniques
Flesh out your figure with fine detail and costuming
Repurpose your figure for film, video games, Web, or digital output
Build skills you can also apply to Maya®, 3ds Max, Blender, and Photoshop
VALUABLE COMPANION DVD
Enhance your learning with video instruction that walks you through the projects in the book. You'll also find anatomy models to use for practice.
Use ZBrush tools to perfect the fine detail of muscle construction
Sculpt different kinds of fabric to clad a heroic character
Lay the groundwork for believable facial expression with a solid foundation


Enquiries as to powers and duties of School Boards in respect of blind and of deaf...
Enquiries as to powers and duties of School Boards in respect of blind and of deaf children. Representations from various official and non-official bodies urging compulsory education of blind and of deaf children. Reports by Her Majesty's Inspectors Messrs. Fitch, Oakeley and Sharpe (on behalf of Royal Commission on the Blind) on arrangements in the metropolis for (1) education of the blind and (2) training of teachers of the blind. Miscellaneous correspondence regarding the Elementary Education (Blind and Deaf) Bill 1893.
|Held by:||The National Archives, Kew|
|Former reference in its original department||M.585|
|Legal status:||Public Record|
Context of this recordBrowse by Reference
- ED - Records created or inherited by the Department of Education and Science, and of related bodies
- Records of the Medical Branch, the Special Education Branch, and predecessors
- ED 50 - Board of Education and successors: Medical Branch and successors: Special Services, Registered Files (M Series)
- SPECIAL EDUCATIONAL TREATMENT
- Handicaps - Blindness and Deafness (amalgamated papers) (Code 22)
- ED 50/9 - Enquiries as to powers and duties of School Boards in respect of blind and of deaf...


The Improving and Maximizing Professional Development and Achievement Through Child Care Trainings (IMPACT) Project was developed by Jackson State University’s College of Lifelong Learning. The College of Lifelong Learning established the IMPACT project in
2008 to provide state approved training on the Mississippi Early Learning Guidelines–giving priority to childcare providers in the piloted areas. The purpose of this project is to promote “Ready to Learn” . . . “Quality Early Childhood Education and Care” through quality training and evaluation activities that will have a measurable and observable impact on improving/enhancing the quality of care for children in licensed and/or unlicensed childcare setting. These training activities are designed to enhance as well as develop professional skills of caregivers and/or improve parents’ knowledge of early childhood development.
The IMPACT project will build childcare educators/provider’s knowledge on the Mississippi Early Learning Guidelines in the areas of language, vocabulary, and literacy development; mathematical concepts development; scientific investigation; social/emotional development; and physical development. Childcare teachers and providers will learn specific strategies to improve children’s academic learning to prepare them for upper school environments. This project will also teach childcare providers how to assess, create, and implement the Mississippi Early Learning Guidelines into their classrooms. This project will also work with center directors to learn strategies to motivate their teacher to appropriately implement the Mississippi Early Learning Guidelines into daily learning activities.
“CLICK HERE” to view the Mississippi Early Learning Guidelines Training Schedule
“CLICK HERE” for the Start Smart Newsletter


Survey: Parents Prefer Reading Print Books to Young Kids
Don’t count print books obsolete just yet — especially when it comes to younger kids. A study released today by the Joan Ganz Cooney Center shows that even among parents who like reading e-books with their kids, the majority still prefer to read print books over e-books with their children.
The survey, which included 1,200 parents of children age 2 to 6, showed that, of those who owned iPads (462 in total), an overwhelming majority — 89.9 percent — said they read mostly print books and some e-books, compared to 7.5 percent who say they read print books and e-books equally with their children, and only 2.7 percent who read mostly or exclusively e-books.
But the report also draws an interesting conclusion about how print books or e-books (in this case, iPads with multimedia features) are alternately preferred in certain situations. During times when parents want to read with their kids (co-read, as the report calls it), print books are preferred, even when e-books are available. But parents prefer e-books when they’re traveling or commuting.
Mixed reactions were reported in other aspects too. Although parents recognize that e-books can play a role in developing their kids’ literacy skills, especially when kids are reading alone, many iPad owners — a full one-third surveyed — said that sometimes “it’s just too difficult to read with a child on digital devices, and nearly as many are worried the child would start to want to use the iPad all the time.” Overall, in fact, 60 percent of parents said they prefer their child to read traditional print books.
This report follows another, much smaller survey of 32 parents, which examined the difference between recall and comprehension when kids read e-books versus print books.
Of course, nuances in parents’ motivations should be further examined, the report’s authors write, with the following questions:
- This survey focused on co-reading practices. What patterns of perceptions and behaviors exist among owners of iPads and other devices with regards to children’s solo use of e-books?
- Do similar e-book perception and co-reading patterns exist among different samples of parents (for example, among samples of fathers or parents from different socio-economic circumstances?).
- What role do specific e-book features play in children’s co-reading and solo reading experiences?
- What makes some parents perceive various features (e.g., embedded hotspots and animations) as helpful and others perceive them as distracting?
- How do individual features aid or undermine the reading experience and children’s literacy development? Is the influence consistent across diverse reading contexts and when engaged with varying content (e.g., a preliterate child reading alone; when reading with a parent; when reading with a sibling; while reading various types of stories)?
- Do parents’ and children’s perceptions of features change as they become more familiar with the device and with the specific e-book? Does the effectiveness of a feature change with exposure?
- Do similar patterns exist for families who own other types of devices for reading children’s e-books?
As our reading habits continue to evolve in response to new technologies, parents are still figuring out how best to leverage the devices and when it’s more appropriate to stick with print books.
“Our perspective is that we have yet to see best practices emerge from e-book designers. We must also keep in mind that this survey analysis merely presents a snapshot in time—parent sentiments and behaviors will evolve as kids’ e-books do and as they gain familiarity with e-books and devices for reading e-books,” the report states.
** UPDATE: The post has been edited to reflect the number of iPad owners’ responses (462) compared to the total number of those surveyed (1,200).


Image Ownership: Public Domain
John Elliott Churchville is a civil rights activist and black nationalist who founded Philadelphia's Freedom Library Community Project, which would become the Freedom Library Day School.
Born in Philadelphia in 1941, Churchville attended Simon Gratz High School, and, on graduation, began studying music education at Temple University. He dropped out in 1961 to become a jazz musician, and moved to New York, where he met Malcolm X at the Nation of Islam headquarters in Harlem.
Inspired by Malcolm’s black nationalism, Churchville attended the Inter-Collegiate Conference on Northern Civil Rights at Sarah Lawrence College in April 1962, where he was recruited to the Student Nonviolent Coordinating Committee (SNCC). Despite disagreeing with the Committee’s integrationist philosophy, Churchville joined its field staff and traveled south to Georgia and Mississippi to register voters. His experience in Freedom Schools, helping blacks in Greenwood, Mississippi pass the state’s literacy test, inspired him to see education as crucial to the civil rights movement.
On returning to Philadelphia in 1964, Churchville opened the Freedom Library in a Ridge Avenue storefront in North Philadelphia. Churchville envisioned the Freedom Library as a community center that would provide a setting for education for both children and adults and a locus for community organization. He hoped the library would help foster racial pride and meaningful self-identity, which he saw as necessary groundwork for political and social change. As part of this goal, Churchville amassed a collection of 2,000 books by or about African Americans, with an emphasis on texts about black history and contemporary problems.
Churchville also established night lectures and a tutoring program at the library, connecting high school and college students with younger children. The library evolved into a school, with an educational outlook that emphasized racial pride and focused on strict discipline and rote learning. Churchville would continue as an administrator at the Day School until the late 1970s.
In the fall of 1964, Churchville affiliated the Freedom Library with the Northern Student Movement, a move that enhanced the Library’s influence. The Library attracted activists from across the nation to the Ridge Avenue storefront. In 1965 these activists formed the Black People’s Unity Movement (BPUM).
The BPUM sought to unify poor, working, and middle class blacks in political and economic campaigns. Instead it attracted FBI attention. On August 13, 1966, FBI agents and Philadelphia police raided the NSM Freedom Library on August 13, 1966. Although the FBI claimed "militant civil rights groups” were using the school and other locations as a storehouse for arms, they found nothing during their search.
After the raid, however, Churchville dropped out of activist politics. He returned to college in 1983 and earned a Bachelor of Arts from Antioch University in 1987. He graduated from Rutgers University School of Law in Camden in 1990, and is currently the CEO of the Liberation Fellowship Community Development Corporation in Philadelphia, and the senior pastor at the Liberation Fellowship Church of Jesus.
Matthew Countryman, Up South: Civil Rights and Black Power in
Philadelphia (Philadelphia: University of Pennsylvania Press, 2006);
John Elliott Churchville, LinkedIn Profile:
http://www.linkedin.com/in/johnelliottchurchvillephd; Paul M. Washington
and David Gracie, Other Sheep I Have: The Autobiography of Father Paul
M. Washington (Philadelphia: Temple University Press,1994).
University of Sydney, Australia


The following information is in reference to Chapter 17, page 203 of the revised 2nd edition of The Power Of Sound.
The Tree of Sound Enhancement Therapy ® evolved as the developmental flow chart for the correct administration of any sound-based therapy. While there are many different sound-based therapies that can be administered individually with some level of success, the best outcomes are evidenced when The Tree analogy is used.
The Tree has 6 basic parts:
1. The “Root System” addresses one’s sense of hearing. The therapy(ies) offered at this level are a form of Auditory Integration Training, which repatterns how the acoustic reflex muscle in the middle ear responds to sound, and subsequently supports the reception of sound in the cochlea.
2. The “Seed” is the foundation for all sound response in the body as it addresses our basal body rhythms, such as the heartbeat or breath stream. The therapies at this level of The Tree can be utilized at any time in the person’s protocol of sound therapies because these skills bring the person back into focus and keep them feeling positive at their core level.
3. The “Trunk” addresses all responses of the ear for general sound processing stimulation, not hearing. The programs at this level are called Listening Training Programs and are modeled after the work of Dr. Alfred Tomatis who established the Tomatis® Method.
4. The “Lower Leaves and Branches” address specific auditory processing skills such as memory, sequencing, and discrimination. These skills are inherent in how the brain receives information from the auditory pathway to the brain, specifically from the cochlea to the auditory reception centers in the brain.
5. The “Upper Leaves and Branches” address the academic areas such as reading, spelling, and handwriting skills, which can only be maximally achieved when the foundation of The Tree is in place. People can have these skills as splinter skills but not always process them in their entirety. The programs suggested at this level must include an auditory, visual, and language combination of instructional skills, thereby allowing for full integration of the foundational skills.
6. The “Overall Maintenance of The Tree” addresses one’s wellness or body support for maintaining the learning and developmental changes obtained with the therapies at the various parts of The Tree.
JL: Also find and include DAVIS Otoemissions. (text was never in book)


Computer Software Programmer: Online Courses and Training Info
Computer software programmer courses are available online at a variety of technical schools and colleges. This article summarizes some of the most common types of online computer software programmer courses.
Online computer software programmer courses, which can be taken totally online, cover a wide range of topics having to do with writing, testing, improving, tailoring and repairing computer software. Different areas of computer software programming that may be covered in online courses include game programming, desktop publishing, software engineering, Web development and systems analysis.
Courses may be part of a specialized certificate or degree program, such as an associate's, bachelor's or master's degree program in computer science or software engineering. Given the quickly evolving nature of the field, online continuing education opportunities may also be available in the form of individual courses.
Since computer programming is such a technically specialized field, individual online courses can have very specific computer requirements. Students should check with their school prior to course enrollment to be sure they have the appropriate hardware and software components.
List of Online Computer Software Programmer Courses and Training
The descriptions below detail the typical curriculum of the most common online computer software programmer courses.
Intro to Programming Course
This course offers a survey of various software development process, design methods, programming languages and techniques. Included is an overview of the terminology, historical context, strengths and weaknesses, methodologies and characteristics of major contemporary programming languages. Different software development methods, such as structure and object-oriented design, are also discussed.
C++ Programming Course
Students investigate the history and philosophy of the C++ programming language and its wide applicability, standards library, operators and processes. Different uses, from programming systems or application software to video games are considered. Also included is a survey of more advanced features like operator loading, preprocessing, lexical analysis, code generation and templates. To take part in this course, students must have access to a C++ compiler.
Software Engineering Course
Software design architecture, patterns and modules are covered in this course. Development processes, object-oriented capturing requirements, life cycle modeling and the application of formal specifications are also discussed. Included is an overview of software verification and testing practices as well as a survey of selected software engineering methods and tools.
Web Development Course
Web development terms, standards, history, layout, organization and distribution methods are introduced. Students learn how to use X/HTML and CSS coding to make simple pages with an authoring program. Accessibility and usability are also discussed, along with how to use a graphics editor to create images appropriate for Web use. To participate in this course, students need a Web authoring program and a graphics editor.
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Welcome to another Science Invitation Saturday where we explore science for kids! Last week we played with bubbles and even made our own bubble wand and bubble solution. This week are going to explore fingerprints!
- ink pad
- magnifying glass (optional)
- fingerprint record sheet
Everyone’s fingerprints are different. Let’s see what your fingerprints look like!
- Press one of your fingers onto an ink pad.
- Gently and slowly roll your finger onto your fingerprint record sheet or a blank piece of paper.
- Make a print of each finger.
- Compare your prints. What is similar about your prints? What is different? (Optional: Use a magnifying glass to make the comparisons).
Lucy’s Comments: “I see lots of hills and swirls.” “How many lines are on our fingers, Mom?” “What do yours look like, Mom?”
- Our ink was coming out very dark in the prints. What worked for us was to press our finger in the ink, then press it once on scrap paper to get of excess ink, and THEN make our print to keep on our record sheet.
- This is a messy activity. Have your sink ready for hand washing!
Question to Spark More Curiosity & Critical Thinking:
What patterns do you notice in your prints? Do your prints look similar to your family’s prints?
What are any benefits you can think of to everyone having different fingerprints?
Want to go even further?
Even more activities to inspire creativity and critical thinking for various ages:
- Fingerprint patterns are divided into different groups. With a parent, search online or in a book to discover what group your fingerprints fall into. Compare the results to that of other family members for friends.
- Make a fingerprint using the ink pad onto a deflated balloon. Wait for it to dry. Then blow up the balloon until you can see your fingerprint in more detail!
- Collect a fingerprint record of everyone in your family. Then, without you seeing, have one person leave a fingerprint on some paper. Try to figure out whose fingerprint it is by comparing it to your fingerprint record.
- Turn your fingerprints into art! We put our fingerprints on blank paper. Then we used colored pencils to add details.
Don’t forget to join the Buggy and Buddy community on Facebook where there’s even more ideas for creating and learning!


CCSS Publisher’s Criteria
Accelerate the full implementation of the Common Core State Standards with SpringBoard. Thematic units integrating all four strands of CCSS emphasize the strong connection between reading and writing while providing grammar and vocabulary instruction in context. The result is a balanced and vertically aligned system of literacy development that engages students and prepares them for success in meeting the CCSS standards. For more detail, view the SpringBoard ELA Common Core Alignment (.pdf/955KB).
Delivering the Rigor of the Common Core
||Common Core State Standards
SpringBoard prepares students for the rigorous textual analysis expected in AP and other college-level courses.
- Literary and Informational Texts
- Key Ideas and Details
- Craft and Structure
- Integration of Knowledge and Ideas
- Range and Level of Text Complexity
- Challenging and engaging literary and informational texts
- Explicit instruction in close reading and annotating text
- Text-based interpretive questions
- Research-based reading strategies to empower students
- Scaffolded instruction to move students toward independence
Strategies are embedded within the instructional activities to encourage best practices and sustain independent learning.
- Text Types and Purposes (argumentative, informative/explanatory, narrative)
- Production and Distribution of Writing
- Research to Build and Present Knowledge
- Range of Writing
- Guided instruction for writing arguments, informative texts, and narratives
- Mode-specific Writing Workshops, Embedded Assessments, prompts, and Scoring Guides
- Emphasis on Purpose and Audience
- Formal and Informal Writing Tasks
- Multiple opportunities for student research
|Speaking and Listening
SpringBoard develops student skills with focused discussions in Socratic Seminars and Literature Circles.
- Comprehension and Collaboration
- Presentation of Knowledge and Ideas
- Student-focused, collaborative classroom
- Variety of nonprint texts including films
- Student presentations, speeches, and performances
- Specific strategies for collaboration and oral communication
SpringBoard covers the essential rules while helping students consider how grammar, convention, vocabulary, and style choices contribute to craft.
- Conventions of Standard English
- Knowledge of Language
- Vocabulary Acquisition and Use
- Grammar support and instruction in context
- Emphasis on style analysis
- Awareness of language for specific contexts
- Direct and integrated approach to vocabulary


In Summarizing and Synthesizing: What’s the Difference? we discussed the two related reading comprehension strategies. As with any strategy, students need to be introduced to it, observe the strategy in use through think-alouds, and have opportunities for repeated guided practice. The lessons highlighted below help you do just that in your classroom.
Reading Informational Texts Using the 3-2-1 Strategy (Grades K-2)
In this lesson, students in grades K-2 learn to use the 3-2-1 strategy, which involves writing about three things they discovered, two things they found interesting, and one question they still have. After teacher modeling, students read a magazine article independently and use the 3-2-1 strategy to comprehend what they read. This lesson meets the following NCTE/IRA Standards: 1, 3.
Lesson 8: Summarizing Information (Grades K-5)
In this lesson, students practice summarizing by extracting the Five Ws (who, what, when, where, why) and the H (how) from feature stories in local newspapers. The lesson could be adapted for use with other texts as well. Primary teachers could read a news article aloud, perhaps from National Geographic for Kids or another student periodical, and then assist students in identifying the Five Ws. This lesson meets the following NCTE/IRA Standards: 1, 3.
Choosing One Word: Summarizing Shel Silverstein’s “Sick” (Grades 1-2)
After reading Shel Silverstein’s “Sick” aloud, students summarize the poem and count the words in their summary. They then summarize the poem again, using only one word. Students explain their choices and discuss the various words offered as a summary. Although this lesson plan uses the poem “Sick” as an example, the activity can be done with a text of any length or genre: poetry, picture books, short stories, plays, and novels. This lesson meets the following NCTE/IRA Standards: 1, 3, 4, 5, 11, 12.
Guided Comprehension: Summarizing Using the QuIP Strategy (Grades 3-6)
This lesson plan, for grades 3-6 from ReadWriteThink, teaches students to summarize information by graphically organizing information in response to questions, then reorganizing their answers into paragraph form. This lesson meets the following NCTE/IRA Standards: 1, 2, 3, 7, 8, 11.
Synthesizing Lesson Plans (Grades K-5)
While not full lessons, these four activities can help students learn how to synthesize while reading. The activities meet the following NCTE/IRA Standards: 1, 3.
Germs and the Body (Grades 3-5)
Written as a science lesson, this learning experience provides opportunity for students to practice synthesizing as they read science-themed informational text. This lesson meets the following NCTE/IRA Standards: 1, 3, 5, 6, 8, 11, 12.
This article was written by Jessica Fries-Gaither. Jessica is an education resource specialist at The Ohio State University and project director of Beyond Weather and the Water Cycle and Beyond Penguins and Polar Bears. She has taught in elementary and middle school settings. Email Jessica at firstname.lastname@example.org.
Copyright February 2012 – The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 1034922. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. This work is licensed under an Attribution-ShareAlike 3.0 Unported Creative Commons license.


Parents are looking for ways to get their kids back into the learning mode.
Making education a part of the norm is essential for an easy transition back to school. Not only is it important for success but childhood development as well.
Exposure to books in the early childhood stages plays a key role in a child’s reading development, and although most parents and caregivers know that children benefit from reading time, many struggle to fit it into their children’s hectic schedules.
A survey conducted on behalf of VTech, a leading electronic learning products provider, found that more than 40 percent of moms with children ages 3 to 7 said that not having enough time to spend reading with their children is the biggest challenge they face in trying to make reading a daily activity. And nearly half wished there were ways to include reading in their child’s on-the-go schedule.
Fortunately, there are plenty of fun and practical ways to make reading a part of everyday family life.
Making reading fun
You can help a child develop reading skills even when you’re running errands or doing activities together. By going places and doing things with children, you help build their background knowledge and vocabulary, giving them a basis for understanding what they read.
Telling stories and interacting with each other while on the go helps them develop their listening and thinking skills.
And now there are technologies that let you take interesting reading material wherever you go. The new V.Reader, the first interactive, animated e-book system for children, creates an engaging reading experience for early readers, ages 3 to 7, so they love to learn to read.
We understand that parents are looking for ways to merge learning and fun and VTech is excited to offer the V.Reader, which does exactly that, said Tom McClure, director of marketing, VTech Electronics North America, LLC. Parents can trust this cutting-edge e-book to aid in their children’s development while proving how learning can be fun too.
The touch-and-read e-book brings stories to life with narration, characters, animation, graphics, sounds and music. Kids interact as they listen and follow along with a story, or touch the screen and play games to learn each word and sentence. The V.Reader helps teach reading comprehension, vocabulary, phonics and word building.
Reading is a skill that requires nurturing. Creating a literacy-rich home is the best way to engage children with the joys of books and help them become readers for a lifetime. One convenient way to keep a constant stream of new books available to young readers is by downloading new e-book titles. Through the VTech website, new titles are available at your fingertips to add to your child’s V.Reader library.
Research shows that lack of access to books and educational materials is the greatest barrier to literacy development in the United States and beyond.
Books, magazines, newspapers and other reading tools should be within easy reach. Try designating a bookcase or shelf where children can keep a personal library.
According to First Book, a non-profit organization that provides new books to children in need, a steady stream of new, age-appropriate books has been shown to nearly triple interest in reading within months.
By going to www.firstbook.org, families, teachers and reading programs can help children from low-income communities build their own home libraries.
It’s important for beginner readers to continue practicing their newly acquired reading skills, said Ron Fairchild, founding CEO of the National Summer Learning Association and a national authority on how to expand learning opportunities for youth.
Research shows that access to reading material that matches kids’ ability levels and interests, and assistance to ensure comprehension, are important to sustaining and advancing reading skills.


Music helps teens improve in math, reading
Music lessons and parents attending concerts with children is positively linked with academic achievement, especially in high school, U.S. researchers say.
Darby E. Southgate and Vincent Roscigno, both of Ohio State University, reviewed two nationally representative data sources to analyze patterns of music involvement and their possible effects on math and reading performance among elementary and high school students.
However, not all adolescents participate in music equally, and certain groups are disadvantaged in access to music education, the researchers say.
Wealthier families participate more in music than do poorer families, while Asians and whites are more likely to participate in music than are Hispanics. Young black children attended concerts with their parents, but were less likely to take music lessons.
This topic becomes an issue of equity at both the family and school levels, the study authors said in a statement.
This has major policy implications for federal, state and local agencies, as well as knowledge that can help families allocate resources that are most beneficial to children.
The findings are reported in the March issue of Social Science Quarterly.


The world knows Béla Bartók as a composer. The essays contained in this voluminous compilation disclose a side of the great Hungarian previously known to relatively few persons: Bartók the man of letters. Theorist, performer, collector, scholar, and composer, Béla Bartók is internationally renowned as one of the most important and influential musicians of the twentieth century. Throughout his life he wrote lectures and essays that dealt with virtually every aspect of European music. These essays, previously scattered in specialized journals, deal with the wide range of interests and expertise: folk music and musical folklore, the music of his contemporaries and great predecessors, a brief autobiography, the structure and performance of his own music, the sale of sound recordings, and music education.
Literature-Fiction, Essays-Correspondence, Essays,


Antoni Dobrowolski, a former Polish teacher arrested by the Gestapo in 1942 for teaching underground lessons to students, died on Sunday at the age of 108, according to a Polish official speaking with the Associated Press. He was the oldest known survivor of Germany's largest death camp.
Banning elementary education beyond four years was one of many tactics employed by Nazi Germany after its invasion of Poland in 1939—a strategy aimed at undermining Polish culture and wiping out its intelligentsia and leadership class. A spokesman at the Auschwitz-Birkenau state museum told the AP Dobrowolski died in the northwester town of Debno.
Apparently, he never lost his passion for teaching. According to the Polish newspaper Gazeta, after Dobrowolksi was liberated in 1945, he became head of a primary school in Debno and, a number of years later, directed a local high school. Prior to his arrest by the Germans, the newspaper says Dobrowolski was a member of the Secret Teaching Organization an underground organization formed in response to the mass closure of educational institutions and repression of teachers. In total, Germans are believed to have killed at least 1.1 million people at Auschwitz—most of the victims were Jewish but many were also Roma, non-Jewish Poles and other persecuted groups.


Our students will live and work in a world that will depend on their readiness to assess new ideas and adapt to change with energy and confidence. These attitudes flourish when achievements are valued by staff, students and families. 'Working together' is an important aspect of life at PLC.
Reggio Emilia Philosophy
In the Early Learning Centre, the natural curiosity of the girls and boys is nurtured and stimulated in an environment that owes much to the Reggio Emilia philosophy. The excitement of discovery is shared and celebrated as children make sense of another part of their world. This approach to teaching and learning - one that stimulates exploration and develops independence - supports and extends the academic development of students at each level through to Year 12.
Literacy and Numeracy Skills
Establishing the basis for sound literacy and numeracy skills is fundamental to the Junior School curriculum. A rich academic program that encourages all students to develop as confident learners enhances the consolidation of these critical foundations. Art, Computing, Drama, French, Music, Physical Education, Religious Education, Science and Social Studies also have an important place in the total program of each girl.
The importance of strong foundations is further acknowledged in the Senior School curriculum. From Years 7 to 10, each student follows a broad core curriculum that includes a choice of languages. Electives at Years 9 and 10 allow students to pursue individual interests. When a student comes to make her course selection for Years 11 and 12, she has the option of all subject groups offered within either the Victorian Certificate of Education or the International Baccalaureate. Many VCE students will accelerate their studies, either within the VCE itself or by taking a university subject in Year 12.
The formal academic structure is just one of the factors that underpins the academic achievements of our students. Right from the start, different learning strategies are built into the curriculum. Thinking skills and reflection, co-operative learning, organisational strategies, the considered use of information technology, excursions and visiting artists and speakers, take learning into both familiar and new contexts. Special programs, and specialist staff, work with students in both Junior and Senior Schools. Extension and enrichment for highly able students in academic and creative areas support programs in literacy and numeracy, and research and study skills help students to develop their potential. A dynamic program of extensions inclduing national and international competitions, Chess, Future Problem Solving, Mathematics Olympiad and competitions across a range of subjects give students the opportunity to explore new options and learn more about their interests and abilities.
The success of academic programs relies on skilled, professional staff who encourage each girl to explore her potential in an environment where expectations of success are regarded as normal and where learning support is readily provided.


Lachance, Isabelle (2002) How group art therapy helps conduct-disordered children improve their social skills. Other thesis, Concordia University.
This research paper takes a look at how group art therapy enables children with conduct disorders and other behavioral problems to increase their social skills. I begin with a look at the literature on conduct disorders and describe this disorder as well as how it manifests in children. I go on to investigate the art therapy literature on groups and look at the various aspects of artmaking in group situations that help children develop important skills. The second part of this research is dedicated to a case study of a group of children with conduct disorders and other behavioral problems, who took part in weekly group art therapy sessions over a period of seven months. I describe their process and improvements throughout the course of the treatment, and attempt to explain what important factors enabled the children to improve their social skills.
|Divisions:||Concordia University > Faculty of Fine Arts > Art Education|
Concordia University > Faculty of Fine Arts > Creative Arts Therapies
|Item Type:||Thesis (Other)|
|Series Name:||Research Paper|
|Pagination:||vi, 78 leaves : ill. ; 29 cm.|
|Degree Name:||Research papers (M.A.)|
|Program:||Art Education and Creative Arts Therapies|
|Thesis Supervisor(s):||Lacroix, Louise|
|Deposited By:||Concordia University Libraries|
|Deposited On:||27 Aug 2009 13:22|
|Last Modified:||08 Dec 2010 10:22|
Repository Staff Only: item control page


Why does children's music participation decline
following the transition to secondary school?
That question is prompted by a Keele University report* of a longitudinal study involving over 1000 children during their final year at primary school through to their first year in secondary school. The findings are significant for they
It is not surprising therefore that the activities of Youth Music (NFYM) have struck a chord. YM's funding focus is mainly on music-making out of school hours, across a great breadth of musical styles and cultural traditions. Applicants for funding have to indicate clearly that they are in tune with what will engage with young people - not only music styles, but also the manner and context in which the music is made. In their applications "profile", whilst Western classical music is represented, popular styles predominate, together with a burgeoning interest in non-western traditions.
Most of the music-making funded by YM covers 5-18 year olds; some activities have a direct link with schools' curriculum delivery, but most do not. With practical examples of music-making successfully involving that age range, YM has been encouraging and facilitating discussion on the relationships between provision through the formal music education sector and that through informal routes. Those discussions have also included those services whose main purpose is to engage with young people, such as Youth Services. Many have indicated that the discussions are providing useful fuel for a long overdue debate.
The National Music Council and the Music Education Council are planning to hold a joint meeting to discuss ways forward.
So what has the Keele study found?
First, it is important to remember that unlike many academic activities, young people have considerable autonomy in the way they engage in musical activities. Thus, questions asked directly of young people can throw some light on how and why they make critical decisions and especially the extent to which social factors can influence those decisions.


Rapid technological advancements are changing the landscape of literacy and education. By embracing this boom in we are able to reach more people than was possible ever before. We are also provided with a very cost-effective link to the global literacy community.
We have found that students can acquire vital literacy and numeracy skills up to 40% more quickly when using a computer than without. Children around the world gravitate towards technology. If we can make learning entertaining and fun, it follows that children will be motivated to attend school and work hard.
© World Literacy Foundation ABN: 339 4035 4008. All rights reserved. Incorporated Association No. A0055790R


|Sarva Shiksha Abhiyan (SSA)|
SSA project implemented by Gujarat Council of Elementary Education in Gujarat States.
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right.
The programme seeks to open new schools in those habitations which do not have schooling facilities and strengthen existing school infrastructure through provision of additional class rooms, toilets, drinking water, maintenance grant and school improvement grants.
Existing schools with inadequate teacher strength are provided with additional teachers, while the capacity of existing teachers is being strengthened by extensive training, grants for developing teaching-learning materials and strengthening of the academic support structure at a cluster, block and district level.
SSA seeks to provide quality elementary education including life skills. SSA has a special focus on girl's education and children with special needs. SSA also seeks to provide computer education to bridge the digital divide.
Functional Areas of SSA
|.||Teachers Training |
|.||Planning & Management |
Finance & Accounts
Media & Documentation
Management Information System
Integrated Education for Disabled


Are poop jokes over-used? Does the word “DNA” need to be defined? Is particle physics just too hard to explain? These are the kinds of questions that come up when writing about science for kids.
Panelists Emily Krieger, Beth Geiger, Eric Chudler and David George Gordon discussed the rewards and challenges of translating complex technical concepts into stories that the under-age set can understand at NSWA’s monthly meeting on Feb. 12 at University House.
- Emily Krieger is a Seattle-based freelance editor, writer, and fact-checker. She’s helped edit Science News for Students (formerly Science News for Kids) since 2011, working on both features and news stories and writing companion questions for teachers. She’s also the author of the National Geographic children’s book series Myths Busted!, in which she upends scientific, historical, and pop culture myths. She occasionally fact-checks feature articles for National Geographic magazine, typically science pieces, and fact-checked David Quammen’s award-winning book about zoonoses, Spillover.
- Beth Geiger was the recipient of the 2006 AAAS Science Journalist Award for excellence in Science Reporting for Children. She lives in Seattle, Washington.
- Eric Chudler is a Research Associate Professor in the UW Departments of Bioengineering and Anesthesiology & Pain Medicine and Executive Director of the Center for Sensorimotor Neural Engineering. He received his B.S. degree in Psychobiology from UCLA and his Ph.D. in Psychology from the University of Washington.
- David George Gordon is the author of nineteen books on subjects ranging from gray whales and cockroaches to Bigfoot and bald eagles. He’s appeared on Conan O’Brien and in Ripley’s Believe It or Not! and has been featured in the New York Times crossword puzzle.


PRE-SCHOOL youngsters struggling to learn how to read and write have been given a literacy boost – with the help of old-fashioned nursery rhymes.
Education specialists have been drafted in to dozens of city nurseries in a game-changing move to target literacy skills by placing children in groups where play takes a back seat to traditional rhymes, shopping lists and the basics of how texts are put together.
Intervention work at 39 nurseries is paying off, with studies showing up to half of children in pilot groups based in areas with poor primary school literacy scores are better able to recognise letters and produce sounds associated with them.
Now the programme – which specifically targets three and four year old children in the early stages of language development – is set to spread across Edinburgh as education chiefs step up their efforts to ensure every child gets the best start in life.
Martin Gemmell, the Capital’s principal education psychologist, said: “A nursery rhyme – sounding out the individual letters and sounds – is one of the building blocks of learning to read and write.
“They’ve been there for centuries. This is about not forgetting the past in the modern era with iPads and so on.”
Mr Gemmell said the new approach involved working in a focused way with nursery children aged three or four who experience difficulty in the very early stages of language learning.
Specialists who lead the groups also use material and suggestions provided by the city council’s new Up, Up and Away learning manual, which aims to support communication and literacy development from birth to the age of five.
“The groups focus on the skills for reading and writing rather than the children going out on their trikes or something like that,” he said.
“But this is also fun, active learning. It could be a pretend shopping session in a pretend shop, with lists of names, which they’re working with.
“The help of parents is vital. The support we’re putting in now is to help parents help their own children – don’t forget about bedtime stories and pointing out language to your children whenever you see it in the environment.”
The approach and its early success have been hailed by education bosses. Councillor Paul Godzik, education leader, said: “It’s important to identify young children who may need help before they start their primary school education.
“The project has already produced some very encouraging results.”
‘If you start at a young age you can improve massively’
FATHER-of-five Albagir Mohammed, 45, said the new literacy groups would help his three-year-old son, Mohaned, who attends Gracemount nursery.
He said Mohaned would grow up in a bilingual environment, where Arabic is spoken as often as English, and that focused help with literacy at nursery would underpin his son’s progress at primary school.
His family came to the Capital from Sudan ten years ago and currently stay in Burdiehouse.
“The groups will make him better at English and he’ll be able to understand at a young age and won’t have to take extra classes later on,” he said. “They will help him build his language and communicate more. Reading and writing are so important. If can’t read or write, you won’t get that far and if you start at a young age then you can improve massively.”


Designing Engaging Experiences using Music Technology
“I have this fancy computer lab. Now what?!” This hands-on course will take you through a variety of engaging projects for the secondary general music classroom. While these projects utilize computers, the focus of the course will be on developing the skills required to create engaging projects for any general music class, regardless of available technology. Learn curricular design, practical applications of the open-source digital audio software Audacity, and how to choose affordable recording hardware for use with student projects. You’ll complete a series of projects, interspersed with technical and philosophical discussions that will inform future teaching.
Participants are required to bring a quality set of headphones (no earbuds, please) for use in the creation of their projects. It is also recommended to bring a flash drive (4GB capacity minimum) for saving your work.
Instructor: Nick Jaworski
Nick Jaworski, the author of the forthcoming book, "Teaching Music Appreciation," is a music educator, author, clinician, and editor who focuses on issues related to technology, popular music, identity, community, and relevancy. He currently serves as the statewide Secondary General Music representative on the Illinois Music Educators Association Board of Directors. Nick is also the Co-Founder and Co-Editor of Leading Notes (www.leadingnotes.org), an online magazine devoted to modern issues in music education. He has taught Music Appreciation, Music Theory, Rock and Roll Methods, and Band at the high school level, as well as introductory music education technology classes at the University of Illinois. In addition to speaking to teachers and pre-services teachers, Nick is a popular clinician and has presented at a variety of statewide and national conferences, most recently at the TI:ME National Conference and the Games, Learning, and Society Conference. As a writer, Nick has had his ideas on music education featured in USA Today and Teaching Music Magazine. He is also an educational consultant, helping teachers and districts develop new and engaging curricula for their students. His popular blog, “Moving Forward with Music,” can be found at http://teachingmusic.tumblr.com. For more information on Nick, his new book and his consultancy work, visit www.nickjaworski.com.
6953 Designing Engaging Experiences using Music Technology
1 graduate credit
Location: VCM MIDI Lab/Room 100
Tuition is due in full with registration
ENROLLMENT LIMITED TO 20
April 27 - 28
Saturday: 8:00 a.m. - 5:00 p.m.
Sunday: 8:00 a.m. - 1:00 p.m.


The Minister of School Education, who is a member of the state legislature, is in overall charge of school education in the state. The Secretary, School Education Department is the Chief Executive Officer who assists the Education Minister in all functions related to school education in the State including planning, budgeting and administration. The Secretary is assisted by four Deputy Secretaries and six Under Secretaries.
The functions assigned to the School Education Department includes:
- Overall control of primary, upper primary and secondary schools.
- Policy formulation pertaining to the upliftment of school education.
- Finalization of the annual budget relating to school education.
- Administrative sanctions for various schemes and programmes.
- Advice to other departments on education and training related issues.
To achieve universalisation of education at both elementary and secondary levels by providing burden less quality education through joyful learning and to provide basic infrastructure coupled with safety and security for the well being of the children.
- To provide universal access, equity, quality at primary, upper primary, secondary and higher secondary level.
- To strive for all-round development of the child.
- To evolve curriculum and evaluation procedures in conformity with the values enshrined in the Constitution.
- To build the child's knowledge, potential talent and develop the child's physical and mental abilities to the fullest extent.
- To provide required infrastructure to ensure the comfort of each and every child in school.
- To provide a conducive learning environment through learning activities, discovery and exploration in a child-friendly and child-centered manner.
- To provide quality education as far as possible in the child's own mother tongue.
- To provide abundant opportunities for the child to express itself without any fear.
- To make examinations more flexible and integrated in classroom life by implementing continuous and comprehensive evaluation in phases, to remove the anxiety and stress caused by terminal examinations.
- To facilitate connection of knowledge to life outside school.
- To ensure that learning is shifted away from rote methods.
- To evolve an over-riding identity informed by caring concerns within the democratic policy of the country.
The following are the Directorates implementing the policies of the School Education Department.
1. Directorate of School Education
2. Directorate of Elementary Education
3. Directorate of Matriculation Schools
4. Directorate of Government Examination
5. Directorate of Teacher Education, Research and Training
6. Directorate of Non-formal and Adult Education
7. Directorate of Public Libraries
8. State Project Directorate, Sarva Shiksha Abhiyan
9. State Project Directorate, Rashtriya Madhyamik Shiksha Abhiyan
10. Teachers Recruitment Board
11.Tamil Nadu Text-book Corporation


This exhibition presents works by the 112 children aged six to twelve who participated in the educational program Learning Through Art in the academic year 2011–12. Taught by artists Elssie Ansareo, Naia del Castillo, Ibon Garagarza, Maider López, Manu Muniategiandikoetxea, and Jorge Rubio, the program reinforces the primary school curriculum through the use of art as an educational tool.
Classroom teachers identify educational goals and skills to be incorporated into lessons with the Museum’s artists and educators in order to devise a series of workshops. Every program is unique, designed to meet each participant’s needs, and fosters the students’ interests and skills.
Talking openly about art and the creative process helps students to explore a variety of topics in a more creative, personal way. Employing different disciplines, such as photography, painting, sculpture, video, performance, and movement, the program breaks down barriers between curricular disciplines and encourages participants to look at the world from freer and more imaginative perspectives. So art becomes a tool to discover, explore and understand reality, emphasizing the value of individual expression and creative freedom.
To celebrate the Museum’s 15th Anniversary, the children from the six participating schools have created a commemorative or celebratory work of art entitled Zorionak, Museoa!! (“Congratulations, Museum!!”).


"Forms V and VI are asked to,––"Describe, with study in sepia, Corot's 'Evening.'" Beyond this of a rough study from memory of a given picture or of any section of it, these picture studies do not afford much material for actual drawing; they are never copied lest an attempt to copy should lessen a child's reverence for great work. We are shy in speaking of what we do in actual drawing since Herr Cizek came among us and shewed what great things children could do with scarcely any obvious teaching and but little suggestion. But probably such work is only to be done under the inspiration of an artist of unusual powers and I am writing for teachers who depend upon their children rather than upon themselves." --Charlotte Mason, Philosophy of Education, page 216
Wikipedia says that Franz Cižek (12 June 1865 – 17 December 1946) "was an Austrian genre and portrait painter as well as a teacher and reformer of art education."
"Cizek regarded himself as a man liberating children from slavery to copying. Adult influences were banned from the Juvenile Art Class; Cizek considered that these were actually harmful. He did not allow pictures by adults although pictures by children were constantly displayed. His pupils were expected to rely only on their own memory and imagination."--from "Christmas: pictures by children, 1922 Special Collections featured item for December 2006" by Ruth Gooding, Cataloguer
Some of the children's Christmas-themed paintings are included in that link, and they're amazing.
Does that theory contradict the idea of having children do picture study of famous paintings by adults, and sometimes do quick memory sketches of them? Apparently not completely, since Miss Mason seemed impressed by what Cižek had brought to art education.
But she also seemed to be saying that our own limitations might force us to adopt a different approach to art instruction--possibly in the same way that a teaching parent who isn't fluent in French would have to approach lessons differently from a native speaker, or someone a little shy of the outdoors would do nature walks from a different perspective from a born naturalist. A symphony musician will likely depend less on commercial music education materials than someone who needs everything spelled out. I kind of like Miss Mason's thought here that "I am writing for teachers who depend upon their children rather than upon themselves." I think she's saying that we're not all going to be able to offer our children such a magical experience as classes with Herr Cižek. Or--we're not going to be able to treat ourselves to an education class with Charlotte Mason!
And some people take that as an argument against homeschooling at all. Shouldn't everything be taught by specialists, experts, people who have made each subject their life's joy?
As homeschoolers, we may sometimes lack live, right-here teachers; but the world of books, not to mention DVDs, television, radio and the Internet, is open to us. The world of creation speaks to each of our hearts, and those who have gone before have recorded their discoveries. Through all the varieties of recorded music, we can learn from the best performers of the last century. We have community-based opportunities of all kinds, if it's live experts we insist on; or, lacking that, we can do what Binky Barnes had the foresight to do before our family even had an Internet connection: email the experts. Politely, of course.
Nobody's an expert in everything. But curiosity and enthusiasm may make up for what we don't think we know enough about.
Homeschooling isn't always an ideal world.
But you know what we have? An idea world.


He was born in Verona and received early music education there from Stefano Bernardi. Probably from 1624, he was employed as court musician in Vienna by Emperor Ferdinand II. In 1649 Bertali succeeded Giovanni Valentini as court Kapellmeister. He died in Vienna in 1669 and was succeeded in his post by Giovanni Felice Sances.
Bertali's compositions are in the manner of other northern Italian composers of the time and include operas, oratorios, a large number of liturgical works, and chamber music. Particularly his operas are notable for establishing the tradition of Italian opera seria in Vienna. Approximately half of his output is now lost; copies survive made by Bertali's contemporary, Pavel Josef Vejvanovský, some of the pieces are currently in possession of Vienna's Hofbibliothek, the library of the Kremsmünster Abbey and the Kroměříž archive. The most important source for Bertali's work is, however, the Viennese Distinta Specificatione catalogue, which lists several composers of the Habsburg court and provides titles and scoring for more than 2000 compositions.
The "Chaconne" or "Ciaccona" is perhaps his best-known work.
- A catalogue of Bertali's works according to Distinta Specificatione (Archived 2009-10-25)
- Free scores by Antonio Bertali at the International Music Score Library Project
- NWO's VENI project on Bertali's sacred works


If you are experiencing a medical emergency please dial 911 immediately
Children with Down syndrome have reduced muscle tone, which can delay development of their motor skills. Children with delays may roll over, sit up, pull up, stand, and walk later than other children their age.
Encourage motor skill development through active play.
Guide your baby in playful exercises, which helps him or her learn to walk.
|Primary Medical Reviewer||John Pope, MD - Pediatrics|
|Specialist Medical Reviewer||Louis Pellegrino, MD - Developmental Pediatrics|
|Last Revised||July 1, 2013|
To learn more visit Healthwise.org


Band For Today has been providing area schools with band and piano programs for twenty five years. Band For Today teachers have instructed more than twenty thousand students during that time. We offer schools a full range of music education services including band lessons, concerts, solo contests, honors ensembles, field trips, and… Click here to continue reading.
Twelve Practice Tips From Wynton Marsalis
Everyone has to practice, even the pro’s. Here are twelve practice tips from legendary trumpet player Wynton Marsalis:
Make a schedule
Set and track your goals Click here to continue reading.
Life Skills Learned in Music
Patricial Shehan Campbell, Claire Connell, and Amy Beegle (2007), “Adolescents’ Expressed Meanings of Music in and out of School,” Journal of Research in Music Education, 55(3), p. 229.
In discussing life benefits of music study, the authors report, “The most heavily reported life preparation skill was self-discipline, with respondents acknowledging that the hard work and dedication that are integral to participation in school music groups teach the… Click here to continue reading.
History and Overview of the Trumpet
The trumpet is an ancient instrument that was initially used to send signals across great distances. Many developments over the years led to a very good sounding baroque trumpet and eventually the modern valve trumpet, which was developed in the early 19th century. Even with these changes, the trumpet has retained its ‘soul’ as an instrument of power, glory, and grandeur. These… Click here to continue reading.


How to Become A Teacher
Is Teaching the Right Career for You?
Becoming a teacher means taking on a very important position. Teachers are responsible for educating and training young minds, and play a key role in helping students explore and pursue opportunities for a better future. Moreover, a good teaching staff is a prerequisite for the development of well-informed, well-trained, and well-read students. The work of a teacher is demanding and requires patience and tolerance. Each student present different challenges, and as a teacher you will be required to come up with various strategies to cope with such students. A good teacher is not only knowledgeable, but enjoys instructing students. This enjoyment helps and motivates the teacher to come up with creative and effective strategies for learning. So before you choose to make teaching your profession, make sure you have the personality for it.
Keiser University eCampus
How to Become a Teacher
All teachers will need to have completed a college degree. The coursework of the degree will vary depending on what grade you want to teach. You should choose to major in education while pursuing your undergraduate degree. Education majors can choose between an elementary education major and a secondary education major. If you choose to teach elementary school, you will be responsible for teaching language, mathematics, arts, and social sciences. An aspiring elementary school teacher is expected to major in elementary education, and is expected to have taken a number of courses in psychology, child development, and designing curriculums.
If you wish to teach high school students in a particular subject such as American history, you should major in secondary education and History. The History major is needed to know the material you will be teaching, and the secondary education major is needed to know how to teach the material and set-up the curriculum. Education students will have to do student teaching assignments. Student teaching pairs a student with a teacher in a real classroom to learn first-hand how a teacher does his or her job. The college or university usually has a school that they work with to place students in classrooms to complete this requirement.
After Your Education
Once you have earned your college degree you will need to apply for a teaching license. Note that requirements for licensing or certification will vary between states. Usually licensing requires the following things:
An undergraduate degree
Supervision under an experienced teaching
Completion of certain education courses if these have not been taken in college
A test gauging the candidates verbal and math skills
You should check with the education board of your particular state in order to learn their exact requirements.
If you are an experienced teacher you may want to seek advancement. This can involve becoming mentors or senior teachers who are in charge of training younger instructors. Advanced education degrees allow teachers to seek positions such as principals, curriculum developers, or counselors.
According to the US Bureau of Labor Statistics, the average wage of a high school teacher in 2010 was $53,230 per year while that of an elementary school teacher was $51,960 per year. The demand for elementary school teachers is expected to increase by 17% by 2020; whereas, the demand for high school teachers is increasing at 7% - slower than the average.


Digital Approach to Art Ed. Gains Momentum
Although digital media have become more common in art education, such forms of art are still new and many educators have yet to embrace them.
“I don't think that, in general, many schools have quite woken up to the revolution that is happening with video and other forms of digital art,” says David S. Gran, the art teacher at the Shanghai American School in China, a 2,600-student K-12 school for students from about 40 countries. “But I would say that they are mediums that are gaining momentum.”
Some educators may be hesitant to teach digital media simply because of a lack of familiarity with such approaches, says Melanie L. Buffington, an assistant professor of art education at Virginia Commonwealth University in Richmond, Va.
Because digital video as an art form is relatively new, it may not have been included in many art teachers’ training, she says.
“If it wasn't around when you were trained, you might not feel as knowledgeable as you are about paintings or sculptures,” Buffington says, and unless teachers seek out their own opportunities for professional development, they may not feel they have the skills to teach digital video.
Kristine Fontes, an art teacher at Union City High School in Pennsylvania, warns against the dampening effect such teachers can have on students.
“Many art teachers are stuck in the old-school curriculum of teaching the elements and principles of art via drawing, painting, and ceramics,” she says. “They unintentionally discourage many students who may not appear to be artistic—because they can only draw a stick figure—from taking art.”
Craig Roland, a professor of art education at the University of Florida and the creator of Art Education 2.0—a social-networking site for art educators—recognizes the tension between teachers who use more-traditional art materials in their classes and those who have welcomed new forms of expression.
“Artists have always been on the cutting edge of technology,” he says, citing tubes of paint, the pencil, and the camera as examples. “We’re using that technology to create meaning, to express ourselves, to communicate. We’re always looking for new ways to do that.”
‘Thinkers and Inventors’
But teaching traditional art is also very important, says Roland, and ultimately, he thinks the best approach is a combination of the new and the old.
“The more technologies and the more materials we can use in the classroom, the better the chances are that each child will find a medium to express themselves,” he says. And although digital media aren’t as widespread as other forms of art, Roland says he has noticed a steady increase in the number of teachers using digital animation and video.
While teachers such as David Gran and Kristine Fontes both agree that traditional and digital art complement each other and should be taught in tandem, they also think teaching students to make and critique digital media provides this generation of students with essential knowledge they will need whether or not they decide to pursue careers in art.
“Video certainly overshadows other art forms in the public arena,” says Gran. As a result, he argues, it’s important for his students “to develop critical-thinking skills about all the information that comes at [them] on a daily, if not hourly, basis from the mass media.”
Fontes agrees. “I am arming the students with the skills they will need to compete in a global workforce,” she says. “They are the thinkers and inventors of the future.”
Vol. 01, Issue 04
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- School Psychologist (Districtwide)
- Westport Public Schools, Westport, CT
- Charter School Operator
- Options PCS, Multiple Locations
- Associate Superintendent of School Performance
- Anne Arundel County Public Schools, Annapolis, MD
- Senior Director, Business Development and Education Services
- Foundations, Inc., Mount Laurel, NJ
- Principal-Multiple Vacancies
- Polk County Schools, Bartow, FL


9th - 12th
Writers use the four steps outlined here to edit their own or a peer’s paper. Using different colors of highlighters, editors note “to be” verbs, examine the length of sentences, box the first word in every sentence, and mark instances of banned words (very, got, get, nice, bad, etc.). A great strategy, especially for your visual learners.
You might also be interested in:
Sentence Completion 9 Low-Advanced SAT Level
The explanations sheet is the key to a worksheet that asks learners to choose the best words to complete sentences. The answer and explanations pages not only identify the correct response but offer an extensive explanation for why one response is correct and the other foils are not. Part of a series of worksheets that can be used as practice sets, as the basis for a reading comprehension strategies lesson, or as standardized test prep.
The Stories and Poems of Edgar Allan Poe: Word Choice and the Value of a Dictionary
In poetry, every word matters. Poets like Edgar Allan Poe make conscious choices when composing. Pupils take a close look at his poem "Romance," taking older word meanings into consideration during analysis and discussion. After a class talk about the meaning, individuals write a page about the impact of the meanings of the terms used in the poem. The instructional activity refers to specific pages in Great Tales and Poems of Edgar Allan Poe; however, these poems could easily be found elsewhere.
Reading Functional Weather Sight Words
Sight words, word recognition, and flash card drills are the mode for teaching that is outlined here. To increase weather vocabulary and content specific word recognition, kids with special needs work through flash card drills. The teacher chooses several weather words out of a weather report, uses them to create flashcards, then drills the learners until they can identify them correctly. They then attempt to identify each word in context.
Give your sentences more clarity by learning to avoid misplaced modifiers, dangling modifiers, and the passive voice. Review parallel structure as well. Plenty of examples are shown, providing utmost clarity.
Tired of simple sentences? Bored by brief sentences? Plagued by boring sentences? Enrich your life and the writing of your pupils by modeling how to combine sentences to create more varied syntax. Groups then find a number of ways to combine a series of sentences, and examine an excerpt from an essay by Gal Talese entitled, “New York is a City of Things Unnoticed.”
How to Use Context to Determine the Meaning of Words
Eschew obfuscation. Or at the very least, use context to determine the meaning of unfamiliar words. Strategies for using context are outlined in a short video that suggests looking for the definition in the sentence, for examples that may help, for synonyms or antonyms, or by substituting other words that keep the sense of the sentence.
Seeing Words in a New Way
What's the best resource to use when looking up words? Use Visual Thesaurus to see a word's meaning. The class accesses the interactive website and then compares and contrasts the difference between using a traditional dictionary and the Visual Thesaurus. They compare and contrast the process for using each resource and create an informational word poster.
Sentence Fragment Editing
In this sentence fragment worksheet, students are presented with 16 sentences. Students must determine whether the sentence is correct or a fragment.
How Word Choice and Language Sets the Tone of Your Essay
No color, no images, no sound. Just words on paper. How then, do writers convey the tone of a piece? By carefully selecting the words they use to create an impression in the minds of readers. After all, "Don't come back, Jack" expresses a very different sentiment than "Sorry, I'm not interested." This short video models for viewers how word choice affects tone.
Transition Words and Phrases: Road Signs for the Reader
Therefore! However! Furthermore! Explore the power of transition words and phrases. Signal your readers by suggesting the relationship between different thoughts or points. Help them demonstrate an understanding of word relationships.
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Title I Part A, under the No Child Left Behind Act (NCLB), provides financial assistance to local educational agencies to meet the needs of educationally disadvantaged children at preschool, elementary, and secondary school levels.
Children below the grade which the LEA provides free public elementary education are eligible. The following children are automatically eligible to participate in a Title I preschool program: children who participated in Head Start or a Title I preschool program at any time in the prior two years; children who received services under Part C of Title I (migrant education) in the prior two years; homeless preschool-age children; and children who are in a local institution for neglected or delinquent children and youth or attending a community-day program for these children.
- Title I Preschool Fact Sheet, July 2013
- Preschool Child Assessment Requirement, January 2013
- USDOE Title I Preschool Guidance, April 2012
- ADE Early Childhood
Title I Preschool Coordinator: Jill Jeanes
Tel: (602) 542-5268


What Education Do I Need to Become a Singer?
Lots of people think that they can sing, but you need a combination of talent, drive, and education to become a professional. Singers use their knowledge of music and harmony to interpret and perform songs in a variety of genres. A singer also understands that the voice is an instrument, as much as a guitar, saxophone, or any other musical instrument. Keep reading to find out what kind of education you need to become a singer, including private lessons, undergraduate programs, or graduate degrees. Schools offering Music Production degrees can also be found in these popular choices.
Private Singing Lessons
Singers typically begin training with a private tutor when they reach vocal maturity. In this training, you learn your vocal range, such as soprano, alto, tenor, baritone, or bass. You may sing in a particular musical style, although some singers are versatile enough to sing in more than one genre. You learn how to read sheet music, including how to sight read, which gives you the ability to sing the right notes by looking at the sheet music only, without musical accompaniment. You're also taught a variety of voice exercises that loosen and strengthen your vocal chords.
Undergraduate Studies in Voice
Many colleges and universities offer majors in vocal performance, vocal study, and opera as part of a Bachelor of Music degree. Auditions, either in person or by submission of recorded material, are generally required. Some schools assign audition materials within certain parameters. In some cases, you'll need to arrange for your own accompaniment.
Your voice performance curriculum will include technical training that focuses on developing your skills and stage presence for public performances. Common classes include English, French, German, Spanish, and Italian diction; vocal pedagogy; repertoire; and language. You may also take workshops or recital and ensemble courses, and you may have the chance to take master classes with working professional singers. You could also participate in recitals and other choral or ensemble performances, some of which may be required and evaluated as part of your degree requirements.
If you'd like to continue your formal vocal training and music education, you could earn a Master of Music in Vocal Performance and Doctor of Musical Arts in Voice Performance and Pedagogy or similar degrees. These programs typically include some required classes that build on concepts and skills learned in an undergraduate voice program and opportunities for vocal training and performance. A final paper or recital may be required for graduation.
Even if you do not move on to a graduate program, many professional singers continue to develop their voice through private instruction. Vocal coaches can help you to prepare for auditions, practice set pieces for recital or show, and also keep you from developing bad habits.
To continue researching, browse degree options below for course curriculum, prerequisites and financial aid information. Or, learn more about the subject by reading the related articles below:


Women Artists of Nebraska
Nebraska's women artists between 1880 and 1950 left a huge legacy. Twelve of the most influential were: Sarah Wool Moore, Cora Parker, Sarah Sewell Hayden, Elizabeth Tuttle Holsman, Alice Righter Edmiston, Angel DeCora Dietz, Elizabeth Honor Dolan, Marion Canfield Smith, Alice Cleaver, Gladys M. Lux, Katherine "Kady" Burnap Faulkner, and Myra Biggerstaff. The Fall 2007 issue of Nebraska History in an article by Sharon L. Kennedy discusses the contributions these women made to Nebraska art and reproduces some of their most noted works.
The influence of these women was widespread. Through involvement with local artists' guilds and the development of sketch clubs they encouraged participation in the arts within their communities. By establishing art organizations they helped to develop art collections and host exhibitions that included notable artists from centers of artistic achievement throughout the country. Under their leadership, as instructors and administrators, the art department became a viable, independent entity of colleges and universities across the state.
The establishment of a state-supported normal school at Peru in 1867 and the State University in Lincoln in 1871, followed by the Nebraska Normal School at Kearney in 1903, the University of Omaha in 1908, and the Nebraska State Normal School in Chadron in 1911, offered opportunities for women to instruct and practice art in institutions of higher education. The fact that women took advantage of these openings is demonstrated by the predominance of women in the art department at the University of Nebraska at Lincoln for many of its early years.
Many of the students of the state's women artists went on to contribute their own work to art collections. In addition to exhibiting their works in museums, salons, expositions, and world's fairs, they accepted national and international commissions and, during the Great Depression of the 1930s, participated in the Public Works of Art Project that gave the nation a priceless endowment of public art.
Although these enterprising pioneers have received relatively little attention, they have had a great influence on art and art education in Nebraska. As women gained more rights and more independence, their art moved away from portraiture and became increasingly varied and individualized, ranging from impressionism and regionalism to cubism and geometric abstraction. They paved the way for today's women artists who are entering an art world where gender equality seems to be a more reachable goal than ever before.
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Today's post is by Lori Woodward. Lori earned a bachelor's degree in Art Education from the University of Arizona. As a freelance writer for various art publications, she has written more than 60 published articles for American Artist, Watercolor, Workshop, and International Artist Magazines since 1996. Her paintings, along with instructional articles, have been featured in Watercolor Magazine since 2007, and in American Artist's Highlights Issue, Step by Step 2011, with the article: "Moving into Acrylics". Woodward has co-authored the book, "Watercolor Step by Step" a Walter Foster Publication, and authored a chapter for Calvin Goodman's "Art Marketing Handbook for the 21st Century". She has been a member of the Putney Painters since 2004, a small invitational group of painters who are mentored by Richard Schmid and Nancy Guzik.
All images are copyright the artist and are used here by permission of those artists.
Have you ever learned a new vocabulary word - at first, thinking you've never heard that word before - and then after learning its meaning, you hear it all the time? I studied art for decades before I realized that some advanced artists did not paint gray areas... gray.
That's the way it has been with me and subtle color temperature changes. I never noticed these tiny sparks of color in paintings until I learned the term, "confluent color" from artist/teacher Jack Beal. Yes, I previously understood that good color harmony means that colors are repeated throughout the composition, but now I have a higher understanding of how bits of color are repeated in all areas of the painting, but in the correct values.
Above: Details of two paintings by Daniel Keys - both these paintings use Confluent Color... where the white areas contain variety of color from pink to yellow to green to blue, but all with the correct value so that they still read as "white". I'll discuss color temperature and how the color of your light source creates harmony in a future blog post.
For those who are newbies to art... value is another word for the amount of lightness or darkness you see on an object. It's easier to see correct values when you squint at your subject, but values gets more complicated when taking them into consideration at the same time as color because there are many variables involved. For example, the tube color, cadmium red has a darker value than the color cadmium yellow because red is naturally a darker color than yellow. Likewise, ultramarine blue has a darker value than either red or yellow.
To make this concept even more complicated, where light hits an object, it changes the value and color of that object. A red apple looks much lighter where the light source hits the surface. The shadow under the apple is going to have a darker value than the lighted side of the apple. So even within one red object, we can have several values. Each of those values on that same apple will also have color temperature variations. But as I said earlier, I'll get into that at a later date.
Got that so far? This is getting pretty boring right? I know as an artist that descriptions without pictures don't communicate to me very well. I must see examples of what the writer is saying. So here we go.
Above is a painting and detail of that painting done by Kyle Stuckey when he was 17 years old (2004). At the time, I was his instructor, so while critiquing this painting, I advised him to make his lights and shadows using "identifiable" colors instead of just shades of gray (for his next painting). Shown Below is a painting he completed a few months later. Notice how each value has an identifiable color - not just white, gray or black.
Below are recent paintings of Stuckey's. Even though clothing may actually be white, an artist can enhance the painting by pushing the color he or she sees to a higher saturation point... meaning more colorful. It's OK if hair contains subtle greens and purples. In fact, as long as the value is correct, artists can get away with exaggerating most any color they like.
Color is a complicated subject... one that has taken me years to understand and implement. Below are a couple of watercolor paintings where I used confluent color. Notice how the lighter/whiter areas contain a variety of exaggerated color. Furthermore, each object of the painting contains colors from other objects in the painting - but using the correct value (lightness or darkness) so I can get away with exaggerating them.
Please don't hesitate to ask me questions. I, by no means, am saying this is the only way to paint. There are many valid approaches to art - some artists are tonalists, others are colorists; some are realists, and others are impressionists or abstract artists, and that's perfectly OK. I am here to present ideas to you - which you may take or leave as you like.


The oldest and most consistent of Sudanese modern and contemporary art is the art of the tribes.
The Sudanese tribal life has always been the least responsive to change. Art of the tribes of the Sudan shows great reservation and conservatism.
An art of such continuity clearly exposes the spirit of such tribal cultures. In fact the richness of the Sudanese art is in its diversity.
This entire heritage, past and present, constitutes the base on which the modern Sudanese artistic practices are deeply grafted. This is why Sudanese contemporary art, stands out among the different African schools of art as unique.
This entire heritage, past and present, constitutes the base on which the modern days of Islam in Sudan. It is traditional Qoranic School. Which continued to exist from as early as the 9th century AD until the present day? It teaches art as a practice, but not as an objective. Yet its artistic impact on the Sudanese child seems to be important.
When the Turks invaded Sudan in 1824, Mohamed Ali Pasha, who was very keen on the modernization of the Nile Valley, introduced the Modern Elementary Education, yet he based the experience on the traditional (khalwa) school.
In 1936, a department of art education was established in Bakht-el-Rida Institute of Education. The department was headed by Jean Pier Greenlow a British artist and art teacher he went into history as the founder of the modern art movement in Sudan. Since the pioneering efforts of Greenlow in 1936, Sudanese art has in fact developed into a relatively strong cultural medium of expression.
The change came when some of the pioneer graduates of Gordon Memorial College went overseas for further studies. But they soon came to discover that the works of art could only exist between the old and new, between convention and revolution within a certain society. This is why some pioneer artists where culturally frustrated in Europe. They naturally failed to be part of the European mainstream art. They started to drift away from it, and began to try things on their own.
So the Sudanese artists returned to Khartoum to face their own culture and to practice art as a socio-cultural activity. The Sudanese contemporary society is complex, plural and draws from many different traditions and visual styles. Hence what was called latter (Khartoum School) in the 60s, was in fact a forum for the struggle to capture the spirit and perspective of, not only Africa but the Islamic World also. Because both worlds make the cultural reality of Sudan, a reality of unity and diversity.
Contemporary Sudanese art world did not experience a war of styles, or strong schools other than (Khartoum School). Nevertheless, there is a relatively strong art movement, which is highly experimental. In its own way this movement is modernist and seeking to globalize in spite of the rather restrictive conditions under which hundreds of Sudanese artists are working.
If serious art can be defined as the art that does not have an obvious commercial orientation. Then we can say there is serious art today in Sudan. If you happen to be in Khartoum, then you must look around to see its art.
Arts and crafts
Many crafts are available in Sudan’s souks (markets). Strings of heavy beads often include antique trading beads made from colored glass. The traditional wraps in bright, printed cotton, worn by women, are mostly imported.
Many traders make their goods in the marketplace: old tin cans are cut and soldered into cooking pans and lamps; tailors make up the loose white gowns worn by men; and leather is punched and stitched into bags and saddles for donkeys and camels.


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New Delhi, Nov. 9: India’s education system is marked by poor quality and produces “functional illiterates”, the chief of a UN body told The Telegraph here today.
“India has made a lot of progress in achieving education for all, but what kind of education is being imparted and whether there are adequate teachers are issues of concern. The result is functional illiteracy,” Unesco director-general Irina Bokova said on the sidelines of a conference by E9 (Education Nine) countries.
“Functional illiteracy” refers to inadequate reading and writing skills that leave a person unable to manage any employment task.
India enacted the Right to Education in 2009, mandating free and compulsory education for all children aged 6 to 14. The enrolment rate at primary schools is nearly 100 per cent now, and the funds allocation for elementary education has doubled in the past two years.
“The statistics suggest a lot of improvement in enrolment and spending on education. But the dropout rate is still very high and gender inequality is a big problem in India,” Bokova said.
Nearly two crore children enrol in primary schools every year in India but about 30 per cent of them drop out after Class V, and many more at the upper primary, secondary and senior secondary levels.
A report by the NGO Pratham and the results of tests conducted by an international body, the Programme for International Students Assessment (Pisa), have shown Indian schoolchildren learn little at school.
The Pratham report said that nearly half of Class V students in rural schools were unable to read Class II texts in 2011. India was ranked second from the bottom among 73 countries in Pisa’s international test on mathematics and the sciences for 15-year-olds.
India is a signatory to the Dakar declaration of 2000 on “education for all” by 2015. The programme has set goals such as free and compulsory education for all children, expansion and improvement of early childhood care and education, gender equality in education, skills training and an improved quality of education.
Unesco coordinates with all the countries on their progress towards these goals. Asked if the 2015 deadline might be extended because of the poor quality of education and limited access to schools in many countries, Bokova said there was no such proposal yet.
“We still have three years to go. We are constantly monitoring the progress (of countries),” she said.
E9 is a grouping of nine nations that have common problems such as illiteracy, high dropout rates and a large child population that does not go to school. Apart from India, the group includes Bangladesh, Pakistan, Brazil, China, Egypt, Indonesia, Mexico and Nigeria.
Education ministers and policy-makers from these countries are attending the conference.
“We shall discuss the challenges faced by each country and frame a strategy to overcome the shortcomings. We will share the innovative initiatives launched by the member countries,” junior education minister Shashi Tharoor said.
The E9 countries are home to not only more than 60 per cent of the world’s population but also more than 70 per cent of the planet’s adult illiterates, about two-thirds of whom are women. They have more than half of the world’s out-of-school children.
Any significant progress made in these countries would therefore a have positive impact on the goal of education for all.


September 2010. The world is shrinking as globalization brings us closer to people around the world. We want to widen the focus of this call to include the following: What kinds of literacy projects are happening in countries around the world? What aspects of literacy are currently drawing attention in your country? What can we learn from your best literacy practices? How do literacy practices compare across different countries?
We also invite articles from American teachers and researchers that address the following questions: What literacy projects have you and your students engaged in that involve other countries? How has current technology opened the door to international literacy practices? What projects have your students been involved in that support the literacy development of students in underdeveloped countries? Are you involved in other international literacy practices, projects, initiatives, and issues that would be of interest to VM readers? Deadline: September 1, 2009.
Talking about Talk
December 2010. As educators of young adolescents, we understand the importance of the social nature of literacy and the role of talk in the classroom. In recent years, our understanding of talk has deepened, and we have worked consciously to provide our students with opportunities to share their ideas with others. As students explore new ideas, participation in discussion enriches, deepens, and expands their understandings. What do students talk about in your classroom? What does talk look like and sound like? How does observing and reflecting on this talk inform your teaching? How do you facilitate rich and meaningful talk? How do you invite all students into the conversation? How does talk inform student learning in the classroom? Deadline: December 1, 2009.
Honoring Student Voices