University of Montana-Missoula, The
Kathleen Harper has held a part-time faculty position in the University of Montana Geosciences Department since 2008. She received her PhD from the University of Wyoming in 1997, where her research involved characterization of the timing and intensity of metamorphism along the 1.78 Ga Cheyenne Belt collision in Southeastern Wyoming. She then spent several years teaching introductory courses in physics, astronomy, as well as courses in physical science topics for elementary education majors at the University of Wyoming. Following this, she became the Assistant Director of Wyoming NASA Space Grant for several years, supporting science education through research fellowships and development of student and faculty interaction with NASA scientists.
At the University of Montana, Kathleen teaches introductory geology and designs curriculum for the introductory geology lab. She has been working to reform the teaching approach to support student learning, to promote student understanding of the process of geoscience (and science in general); to increase student engagement in the large-enrollment lecture course; and to design lab activities that help students explore regional geoscience issues.
Website Content Contributions
Helping Students Discover Total Internal Reflection part of comPADRE Pedagogic Library:Interactive Lectures:Examples
Students learn the basic relationship of Snell's Law, practice applying it to a situation, then are given another situation where it "doesn't work."??? This situation turns out to be one in ...
Experiment Problem in Kinematics: How Much Does it Take to Win the Race? part of comPADRE Pedagogic Library:Teaching with Interactive Demonstrations:Examples
In this activity, students are presented with two objects that have different constant speeds and that will race each other. The students must determine which object will win the race, as well as either how much time elapses between the objects crossing the finish line.
Transport of heavy metals in the Clark Fork River part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities
This is an activity about transport of sediment contaminated by copper, arsenic, and other heavy metals that was deposited into the Clark Fork River channel as the result of historical mining activity. The Clark Fork River between Butte and Milltown, Montana has been the focus of several large superfund projects designed to address the impacts of this legacy of mining in the watershed. This activity is used in an introductory physical geology lab (primarily non-majors) with students who may have limited experience working with quantitative analysis and analyzing graphs.
Introduction to Physical Geology part of Process of Science:Courses
This course is an introduction to geoscience; the study of how the Earth works. Humans around the world are impacted every day by geologic phenomena, such as earthquakes, volcanic eruptions, and also by access to natural resources such as oil, metals, and water. I hope that students will develop a new appreciation of the natural world, an understanding of the physical processes that have gone into making the Earth as we know it, and an awareness of how Montana fits into the global picture. We will also delve into the nature of science: what is science?; what is the process of science involve?; what defines "good" science? This knowledge will help students make informed decisions about issues that affect humankind.
Geoscience methods applied to real-world problems part of Integrate:Workshops:Teaching the Methods of Geoscience:Essays
Geoscience methods applied to real-world problems Kathleen Harper, Geosciences, The University of Montana, Missoula Many students come into my Physical Geology course with the impression that they are going to be ...


Area of Study Guidelines: Educational Studies for Student Matriculated After Jan. 1, 2008 Policy
|Office of Academic Affairs|
|Academic and Student Affairs|
|Area of study guidelines, Educational Studies , AOS|
To provide context for the area of study guidelines for area of study Educational Studies.
Area of Study Guidelines: This set of guidelines helps students plan their degree plans by spelling out what the academic world and many employers understand a particular concentration to mean. The guidelines are found in many academic publications.
Disciplinary — A program of study guided by the existing framework of a discipline.
Interdisciplinary — The simultaneous and interrelated study of two or more disciplines.
Problem Oriented — A program of study organized around a problem.
Professional/Vocational — A study which focuses on acquiring knowledge and skills needed for specific career performance and applications. It also entails inquiry into the conceptual foundations of the profession, the role of the professional in that career, and the relations between the profession and society at large.
Registered Teacher Certification Program: SUNY Empire State College does not have a registered teacher certification program at the undergraduate level.
Thematic — A program of study focusing on a particular theme or set of ideas.
Our 21st century work and social environments require new knowledge and skills. There is an increasing need for individuals who can help others not only learn new things, but use what they know in various settings. Students who choose to design a degree program in Educational Studies have careers in areas as diverse as teaching, researching and policy-making. Educational Studies degree programs are usually not the best option for students who wish to earn New York State teaching certification (see the section on teacher certification at the end of this document).
Students pursue a wide range of concentrations that may distinguish them as practitioners, researchers/evaluators, social activists, specialists or generalists. Yet, common to all Educational Studies degree programs is study of the following topics:
- Foundations of education
- Learning theories
- Instructional strategies
- Curricular design
- Diversity issues
- Uses of technology
- Social context of learning
- Methods of inquiry
- Human development
- Content as appropriate to the concentration
Students may address these topics in various ways as appropriate to their concentrations. These topics could be included in one or more studies or advanced standing components, and may not necessarily appear as these explicit titles. In the rationale, students describe how their degree program addresses these topics.
For those interested in becoming practitioners, other components in the concentration should demonstrate an emphasis on understanding learners and learning, and effective teaching and learning strategies. Concentrations may include community and family education, instructional technology, teaching and training, early childhood learning or adult learning.
Students interested in study and research on education, society, and culture may design concentrations based in the social and behavioral sciences or the humanities. These disciplines might include anthropology, economics, history, philosophy, political science, psychology and sociology. The degree program for those choosing this concentration should include more than one component in methods of inquiry.
Degree programs may also be organized according to thematic or problem-oriented frameworks, with concentrations such as social change, public policy, learning communities and lifelong learning. These degree programs should demonstrate a focus on a distinguishable theme or learning context.
Empire State College does not have a registered teacher certification program at the undergraduate level but does offer a Master of Arts in Teaching degree that encompasses New York State teaching certification at the middle school and secondary levels.
Students interested in obtaining teacher certification as undergraduates should consult the New York State Education Department for specific requirements and share these requirements with their primary mentor. Students planning to pursue certification after completing their Empire State College undergraduate degree should consult with the college through which they plan to pursue certification. Often, undergraduate students seeking teacher certification are better served with liberal arts or disciplinary concentrations.
For more information on pathways to teacher certification, consult the Educational Studies web site and talk with an Educational Studies or Master of Arts in Teaching mentor.
Revised: November, 2007
Revised: August, 2000


First Place: Michelle Heitz
School Choice:A Bad Choice in Education
Writing Course in the Elementary Education Major
When one opens a
There is evidence that school choice often means the rich will keep getting richly educated and the poor will keep getting poorly educated no matter if they are offered a choice in schooling or not. Across the nation, this disparity among the wealthy and poor schools is quite evident in the building structures, classroom materials, teacher education, and attitudes among different schools. In the article entitled The Perils of School Vouchers, Robert Lowe (1995) confirms the inequality among schools by stating that “throwing schools open to the marketplace will promote neither excellence nor equality for all. Rather, it will enhance the freedom of the privileged to pursue their advancement unfettered by obligation to community” (p. 191). Although the government is promoting school choice among our nation’s pupils, often there is no choice in economically deficient areas. What are families supposed to choose when they are surrounded by miles and miles of unsatisfactory schools? For these economically disadvantaged students, there is no school choice, and a sad fact exists about their betterment: they do not have the opportunities like the wealthy schools. In fact, the government has decided to take money away from struggling schools and award the achieving schools! How are disadvantaged schools supposed to get better when they are stripped of the money needed to build a safe and appealing structure, attain better classroom resources, or provide professional development for their teachers? Seemingly the government has made the school choice for these students.School choice is having negative effects on multicultural curriculum in many of our nation’s schools. It is quite obvious that if a family were given the choice of sending their child to a failing or achieving school, the parent would choose the achieving school. As evidenced before, however, in some areas poorer parents do not have much of a choice. Hence does this not mean that the rich are typically segregated in a culturally homogenous Caucasian environment, and the poor are segregated into a possibly more racially heterogeneous environment? Since the richer schools have more resources, one can correctly assume that they will be able to sustain a multicultural curriculum better than poorer schools. However, a common problem exists in multicultural education in that it is treated as a tourist topic and not integrated correctly into other subjects (Levine et al, 1995, p. 20). Thus would it not be more beneficial for these students to actually socialize and learn within a culturally diverse environment rather than learn about other cultures in such an alienated, textbook way? On the flip side, although poor schools may encompass more diversity than their rich counterparts, they are ironically at a multicultural disadvantage as well. Author Enid Lee summed this ideology up well by stating, “I have met some teachers who think that just because they have kids from different races and backgrounds, they have a multicultural classroom. Bodies of kids are not enough” (Levine et al, 1995, p. 10). The mere presence of diverse students within a classroom is not enough to constitute multicultural education when one does not delve into these students’ unique cultures! Often teachers in poor districts that may encompass diversity are not able to broaden their students’ horizons due to the sad fact that “it is a pattern to underfund antiracist initiatives” (Levine et al, 1995, p. 12). Hence if there are not sufficient funds within a school, this “extra” area of curriculum is one of the first to get tied off from funds!
Private schools that were established on
the basis of religion are also being affected by school choice.
These effects are evident right here in
Hayden, J., & Cauthen, K. (Producers). (1995).
Children in America’s Schools [Motion picture].
Levine, D., Lowe, R., Peterson, B., & Tenorio, R. (Eds.).
(1995). Rethinking schools: An agenda for change.


What Is Liberal Studies (Elementary Education)?
LMU's Liberal Studies (Elementary Education) major prepares students for successful careers as elementary educators, specifically in grades K-5. The major enables students to earn a bachelor’s degree in Liberal Studies together with a California preliminary multiple subjects teaching credential within four years. The Bellarmine College of Liberal Arts (BCLA) works closely with LMU’s School of Education to offer students a program that meets both LMU degree requirements and the credential requirements established by the state of California, while promoting the LMU mission of the encouragement of learning, the education of men and women for others, the service of faith, and the promotion of justice. The program is approved by and meets all the standards of the California Commission on Teacher Credentialing.
What Do Liberal Studies (Elementary Education) Majors Do?
Majors learn to synthesize subject content in the liberal arts, apply professional content to classroom teaching, and review and analyze educational policies. They learn to apply reading, writing, and research skills, develop pedagogical skills, analyze academic theories, and apply theory to practice. Students also learn to understand and reflect on the complex, rich, and diverse needs of students. Liberal Studies majors develop dispositions for sustained success in teaching and learning across diverse contexts.
Is This Major Right For You?
You might be a Liberal Studies (Elementary Education) major if you:
- Want to be an elementary grades educator
- Are passionate about help children learn
- Want to play a vital role in shaping society
- Have diverse intellectual interests
About Our Faculty & Staff
Liberal Studies students take courses across various disciplines and colleges within the university including Education, Math, Science, English, History, Psychology and the Arts. All courses are taught by accomplished faculty who are experts in their fields. Students are encouraged, when planning their program of study, to meet with their advisor in the Center for Undergraduate Teacher Preparation (CUTP) who helps them navigate through the Liberal Studies program requirements.
About Our Students and Graduates
Our students are encouraged, when planning their curriculum to meet with the academic coordinator at the Center for Undergraduate Teacher Preparation (CUTP). The academic coordinator helps students navigate through the Liberal Studies program requirements. Nearly all students successfully test while still in school for their preferred teaching credential. Other students elect to seek a master’s degree at another institution and take their credential test later.
Liberal Studies students take specific courses to fulfill requirements for their core curriculum, their major, their teaching credential and their area of concentration. Majors take advanced courses in a variety of academic disciplines to prepare them for teaching multiple subjects to their elementary grade students.
Courses include but are not limited to:
- Creative Dance for Children
- Children's Literature
- Developmental Psychology
- History of California
- Mathematics for Elementary Teachers
- Experimenting in Science
- Social-cultural Analysis of Education
- Educational Psychology for the Childhood and Adolescent Years
- Elementary Curriculum and Methods
- Second Language Acquisition
- Culturally and Linguistically Diverse Student with Exceptional Needs
- Elementary Directed Teaching (student teaching)
More Resources (Links)


A Literacy Framework: Stages of Literacy Development
The broad continuum of reading and writing behaviors has been described as stages or phases of literacy development. Most children with and without disabilities tend to follow this same general path, though not always according to the same timeline. These stage descriptions are intended as a guide for teachers as observers, not as a skill sequence or prescriptive steps. The indicators offer information that helps us to notice and describe a student's current literacy knowledge and abilities (i.e., his/her literacy behaviors). Referencing this frame/ sequence can offer considerations for possible next steps for experiences and instruction--in order to support students' ongoing development. See descriptions of characteristics for each stage below. (Disregard typical chronological ages/ grade levels for each stage.)
- Stages of early literacy development www.bnkst.edu/literacyguide/early.html (these links open in a new window)
- Emergent reader/writer characteristics www.bnkst.edu/literacyguide/early2.html
- Early reader/writer characteristics www.bnkst.edu/literacyguide/early3.html
- Early fluent reader/writer characteristics www.bnkst.edu/literacyguide/early4.html
It's important to note that the chronological ages of literacy learners can vary widely for any stage. During these early stages, learners typically demonstrate some abilities from more than one stage. Some students may demonstrate many early reading and writing behaviors by age 5 or 6. There are also teenagers or adults who have had limited experiences and opportunities with literacy who demonstrate emergent reading and writing behaviors. Regardless of chronological age, it is possible to provide age appropriate developmental literacy experiences and instruction that match each learner's current reading and writing abilities. Respectful decisions involve carefully selecting materials and developing authentic literacy routines. Because many students with developmental disabilities demonstrate emergent and early characteristics, this site's examples and suggestions will focus on these early stages of literacy development. We will share ideas and examples for elementary and secondary age students who are demonstrating characteristics of emergent and early literacy learners.


Even I have to admit that there are times where drill and practice is required in maths. Or sometimes you just want to use some examples.
Enter Mathmaster.org This website helps you create worksheets for most grades up to about year 7. You can either save them as jpg or pdf or print them. If you have ebeam installed you can even print to eBeam Scrapbook as a background that you can then draw on and mark up as required for a demonstration.
Making up maths worksheets with all the grids, nets, shapes and number lines can be really painful in MS Word - especially if you want then to be precise enough for the students to actually measure. Dynamic Paper from the illuminations website might just be what you are looking for. There is a whole slew of resources for maths teachers there. Go nuts.
I'll repost one of my other favourite literacy worksheet makers - lessonwriter.com. This not only does the worksheet for you based on the text that you give it - it even writes your lesson plan.
Good music education software is hard to come by - This looks like it will fit the needs of most primary teachers. LenMus
LenMus is a free program for learning music. LenMus program allows you to focus on specific skills and exercises, on both theory and aural training. The different activities can be customized to meet your needs, and it provides interactive feedback until mastery of each concept is achieved. It also includes an score editor.And if like me you have no musical ability at all you might want to try out this grid based synth. Be careful you could spend hours on this. http://lab.andre-michelle.com/tonematrix
Sorry I haven't been blogging lately but the boss came over for a visit from the emerald city and things got really busy.


Were you a parent who played your favorite music while your baby was in the womb, hoping they’d come into the world with an appreciation of the recording artists, musicians, and singers you love?
You’ve probably heard about the studies that show the many benefits of music education for youngsters. Music seems to help with language comprehension (lyrics), math concepts (rhythm and beats), motor skills (moving hands, arms and feet to the music), and confidence for young and old alike.
When, then, is “the best time” to start music lessons for your kids? At Musicians in Motion in Charlotte, we’d say you’re never too young to start.
One of the main ways little kids gain exposure to music is through their parents singing to them, rocking them back and forth to the beat, and showing them different instruments in person. When your child is in their first year of life, it’s a great time to initially expose them to music.
Since children develop at different speeds, you’ll generally have an idea when your child is ready for lessons. Does little Bobby bang pots and pans all the time? Does little Suzie sit at your piano and play with the keys? When you play an instrument, are your child’s eyes transfixed on it? If so, chances are your child will gravitate to a lifetime of music appreciation.
Ideally, if your child shows interest in music, you can start them in music lessons when they’re 3-years-old. Typically, at that age, they can handle about a half hour of “instruction.”
Most parents seem to start their children’s music lessons between ages 5 and 12. They can have one-on-one instruction or group lessons, and oftentimes teachers make “a game of it,” to hold their attention. Some songs little kids can master singing or playing (on an instrument) include “Twinkle, Twinkle Little Star” and “Mary Had a Little Lamb.” The older they get, the more apt they are to expand their musical repertoire, and before long they’ll be in high school marching bands, musicals, and rock bands.
If you think your child seems destined to play a certain musical instrument, it’s a good idea to start them with lessons for that instrument at age 7 or 8. That is “prime learning time,” when kids pick up new skills quickly.
While elementary schools often teach basic music education, it’s a good idea to supplement their learning with individual lessons. At Musicians in Motion, our teachers give lessons in the comfort of your own home. Children look forward to their teacher coming over and showing them new songs to sing and play.
Sometimes kids try learning an instrument only to discover they hate it. That’s fine and normal. They usually discover a different instrument soon after, and attempt to play that one. By the time high school comes around, your child will be somewhat set on what they want to accomplish musically.
One of the best things about music lessons at an early age is this: your child will have a lifetime of enjoyment, being able to join music groups and bands when they’re older. We even have a local popular band that performs solely at Senior Homes. Playing music can be the highlight of your child’s life for years to come.
While it’s great to “start ‘em young,” any age is a good age to take music lessons. If you live in the Charlotte area, contact Musicians in Motion to see what we offer.
Post by David Lebel


Traces of the Hand: Master Drawings from the Collection of Frederick and Lucy S. Herman
Jean Baptiste Joseph Wicar
Three Portrait Drawings, c. 1800–1810
Black and red chalk on wove paper
left: 6 3/4 x 4 3/4 in, 17.2 x 10.8 cm (sheet);
center: 6 13/16 x 4 1/8 in, 17.3 x 10.48 cm (sheet);
right: 6 3/4 x 4 11/16 in, 17.15 x 11.9 cm (sheet)
Watermark: (left) ROGGE (unidentified); (right) ADR [** undecipherable] (unidentified)
Provenance: Sir Philip Sassoon, Christie’s, London, 3 April 1984, part of lot 107
(as Johann Heinrich Tischbein the Elder); acquired from Galerie Grünwald, Munich, 1984 (as Tischbein)
Gift of The Frederick and Lucy S. Herman Foundation, 2007.15.82
While these drawings were acquired as the work of Johann Heinrich Tischbein, Cara Dufour Denison identified their author as Jean Baptiste Joseph Wicar, noting their resemblance to three black-and-red-chalk drawings of nearly identical size in the Pierpont Morgan Library.1 The Herman drawings typify Wicar’s portrait drawings in their delicacy of touch and engaging immediacy and frankness, created by the different glances, tilts of head, and eye and mouth expressions distinctive to each sitter. The drawings’ small scale connects them to similar images Wicar drew and often gave to his friends.
These portraits are also very likely related to a sketchbook Wicar filled with portraits in Rome beginning around 1800.2 The Roman sketches depict similar fashions as well as the same regular outlines, structural volume in the faces, and bust-length formats.3 Only the use of red chalk differentiates the Herman drawings from the Roman sketchbook.
Although Jean Baptiste Joseph Wicar was a student of the famous neoclassical painter Jacques-Louis David (1748–1825), he is best known as a draughtsman and art collector. By the late 1790s, some artists like Wicar began to explore drawing as an independent medium, rather than treating it primarily as a preparatory step in producing paintings. As director of the French Academy of Fine Arts in Rome between 1806 and 1809, Wicar emphasized drawing and figural studies, as well as copying old master works, with the desire to promote drawing as fundamental to art education.4 Because Wicar was primarily a draftsman, some contemporaries including David himself thought him unable to formulate an individual style, though they appreciated his talent.5
Wicar’s drawings exemplify the way early nineteenth-century portrait drawings create a sense of intimacy between viewer and subject and suggest each sitter’s individual psychology. These images also remind us that amid the period’s grand history paintings, such delicate and sophisticated portrait drawings were prized as well.
1. Pierpont Morgan Library accession nos. 1976.23:1–3. The third has the same watermark, "ROGGE," as the Herman Portrait of a Woman, at left (Museum curatorial files).
2. Arnauld Brejon de Lavergnée, "Un carnet inédit de portraits florentins de Wicar," in Maria Teresa Caracciolo and Gennaro Toscano eds., Jean-Baptiste Wicar et son temps, 1762–1834, Villeneuve d'Ascq, 2007, 367–382.
3. Brejon de Lavergnée, "Un carnet inédit," 368.
4. "Jean-Baptiste Wicar," Oxford Art Online.
5. Thomas Crow, Emulation: David, Drouais, and Girodet in the Art of Revolutionary France, New Haven, 2006, 92.


If you haven’t seen any of Linda’s work you need to take a look! For the past few years I’ve been using Interactive Read Alouds in my classroom. It’s a wonderful resource that has read alouds identified for different reading comprehension strategies, and lessons to accompany the read aloud. It’s fantastic! I’m not doing it justice, you should check it out!
I bought two new books. They’re my birthday present to myself. Isn’t that semi-sad? But I can’t help myself…all of my jeans have holes in them but I would rather buy teacher books than clothes. Sigh – I’m hopeless!
These are officially on my summer to-read list!
I originally wasn’t planning on buying anything but Linda Hoyt shared some truly inspiring ideas for reading and writing and I had to buy them. HAD TO!
*********Keep Reading! *********
**There are Common Core nuggets of knowledge from Linda Hoyt herself!!**
Did you know the common core has created a list of text exemplars?
This means that for the grade levels examples of excellent text have been identified in different areas – stories, poetry, read alouds, informational text, etc.
The Common Core emphasizes that our students need to read and be exposed to complex, rich text – especially informational text. And they’ve provided a list of examples – wasn’t that kind?!
Hoyt recommended that we familiarize ourselves with the text attributes that characterize these exemplars. What makes them examples of excellence? By identifying these attributes we can better identify other wonderful books, and we can teach these attributes to our students.
But we can’t stop with just reading these texts, because, according to the Common Core, writing is also of utmost importance. Our students need to be taught to write and write well. What better way than to study excellent works of writing!
For example, all writing has punctuation. BUT excellent writing includes rich internal punctuation. (I nearly jumped out of my seat with excitement at the term – she gave a name to a vague idea that I had floating around my head). Also, by writing in clusters of three the text becomes more lyrical. Vivid imagery is also a common characteristic of excellent writing.
See coded example:
Hoyt recommends that we study these texts with our students. That we identify these writing attributes that make the texts great together with our students. Then, with our students, work on creating writing with those attributes (i.e. internal punctuation, clusters of three, or vivid imagery and so many more).
This is just one example of many. Hoyt was able to make these attributes come alive. She was also able to present instructional strategies that were feasible for any grade level. Remember, I’m excited and I teach in a bilingual 1/2 classroom where nothing is easy! I can’t wait to start teaching writing!
Hoyt shared many more strategies and ideas on reading informational text and writing informational text. I will share them as I have a chance to reflect and read her books.
Click below for the common core list of exemplars:
This was ridiculously long and I commend you if you made it this far, you’re an awesome teacher!!! I hope at the very least the link is helpful so you can hunt for the text exemplars at your grade level.
Mrs. CastroPin It


Learn something new every day More Info... by email
Education research is the study and evaluation of different educational theories. This type of work covers all education levels, from preschool to post graduate degrees. The purpose of education research is to develop education theories and methodologies and evaluate the success of these concepts in practice.
There are four main areas to education research: psychological, sociological, biological, and analytical. All four areas investigate different aspects of learning and how the brain functions. The theories and ideas developed during education research are published and provide the basis for the education system and teaching model.
In order to become an education researcher, you will need a post-graduate degree in education. The majority of education researchers are also fully training teachers who have worked as a teacher earlier in their career. Important skills for this type of position include analytical thinking, good communication, and presentation skills.
Psychological education research focuses on the different learning styles and the most effective way to teach each style. They explore the importance of atmosphere, delivery method, presentation, and student-teacher interaction. In this school of thought, they also explore the impact of personality on education absorption.
In the sociological school of thought, education research is focuses on the impact of economic circumstance, family structure, level of parental involvement, siblings and other social issues. The main theory is that success in education and related pursuits is deeply affected by the students family situation. Education research provides a method of evaluating which unique strategies might help these students succeed.
A biological education researcher focuses on the genetic predisposition of the student. Discussion about innate intelligence, brain capacity and utilization all stem from this type of research. This area of research can be controversial, as many people are divided on the belief that intelligence is based on effort, and not biology.
Analytical research into education compiles the different theories, studies and evaluates their effectiveness. This is a very important role, as it validates or negates the conclusions suggested by the research study author. They provide an impartial review of the data and research method used to support the proposed education theory.
Research into education has a huge impact on the design of courses, curriculum development, and teacher training. This field has grown tremendously in the last 25 years, resulting in a more thoughtful approach to elementary education, the challenges facing economically disadvantaged students and the role of schools within a community. Additional developments in teacher training have improved the quality of the education provided and the impact of education in everyday life.
Sunny27- I agree. I had a cousin who learned of his gifted abilities as a child, and maintained average grades throughout school and never went to college. He just did the minimum and really did not perform to his capacity.
I always wonder if he never knew about his intellectual capacity would his results have changed. I agree that key to success revolves around effort, not intellect.
More research studies involving motivation and effort offer better data in determining future success because intellectually superior children don’t always use their talents, while children that were self motivated or worked harder received the best results.
Great article, but I want to add that while there is a certain biological component to intelligence, effort is a far better indicator of intelligence and performance.
I don’t feel that children should be labeled gifted or otherwise. If they are labeled gifted and informed that they have superior intellect, a child still might not perform to his capacity.
He or she may become lazy and under perform, or worse be afraid of taking risks for fear that the pressure will be too much. A person with superior effort always outperforms those with superior intellectual talent.
One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK!


These 5 simple, everyday interactions make a big difference:
- Hug, sing, and laugh with your child. These simple moments help your child bond with you and promote their brain development.
- Read or explore books with your child for at least 15 minutes every day. It helps grow your child’s vocabulary and feel closer to you.
- Communicate with your child every day. Asking your child what they see through the window or counting the items in your shopping cart helps them learn new words.
- Ask your child about their day, their feelings, or invite them to tell you a story. Asking questions is an important driver of critical thinking.
- Turn it off, and tune in. There’s no substitute for the time you spend talking, playing and engaging directly with your child. So, “turn it off, and tune in.”
Take the pledge and receive monthly tips
I pledge to dedicate at least 15 minutes every day to uninterrupted interaction with my child. Send me monthly tips on simple ways I can make my 15 worth a million!
- Up to double the vocabulary acquired
- Stronger early numeracy skills
- Longer attention-span
- Better self control
- Better prepared for school


"De colores" ([Made] of Colors) is a traditional folk song that is well known throughout the Spanish-speaking world[need quotation to verify]. It is widely used as a song in the Roman Catholic Cursillo movement and related communities such as the Great Banquet, Chrysalis Flight, Tres Dias and Walk to Emmaus. It is also associated with the United Farm Workers union, as one of the most commonly heard songs sung during rallies.
History and origins of the song
No one knows for sure when the song first began to be sung in the America Continent. The main melody is believed to have been in circulation throughout America since the 16th century, with melodies being brought over from Spain during the colonial era. Some versions of the lyrics sung today is widely understood to have been created by a group of Cursillo participants in Majorca, Spain after one of the earliest Cursillo retreats the 1940s.
Today, in addition to being used as the unofficial anthem of the Farm Worker Movement, and as an inspirational song in Cursillo workshops, the song is often taught in schools in the United States—from elementary school to community colleges—as an example of a common Mexican folk song.   It frequently appears in collections of children's songs.
Common song words
De colores is typically sung in Spanish, but there are different English translations of the song in circulation, and the song has been translated into other languages. The lyrics depict an expression of joy and a celebration of all creation with its many bright colors. Below are four of the most commonly heard verses. Many additional verses (and variations of these verses) are known to exist, some including Christian references and some including more specific to farm life or labor union issues to be used as a rallying-song for farm-laborers.
De colores, de colores
English Version
In colors, in colors
De colores has been recorded by many different artists, including Los Lobos, Joan Baez, Raffi, Nana Mouskouri, Tish Hinojosa, Arlo Guthrie, José-Luis Orozco, Lucky Diaz, Justo Lamas, Baldemar Velasquez, Tara Strong and Rachael Cantu ; as well as being referred to in the Flobots song "Handlebars"
The song De colores is sung by Angicaro (a saintly character) in Alison Mackie's novel The Gypsy Chronicles. The power and grace of De colores moves through the bus like a wave, and it is not long before everyone, including an unsavory gang of thugs trying to cause trouble, are holding hands, singing and swaying in the tradition of De Colores, brought together in spirit by the song's powerful grace.
- Azcona, Stevan (2008). Movements in Chicano Music: Performing Culture, Performing Politics, 1965-1979 (Ph.D.). University of Texas at Austin. pp. 108–109. ISBN 054973886X. OCLC ProQuest id number 9780549738862.
- Serge Séguin (Feb 23, 2012). "Cursillo Movement FAQ: What is the origin of "De Colores"?". French Speaking Cursillo Movement of Canada. Retrieved April 15, 2012.
- Kidd, Allison. "Union Access to Migrant Farmworkers: The Mt. Olive Pickle Company, Cucumber Farmers, and Farmworkers". The Labor Lawyer 20 (3 (Winter/Spring 2005)): 339–361.
- Azcona, Stevan (2008). Movements in Chicano Music: Performing Culture, Performing Politics, 1965-1979 (Ph.D.). University of Texas at Austin. pp. 108–109. ISBN 054973886X.
- Commentary on De Colores by Kathy Murguía and Abby Rivera (Media notes). Terry Scott. Farmworker Movement Documentation Project. 2004. p. 6. id.
- McGuire, Kenneth. "Common Songs of the Cultural Heritage of the United States: A Compilation of Songs That Most People "Know" and "Should Know"". Journal of Research in Music Education 48 (4 (Winter 2000)): 310–322. doi:10.2307/3345366.
- Lum, Chee-Hoo; Shehan Campbell, Patricia. "The Sonic Surrounds of an Elementary School". Journal of Research in Music Education, 55 (1 (Spring 2007)): 31–47. doi:10.1177/002242940705500104.
- Trapp, Elizabeth. "Break down Inhibitions and Build up Understanding with Music, Music, Music". Hispania 74 (2 (May 1991)): 437–438. doi:10.2307/344857.


This is the ideal book to help prospective teachers improve children's reading and language arts skills and instill in them a genuine and lasting love of reading. The book demonstrates numerous ways to integrate literature into the daily fabric of classroom life. Following a solid grounding in the basics every reading teacher needs, individual chapters explore genres of children's literature and teaching strategies specific to each genre. Then, the authors examine currently accepted effective practices for engaging young readers in hands-on reading in a way that fosters a love of literature that will last a lifetime. Early childhood and elementary education literature and language arts teachers.
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Rent Living Literature 1st edition today, or search our site for Wendy C. textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Pearson.


Calixa Lavallée, (born Quebec, 28 December 1842; died Boston, 21 January, 1891), was a Canadian-American composer. For many years he was a travelling musician. Later he worked hard to improve music education in Canada. He is famous for composing the music for the Canadian national anthem "O Canada".
Life[change | change source]
Lavallée was born into a French-Canadian family. Originally his name was Calixte Paquet. His father made musical instruments and played in a band. He learned to play the piano, violin and cornet. He went to the United States and played in a band during the American Civil War. For many years he travelled, playing and teaching. He became artistic director of the New York Grand Opera House which put on minstrel shows rather than proper operas. When the theatre closed in 1872 he went back to Montreal. His friends got enough money together to help him go to France to study at the Paris Conservatoire. There he studied under famous teachers including Boieldieu.
When he went back to Canada he wanted to help to improve the state of music education there. He set up a small music school in Quebec but it was always difficult for him to get money from the authorities. He composed the music to “O Canada” which soon became the Canadian national anthem.
Shortly after that he went to the United States again. He became music director of the Roman Catholic cathedral in Boston and became very active with the Music Teachers’ National Association. He died of tuberculosis in 1891. In 1933 his remains were taken back to Montreal where they were buried in the cemetery.
His music[change | change source]
Besides the tune to O Canada, Lavallée wrote many works, including some comic operas: Loulou, Tiq and The King of Diamonds. Most of the music that was published consists of his lighter pieces, including a short piece for piano called Papillon (Butterfly) which became extremely popular in North America as well as Europe.
References[change | change source]
- The New Grove Dictionary of Music and Musicians, ed. Stanley Sadie, 1980; ISBN 1-56159-174-2


Rainbow Cities: Free Lesson Plan Download
Level: K-2 Art Education Lesson Plan
Art Elements: Color
Art Skills: Painting, Cutting, Gluing
Making Connections: Science: What makes a rainbow?
* Get more free lessons like this, on our Lessons Page
What’s better than painting a rainbow? Painting a rainbow city! This lesson is a hit with young students. Not only do they get to mix paint, they get to use their imaginations to create the most beautiful rainbow cities they can think of. As a bonus, you can introduce them to the science behind how rainbows are made. I like to save this lesson for springtime when they might be able to bring first-hand experiences of seeing rainbows to class.


Children's Storybooks Online not only offers stories for children, we're interested in helping them learn to read those stories. We believe phonics is the best method to teach reading so we have developed a web site specifically for that.
Here are some of the best phonics links to other great sites with useful phonics games, information and materials:
- ABC Fast Phonics - our free sister site introduces phonics to beginning readers of any age in a fun and easy way. Over 100 pages of audio lessons with 400 cartoons and clickable words.
- Garfield's Fishing with Phonics - a beginning and ending consonants game from www.professorgarfield.org.
- Starfall's Letter and Word Games - from www.starfall.com.
- Phonics Endings Game - a three-level game where you match words with similar endings to the object in a picture. Level 2, Level 3, Matching Worksheets (at bottom of page). From www.dositey.com.
- Digby the Mole - find words that (1) begin with, (2) end with, or (3) sound like (rhyme with) a given letter, blend sound, or word. From The Little Animals Activity Centre at the BBC Schools section (www.bbc.co.uk/schools) of the BBC's web site.
- Picture Match - Match pictures to their beginning letter sounds, or short and long vowel sounds by sorting them into the correct letter box. Other good information here including lesson plans and web resources from www.readwritethink.org.
- Construct a Word - Build a word list from letters and letter groups by matching up word beginnings to word endings to create complete words. Also from www.readwritethink.com.
- Clifford the Big Red Dog Sound Match Game - Find pictures of words that begin with the same sound as the picture name at the top and drag them into a box. From www.scholastic.com.
- Match Letters Game - Four games where you match sets of letters or blends, turned over two at a time. Has a timer that can be used for competition or tracking personal best, but does not time out. Separate games for Consonants b-n, Consonants m-z, Vowels, and Blends. From www.genkienglish.net.
- Whole Word versus Phonics - a refreshingly personal and perhaps controversial comparison and discussion of the topic. A mountain of analysis and opinion on education related topics by Bruce Price at www.improve-education.org.
- Rayment's Learn to Read Method - a method of reading to children from www.indepthinfo.com.
- The National Right to Read Foundation - comprehensive site with extensive material on the definition of phonics, implicit vs. explicit teaching methods, testing, research, history, plus a resource section that includes a large list of available phonics teaching programs for both home and school. Plus phonics links and much more at www.nrrf.org.
- A Gold Mine of Worksheets - phonics and phonemic awareness worksheets from www.tampareads.com.
- School Express Worksheets - create your own worksheets including quizzes, spelling practice worksheets, word walls/flash cards and more at www.schoolexpress.com.
- Target the Problem! - good in-depth material and a tool to help parents and teachers understand the specific problems a child may have with reading, and what can be done to help them overcome those difficulties. This and more at www.readingrockets.org.
- Phonics, Syllable and Accent Rules - from the Glendale College English Lab at english.glendale.cc.ca.us.
- Put Reading First: The Research Building Blocks for Teaching Children to Read - an article about the best ways to teach phonics from the National Institute for Literacy. Page 1 includes the Introduction and Phonemic Awareness Instruction, page 2 covers Phonics Instruction, with pages 3, 4 and 5 continuing on with Fluency, Vocabulary and Text Comprehension. Lots of other good stuff on this web site at www.nifl.gov.


Children's ways with science and literacy : integrated multimodal enactments in urban elementary classrooms
Source:Routledge, New York, NY, p.223 (2013)
Call Number:Cubb LB1585.3 .V35 2013
Keywords:Education, Language arts--Correlation with content subjects--United States, Science--Study and teaching (Elementary)--United States, Urban--United States
Summary: "Science is often a forgotten subject in early elementary grades as various mandates require teachers to focus on teaching young students to achieve specific reading and mathematical competencies. This book offers specific examples and empirical evidence of how integrated science-literacy curriculum and teaching in urban primary-grade classrooms give students opportunities to learn science and to develop positive images of themselves as scientists. The Integrated Science Literacy Enactments (ISLE) approach builds on multimodal, multidimensional, and dialogically-oriented teaching and learning principles. Readers see how, as children engage with texts, material objects, dialogue, ideas, and symbols in their classroom community, they are helped to bridge their own understandings and ways with words and images with those of science. In doing so, they become learners of both science and literacy. The book features both researcher and teacher perspectives. It explores science learning and its intersection with literacy development in schools that educate predominately children of color, many of whom struggle with poverty and have been traditionally underestimated, underserved, and underrated in science classrooms. In all these ways, this volume is a significant contribution to a critically under-researched area of science education"-- Provided by publisher.


'Action needed' on numeracy skills in Scottish secondary schools
More than half of S2 pupils are not doing well at maths, according to Scotland's first national survey.
But the Scottish Survey of Literacy and Numeracy (SSLN) suggested primary pupils were performing at a high standard in the subject.
Education Secretary Michael Russell said the results showed the new Curriculum for Excellence was working well in primary schools.
But he said more focused action was needed in secondaries.
Mr Russell added that the link between deprivation and attainment in Scottish schools remained too strong.
More than 5,000 teachers and 11,000 pupils were surveyed for the SSLN.
Test your maths ability
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The results showed 76% of P4 pupils were performing well or very well in numeracy, with 72% of P7 pupils reaching the same standard.
But in S2 only 42% pupils were performing well or very well.
The percentage of pupils not yet working within their respective levels in numeracy was less than 1% in P4, about 2% in P7 and 32% in S2.
Boys tended to outperform girls in numeracy at P4 and P7.
And S2 pupils living in areas with lower levels of deprivation were twice as likely to be performing well or very well as pupils living in areas with higher levels of deprivation.
The vast majority of pupils said they enjoyed learning, though the strength of agreement reduced among older pupils, and more than 90% of pupils agreed what they were learning would be useful to them outside school.
End Quote Michael Russell Education secretary
It is particularly welcoming to see the high performance in P4 maintained through to P7 under Curriculum for Excellence”
More than 90% of primary school teachers and more than 80% of secondary school teachers reported they were very or fairly confident they could improve learning using the Curriculum for Excellence experiences and outcomes for their area.
In February, a report by the Royal Society of Arts praised the teaching of maths in Scottish schools, which it said England should look to learn from.
And speaking during a visit to Stenhouse Primary School in Edinburgh, Mr Russell said: "Given that we have deliberately raised the bar with Curriculum for Excellence - with high standards expected at each level, the strong performance of primary pupils in maths and numeracy is hugely encouraging.
"A common and historic trend is for performance to dip between mid and upper primary and then dip again in early secondary. So it is particularly welcoming to see the high performance in P4 maintained through to P7 under Curriculum for Excellence.
"However, this high performance must also be sustained and improved through to secondary.
"The performance results taken from S2, who were the last cohort of pupils not to benefit from Curriculum for Excellence, shows that more is needed and the link between deprivation and attainment remains too strong."


Record Keeping and Reporting
Three ways to track student progress.
- Grades: PreK–K, 1–2, 3–5
A portfolio is an accumulation of student work that can accompany the student from grade to grade or be sent home at the end of the school year. To evaluate student progress effectively, you must have a good understanding of what each piece of student work displays in terms of learning so the portfolio grade is meaningful, useful, and easily explained to parents and students.
Three types of portfolios are:
• The Collection Portfolio: This portfolio contains a wide variety of student work completed over a period of time. It could include a piece of writing taken through the entire writing process, writing samples, showing different parts of the process, writing from content-area assignments, writing rubrics attached to a piece of writing, a daily journal or writing notebook, notes from student interviews or conferences, reading inventories or checklists, book reports or reviews, taped recordings of oral reading, video tapes of skits, photographs of projects or activities, mathematics checklists, math problem-solving Think Alouds, and student explanations of criteria for selection.
• Student Showcase Portfolio: This portfolio includes carefully selected artifacts (chosen by teacher or student) that represent the student's best work or work that shows growth over time and is intended to be publicly displayed (at open houses, parent-teacher conferences, report-card time, or once a month). The Student Showcase could include student reflections on the selections and student self-assessments.
• Assessment Portfolios: This portfolio contains teacher-selected items, including student work documenting tests and test scores, anecdotal notes of observations and conferences, and records of other assessment tools, such as interest inventories, student evaluations, and goal-setting forms. This type of portfolio is typically used by the teacher to inform students and parents rather than for public display.
You may choose to use one, two, or all three of these types of portfolios, depending on your needs and the requirements of your school. Items from the Collection Portfolio can be included in the Selection Portfolio and the Assessment Portfolio. Consider your record-keeping needs and the purpose of each portfolio carefully before you begin collecting documents.
Creating portfolios is easy. The portfolio container can be as simple as folded construction paper or a manila folder. You can also use pocket folders, three-ring notebooks, or even empty cereal boxes. Portfolios may be created for any subject and integrated or kept separately. They should be easily accessible to students, teachers, and parents for quick filing and reference.
Grading of portfolio contents and other student work is a highly personal task; each school and even each teacher approaches it differently. Check with your administrator for site grading guidelines. Also, locate a copy of the report card for your grade level early in the fall. The report card will be very helpful in setting up a grade book and determining which grading scale(s) is required.
Rubrics allow teachers to put a number to the knowledge and skill level for individual children. They break skills and concepts into increments for easy evaluation. You can use rubrics for specific assignment or to evaluate a student's overall performance in a content area.
To be effective in reporting progress, do it often and as positively as possible. A weekly progress report helps parents not be surprised by the actual report cards. As with student conferences, select one area in need of improvement. Occasionally, have students identify the area to be improved, and write it on the weekly progress report for self-assessment purposes.


Students in Emily Bloomfield’s first-grade class at Two Mile Prairie Elementary School can hardly sit in their seats when it comes time to work on their reading.
Seven-year-old Michael Harrington couldn’t wait to write the morning message on the classroom’s Smart Board.
“Today is February 18, 2005,” he printed before adding the class’ agenda for the day.
Then he signed his name, “Love, Michael.”
The Smart Board looks like a typical whiteboard, but it has the capabilities of the computer it’s hooked up to and the benefits of a large touch screen.
“It encourages active learning,” Bloomfield said.
The kids say it’s their favorite thing to do.
Two Mile Prairie is the only school in the Columbia School District to have Smart Boards in all regular classrooms, said Jack Jensen, assistant superintendent of elementary education.
Bloomfield, along with all teachers at Two Mile Prairie, uses the Smart Board in all curriculum areas, including English and math.
She began using the Smart Board last year with her kindergarten class after the school received an extra board. She used the board to help her students recognize words and letters when learning to read.
This year, Bloomfield followed her students to first grade, which allowed her to continue using the Smart Board with the same class of students.
“We use it every day as a learning-reading center where the children can move letters and/or words around to form sentences,” Bloomfield said in an e-mail. “They match letters to letter sounds, and many other language arts (and) reading activities.”
The students take turns doing activities, such as writing stories and circling words in poems, while Bloomfield works one-on-one with smaller reading groups.
Each child is eager to take his or her turn at the board, and they all like to write stories because they can print them out and take them home to show off their work.
Bloomfield also uses the Smart Board with her entire class to fill in graphic organizers, a structure to help her students pick apart stories into characters, plots and settings.
Bloomfield can write on the actual board or type in the children’s responses on the computer hooked up to the Smart Board.
Because each board is hooked up to a computer, teachers have the capability to use the Internet in every lesson.
Bloomfield said her class has studied bats and presidents through Internet sites and has also written class e-mails to different authors. Then the class reads the authors’ responses on the Smart Board.
The Smart Board does not come with software programs. Teachers must create their own activities and lessons for their students.
Two Mile Prairie teachers have created a share file where they can go to get lessons that fellow teachers have created.
Bloomfield said that although it does take time to create these programs, it is better to make them herself than get a pre-made software program because she can ensure lessons meet the education standards in Missouri.
Bloomfield also said that because many students are visual learners, the boards help motivate the students and create excitement for learning.
“The boards prepare students for a technological world and help students become more engaged and successful in their own learning,” Bloomfield said.
Each year, the teachers at Two Mile Prairie do a presentation on their use of the boards and allow parents to try them.
“It’s fun to watch the smiles on the parents’ faces when they try an activity and have to have their child help them learn how to do something,” Bloomfield said.
Two Mile Prairie obtained their Smart Boards through money raised in PTA fund-raisers and have written grants for their district’s technological funds.
Other schools in the district use the eMINTS, enhancing Missouri’s Instructional Networked Teaching Strategies, program, which also provides the schools an opportunity to use technology to enhance learning.
According to Curt Fuchs, Director of Instructional and Informational Technology Services for the district, Parkade Elementary was the first school in the district to use Smart Boards through the eMINTS program.
Fuchs also said in an e-mail that Blue Ridge Elementary and Parkade Elementary have Smart Boards in every third-, fourth- , and fifth-grade classroom.
Bloomfield would like to eventually see the district using more Smart Boards in their classrooms.
“If a teacher is given time to work on this, as well as proper training, what a fantastic piece of technology to have in every classroom,” Bloomfield said.


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


Thanks to a $48,000 grant from the AAPG Foundation, 17 teachers from across the country recently completed an online pilot course on “Teaching Earth Science at the High School Level,” which is expected to expand to help meet a growing national need in geoscience education.
“It’s designed to make sure that earth science, in the states where it’s taught at the high school level, is taught really well,” said Rebecca Dodge, AAPG Member and associate professor of geosciences at Midwestern State University in Texas.
Dodge developed and taught it, having adapted the five-week online course from a previous five-day course she developed and taught for two years through the American College of Education.
“When I came here to Midwestern State University, I knew they were going to start teaching earth science at the high school level, and I asked around in the school districts here, ’Who’s going to teach this high school earth science class?’ and everybody was saying, ’Oh God, I hope it’s not me,’” she related.
“So I thought, ’They hoped that because they don’t have the foundational skills – they don’t have the basic earth science concepts, so I developed the class and I offered it here in Wichita Falls with funding from the North Texas Geological Society. They gave scholarships for teachers to come take it in a five-day, weeklong eight-hour workshop.”
The course caught the notice of the American Geosciences Institute, which sent a proposal to the AAPG Foundation asking for scholarships to support teachers wanting to obtain the fundamentals needed to teach to a high school audience.
“This is why this course was designed: In many states, they don’t certify high school earth science teachers. You can get a broad field certification that says you should be able to teach earth science, or you can get certified in chemistry or biology, but not in earth science,” Dodge explained.
“So, two years ago when they started teaching earth science at the high school level, who was teaching it? People like… the coach who teaches chemistry or, in most cases, a really good science teacher, but who has no geoscience background at all.
“Somebody who taught biology for 12 years and is an excellent biology teacher, her principal came up to her in May and said, ’Oh, by the way, you’re teaching earth science next fall,’ and of course she said, ’Yes sir,’ and then went home and cried. So, that’s why this course was developed.”
The pilot program ran June 16-July 18 and was hosted by the Illinois Institute of Technology.
AGI will be handling the national rollout next year.
“We’re teaching it for the first time this summer. We’ll tweak it and make it better and offer it again next summer and we’ll still have money left to give scholarships,” said Dodge.


Music educators need a variety of resources when it comes to evaluating the performance of their students. They also need resources that will help them teach their students things like choral music, how to use an acoustic guitar, genres of music, the history of music, or even who invented the guitar amplifier. This helps them become more rounded professionals.
How to Improve Your Singing Voice Instantly : offers tips on improving voice quality.
Learn to Sing : provides lesson plans for vocal students.
Free Singing Tips : offers different tips for singers.
Singing Tips : covers the basic ideas and concepts used by singers.
Families of the Orchestra : offers detailed information on all instruments used in an orchestra.
Instruments : lists the basics of all major instruments including (electric guitars).
Learn About Instruments : covers all different types of instruments, with information on the sounds they make.
Musical Instrument Library : offers resources on different types of popular and lesser known instruments.
Arts Edge Lessons : offers lessons plans for teachers on different instruments including (acoustic guitars).
Music Education Lesson Plans : gives specific lesson plans for music teachers.
Brass Instrument Lessons & Tips : provides tips on using brass instruments and specific lessons for those instruments.
Tips and Lessons : gives helpful tips and lessons on singing and playing musical instruments.
Genres of Music
All About Jazz : covers all things relating to jazz music.
iBluegrass : provides information on bluegrass music from around the world.
Classic Rock : offers resources on popular musicians and songs from the history of rock.
Classical Archives : examines different composers and artists throughout the history of classical music.
Composing and Arranging Music
How to Compose Piano Music : offers tips on creating musical compositions on the piano.
Hyperscore : shows how students and teachers can compose music at home.
Music Arranging and Copyright : offers an informative overview on arranging and copyrighting musical compositions.
Music Arranging : gives a step by step guide to arranging music at home.
Evaluating Musical Performances
Grading, Instruction and Assessment in Music : shows the importance of these steps in music class.
Assessment and Evaluation in Music Teacher Education : covers how the process is done and why it should be done.
Essentials of Music : provides background and history of different musical genres.
Music History Timelines : lists timelines for different eras in music history.
Music and History : shows how music evolved in comparison to major historical events.
Music teachers use resources such as these to help teach their students. It's especially helpful when teachers are just starting out in the profession or when they have students with varying levels of talent. It helps keep all students on the same level playing field.


Music Discipline Assessment Annual Report 2008-2009
1. Music discipline objectives
Objectives for the Music Major:
1. Musicianship: Students will demonstrate proficiency in vocal, aural and keyboard skills.
2. Performance: In their area of specialization students will confidently interpret and perform a wide range of music literature in a public venue.
3. Music in Historic and Cultural Context: Students will listen to and write about music critically and will be able to apply stylistic principles to music they perform.
4. Music Theory: Students will have a command of undergraduate music theory including contrapuntal techniques and musical forms.
Objectives for the General Education student:
Students will critically explore music in one or more of the following ways depending on
objectives for the various courses:
1. By becoming familiar with musical repertory through critical listening to
2. By investigating the relationship between music and culture.
3. By developing basic skills in music notation, analysis, and composition.
4. By interpreting and performing a variety of solo and/or ensemble musical
repertory in their specialization.
2. Course-embedded assessment.
In addition to regular assessment and testing, separate pre-test/post-tests covering Mus 1101-1102 Music Theory and Mus 2101-2102 Music Theory have been in use since 2004. Both tests attempt to measure student progress in conceptual and practical aspects of harmony and analysis.
Mus 1041 Introduction to Music was assessed 2008-2009. See attached documentation.
3. Direct measures of student learning
Each semester - Performance of five to six minute Vocal or Instrumental Finals in front of applied music faculty with evaluation forms. Faculty debated whether Finals procedures need to be uniform across areas of specialization. At present they are not. Something to think about in the future is to see what is uniform and what is not uniform and how this affects student outcomes. Part of the difficulty with the forms is how to be general but still get enough specific evaluative comments to the student.
End of Second Semester Assessment – These are a separate evaluation form for first year majors used as part of finals. Assessment is done to be certain a student should continue as a major in the area of specialization. Two copies of the assessment are made. One is for music discipline assessment files and the other is for the student portfolio. They are intended to provide a benchmark for students to see their own progress and for faculty to track improvement. The faculty member in charge of assessment will maintain the discipline assessment files.
End of second year – The Jury is a 20 minute performance in the Recital Hall with evaluation by the music faculty. Three style periods are required. Vocalists and pianists perform from memory. The new Jury Evaluation form for assessment now uses two copies of the faculty comments. One copy, kept by the discipline, provides documentation of faculty evaluations and the other provides a valuable document for the student to use in the student portfolio. The change to this format provides more information to both the music faculty and to the student.
End of fourth year - Assessment of Portfolio Project. The portfolio contains a resume, course syllabi, programs, and much more. It was decided that a change is needed in the catalog to make the portfolio part of the senior project. This is what the Art History Discipline does so there is a precedent. The plan is to have in the Music Student Handbook that students need to check in with their portfolio with their advisors at the end of each year up to the senior year when the portfolio is included as part of the senior project.
Senior Project/Capstone experience – senior project is an hour long recital or project. The recital is a vocal or instrumental recital representing at least three style periods. Vocal and piano recitals are performed from memory.
Assessment of Handbook – the handbook is an effective tool to help students learn what is expected of them as majors. Changes include adding a heading for Portfolio and one for the End of Second Semester Evaluation. Other changes will include outlining assessment procedures, clarifying music discipline policies, and formatting the Music Handbook as an online resource.
4. Assessment Objectives for Music Education Students – faculty agreed that certification is the objective for now. The music discipline will continue to work on this item.
5. Annual Assessment meeting with the music faculty was held March 26, 2009. Assessment Committee meeting for the annual report was held May 12, 2009.


By Owen Wagabaza
Children who go to nursery schools when they are as young as two or three are likely to have up to a year’s head start over those who are exclusively cared for at home, according to research.
Experts says early education increases reading and numeracy skills at primary school level. This partly answers the question of whether it is worth it for a parent to invest in nursery education.
Most parents who have sent their children to pre-school have reported positive experiences and have seen their children grow to be better prepared for the years of schooling to come.
Some parents have had to learn the hard way, but this can be avoided. “As a learning point, my first child missed nursery education and has always had problems conceptualising what he is taught,” Alice Muhimbo, a mother of three explains.
Pre-school teaches children the building blocks for the rest of their education journey. Children at a young age learn best through play and games. They learn numbers, letters and how to write their name.
The assistant commissioner for preprimary education, Resty Muzibiri agrees that nursery or pre-primary education greatly improves that quality of education for learners. S
he adds that early childhood is a crucial stage of life in terms of a child’s physical, intellectual, emotional and social development.
With this in mind, she says toddlers need positive early learning experiences to help their intellectual, social and emotional development. Susan Baguma, the head teacher of a city nursery school says her kindergarten teaches a child to listen, obey, and cooperate.
“The children will know when it is time to play with others and time to go to class. Some come when they do not even know why they are at school,” Baguma says.
Leo Lubega, another nursery and primary school head teacher in Kampala, also says speech development is one of the first tools that a child will acquire in a nursery school.
Kindergartens are also avenues for children to acquire good healthy and socially acceptable habits. It is also at nursery schools that skills like how to use a toilet or latrine are taught to children.
Letting children do what they want encourages individuality and decision making.
More embrace nursery education
Of recent, the Government has been in a massive drive to promote early childhood learning. More parents are enrolling their children into early childhood education centres.
Indeed today, the number of nursery schools in the country has risen. With Kampala alone having over 250 nursery schools and about 7,000 countrywide.


In Preschool: As Essential As Food, An Effectiveness Review of the Saskatoon Preschool Foundation Tuition Subsidy Program, A.J. (Jim) Propp explores the value of both preschool as preparation for children's entry into the school system and a Saskatoon Preschool Foundation (SPF) program that assists families with preschool tuition. Through conversations with twelve parents/guardians, Propp assesses the experiences and opinions of those who have benefited from the tuition subsidy. On the whole, the participants in Propp's study were quite pleased with the program and regarded the preschool experience as vital to their child's education, urging that government should provide funding so that more children can receive the intellectual, social, emotional and behavioral benefits of preschool.
An increasing body of neuroscientific research emphasizes that the first six years of a child's life sets the foundation for lifelong competencies and skills that affect learning, behaviour, and health. Brain development is especially critical during these early years, influencing a person's ability to learn. Accordingly, these researchers argue for increased attention to positive stimulation for children, such as that which preschool programs provide. Similarly, for the past decade the Saskatoon Preschool Foundation has advocated for early childhood learning, the importance of the early years to children's development, and addressing the needs of families of preschool children. Families who are experiencing financial difficulty can apply for a subsidy that pays either the full or partial cost of preschool tuition for one or more children.
Throughout the discussions, participants were unanimous in their belief that the SPF tuition subsidy provided an "ducational advantage" to their children's early learning. What constituted an educational advantage included making new friends and social, emotional, interpersonal, communication, and literacy skills development. Participants further argued that preschool provides children with a solid base that allows them to maximize the school experience in terms of its structures, routines, and expectations. Parents/guardians also believed that enrollment in preschool increased their own interest and involvement in their children's education/school, and in some cases their community.
In terms of their relationship with the SPF, participants' comments were mostly quite positive. Participants felt that the SPF always held their child's best interests at the fore and that they, the parents, feel like partners with the SPF rather than clients. The subsidy itself was regarded as a means of leveling the playing field between those who can afford preschool and those who cannot. Despite the financial assistance that SPF provides, however, participants were adamant that they were not abdicating any responsibility for their children's education.
Concluding the report, Propp suggests that: (1) the tuition subsidy program continue unchanged; (2) a public awareness campaign of the tuition subsidy program be conducted to expand its profile in the community; and (3) influential community members be contacted about the importance of preschool and improving funding for early learning.


Shirley Anita St. Hill Chisholm (November 30, 1924 – January 1, 2005) was an American politician, educator, and author. She was a Congresswoman, representing New York's 12th Congressional District for seven terms from 1969 to 1983. In 1968, she became the first black woman elected to Congress. On January 25, 1972, she became the first major-party black candidate for President of the United States and the first woman to run for the Democratic presidential nomination (Margaret Chase Smith had previously run for the Republican presidential nomination). She received 152 first-ballot votes at the 1972 Democratic National Convention.
Shirley Anita St. Hill was born in Brooklyn, New York, of immigrant parents. Her father, Charles Christopher St. Hill, was born in British Guiana and arrived in the United States via Antilla, Cuba, on April 10, 1923 aboard the S.S. Munamar in New York City. Her mother, Ruby Seale, was born in Christ Church, Barbados, and arrived in New York City aboard the S.S. Pocone on March 8, 1921. At age three, Chisholm was sent to Barbados to live with her maternal grandmother, Emaline Seale, in Christ Church. She did not return until roughly seven years later when she arrived in New York City on May 19, 1934 aboard the S.S. Narissa. In her 1970 autobiography Unbought and Unbossed, she wrote: "Years later I would know what an important gift my parents had given me by seeing to it that I had my early education in the strict, traditional, British-style schools of Barbados. If I speak and write easily now, that early education is the main reason."
Chisholm is an alumna of Girls High School, she earned her BA from Brooklyn College in 1946 and later earned her MA from Columbia University in elementary education in 1952. She was a member of the Delta Sigma Theta Sorority.


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Number Pieces, a free new elementary education math app from The Math Learning Center (MLC) (www.mathlearningcenter.org) and Clarity Innovations (www.clarity-innovations.com) aims to help students develop a deeper understanding of place value while building their computational skills with multi-digit numbers. Young learners manipulate virtual base 10 pieces to represent multi-digit numbers, regroup, add, subtract, multiply, and divide. Number Pieces also provides a drawing tool to label representations and show their understanding.
Number Pieces is the third app in the growing MLC collection, joining the Geoboard and Number Rack apps released in the spring of 2012. Additional virtual manipulatives are planned for release this year.
To download the apps and access web versions, visit The Math Learning Center: http://catalog.mathlearningcenter.org/apps


To ensure that all children enter elementary school with the foundation they need for success, a major national initiative is needed to improve early childhood mathematics education, says a new report from the National Research Council.
Opportunities for preschoolers to learn mathematics are currently inadequate, particularly for those in low-income groups, says the report, which is intended to inform the efforts of Head Start, state-funded preschool programs, curriculum developers, and teachers.
"Young children have a keen interest in learning about everything in their environment. That naturally translates into becoming competent in mathematics, but right now most children's potential is not being realized because we have not given parents, educators and caregivers the tools that they need to build on that interest," said Christopher T. Cross, chair of the committee that wrote the report, and chairman of Cross & Joftus LLC, an education-policy consulting firm. "Evidence shows that early success in math is linked to later success in both math and reading. Given the increasing importance of science and technology in everyday life and for gaining entry into many careers, it's crucial that we give all children a strong foundation in math and that we start many years before they enter formal schooling."
Historically, mathematics has been viewed by many early-childhood educators as unimportant or developmentally inappropriate for young children, but research indicates otherwise, the report says. As early as infancy, children are able to think about their world in mathematical ways; by 10 months of age, babies can distinguish a set of two items from a set of three. Young children continue to expand their competence in informal, spontaneous ways -- by counting toys, for example, or pointing out shapes. Adult support in a positive learning environment is crucial to helping children expand their knowledge and see the mathematical aspects of everyday situations, the committee said.
The amount of time devoted to and focused on mathematics needs to be increased in all public and private preschool settings, the report says. Currently mathematics activities are often embedded in other lessons and secondary to other learning goals. But emerging research indicates that learning experiences in which mathematics is the secondary rather than the primary goal are less effective for promoting math learning.
Drawing on available evidence, the report recommends that mathematics instruction in early childhood settings concentrate on two major content areas. The first area -- and the one to which the most time should be devoted -- is the concept of "number," used by mathematics educators to encompass counting, determining relative quantities (less and more), and basic computational operations such as adding and subtracting. The second area is geometry, spatial thinking, and measurement. Within those areas, children should reflect on and discuss the mathematical reasoning used to solve problems. For example, children might practice measuring various objects using a wooden block and then discuss why it is important to use a standard unit of measure in determining whether one object is longer or taller than another.
For each content area the report describes "teaching-learning paths" -- sequences of learning experiences in which one idea lays the foundation for the next. Research has shown these pathways to be effective for children to build knowledge and competence in mathematics, said the committee. For example, a child might be shown many examples of shapes to learn what aspects are mathematically relevant to determining shape -- a square must have four sides, for instance -- and what factors are not, such as size or orientation. After a child learns basic shapes, he or she can learn to combine them to create new shapes.
The teaching-learning paths outlined in the report should be the basis of classroom instruction, the committee said, and states should develop or revise their early childhood learning standards to reflect these paths. Curriculum developers also should base their materials on these learning pathways.
A key component of the new national initiative would be providing teachers with professional development about the teaching-learning paths and how to implement a strong mathematics curriculum, the report says. And any serious effort to improve early childhood math instruction will need to include licensure and accreditation processes that assess teachers' and programs' competence in teaching math.
Opportunities to receive high-quality math instruction are especially important for low-income children, the committee said, urging implementation of the report's recommendations by Head Start and other publicly funded programs. Children from low-income families, on average, demonstrate lower levels of competence in math prior to entering school, and these gaps persist or widen as schooling continues. Providing these children with high-quality mathematics instruction early on can provide a foundation for future learning and can help address long-term systematic inequities in educational outcomes.
The report was sponsored by the Office of Head Start and Office of Planning, Research and Evaluation at U.S. Department of Health and Human Services, the Ewing Marion Kauffman Foundation, and the National Institute of Child Health and Human Development.
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On August 15, India celebrates its 68th Independence Day, the day that marked the end of British rule in India and the birth of a new nation. The Constitution of India that came into force in January 1950 laid out the basic framework and governing principles of how laws were to be framed in the country. As the Fundamental Rights and Directive Principles of the constitution enumerate, the idea was to deliver maximum freedom to the people.
However, the Constitution was careful to include restrictions so that unhindered rights would not be detrimental to the rights enjoyed by others. Various legislations have been passed by the Indian Parliament over the 67 years of its history. Below, we list out six landmark legislations that have guaranteed and ensured freedom for the people in the country.
1. Bonded Labour System (Abolition) Act, 1976: The Act abolished the practice of bonded labour in the country, freeing a person from any bonded services and liquidated the debts as well. The property of the bonded labourer was freed from bondage and the practice of bondage was made punishable by law.
2. Hindu Code Bills: This comprises several laws passed in the 1950s including the Hindu Marriage Act, Hindu Succession Act, Hindu Minority and Guardianship Act, and the Hindu Adoptions and Maintenance Act. The Hindu Marriage Act outlawed polygamy and set the minimum age of marriage at 18 years for women and 21 years for men, and made the valid consent of both parties mandatory for marriage. It contained provisions for inter-caste marriages and divorces, give daughters legal rights to inherit like sons, and also paved the way for the adoption of Hindu girls. However, these acts generated much controversy as it was targeted only at Hindus and did not concern any other religion. In fact, introduction of a Uniform Civil Code is still a subject that political parties shy away from.
3. Right to Education Act: One of the promises of the Constitution during independence came in the form of Directive Principles. These were rights the leaders felt the citizens deserved but the state was not ready to make it legally justiciable. The right to education was a directive principle that was later turned into a fundamental right of the citizen. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, means that every child has a right to full-time elementary education of “satisfactory and equitable quality in a formal school which satisfies certain essential norms and standards”. The government authorities have to ensure admission and completion of elementary education for all children from 6-14 years of age. This Act, if properly implemented, could be the one that frees India from the shackles of illiteracy.
4. Criminal Law (Amendment) Act-2013: This Act raised the punishment for rapes to not less than 20 years and extending up to imprisonment for the rest of the life of the convict. It could hand out death sentences for convicts who had been convicted in the past as well. It also includes stalking (defines the term as well) as a non-bailable offence when repeated for the second time. The Bill was formed incorporating the suggestions of the Verma Committee. However the Bill left out the crucial suggestions of the need to review AFSPA (Armed Forces (Special Powers) Act, 1958) and change the provisions of marital rape.
5. Zamindari Abolition: Land is a state subject and land reforms had to be enacted and implemented by the state governments separately. Though there is no uniformity in the laws and the implementation was sketchy, the Union government amended the Constitution to remove right to property as a fundamental right. This then lead to the abolition of the extractive system of Zamindari, which was a baggage the British had brought with them. With the abolition of Zamindari came land ceilings, better tenancy rights and redistribution of land among the landless, aiming at more equitable distribution of wealth and income.
6. Food Security Act: Despite the controversies surrounding this Act, it cannot be denied that India ranks at a dismal 63 out of 78 worst performers in the World Hunger Index. The other South Asian countries fare much better, with Sri Lanka at 43, Nepal at 49, Pakistan at 57 and Bangladesh at 58. Child malnutrition is even worse, with the absolute number of malnutritioned children in India being greater than sub-Saharan Africa. The Food Security Act is the only such Act that is ambitious, but promises to feed nearly 70% of its population. If the government can work out the implementation of the Act, India might be finally free from the fear of hunger.


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The Stephanie Alexander kitchen garden program aims to provide positive and memorable food experiences to primary school children by teaching them how to grow, harvest, prepare and share fresh, seasonal food.
The program is run in a variety of school settings across Australia, having now been implemented in over 600 schools nation wide. The program emphasises the flavours as well as the health benefits of fresh, seasonal food. Dishes cooked reflect the vegetables, herbs and fruits grown by the children in their organic gardens, with the importance of healthy balance and moderation being highlighted by instructors.
The program is designed to be fully integrated into the primary school curriculum as it offers possibilities to reinforce literacy, numeracy, science, cultural studies and all aspects of environmental sustainability.
Schools implementing the Stephanie Alexander kitchen garden program are supported through a range of varying national and state government funding opportunities. In addition to these part-funding opportunities, schools are expected to contribute the balance to run the Program from their own resources and community networks.
There are many Indigenous schools participating in the program; the first two were Rawa Community School at Punmu Aboriginal Community and Wiluna Remote Community School in remote Western Australia.
Abstract adapted from Stephanie Alexander Kitchen Garden Foundation
Stephanie Alexander Kitchen Garden Foundation
PO Box 104
Abbotsford VIC 3067
Ph: (03) 8415 1993


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Developmental coordination disorder is a condition in which a person of normal intelligence and physical development has trouble performing motor skills that require coordination, like running or catching a ball. This condition typically begins during childhood and continues into adulthood. A person with the disorder usually simply appears clumsy or unskilled at physical activity, but he or she does not have the motor skill development to improve, even with practice. The disorder may be present alone or in combination with a learning disability.
The symptoms of developmental coordination disorder often begin during infancy. An infant with the condition may have difficulty coordinating his or her mouth to suck on a bottle or breastfeed. He or she may take longer to sit up or crawl compared to other kids in his or her age group.
As a child matures and starts walking and performing tasks, the symptoms may become more obvious. He or she may trip or stumble when walking or running, and may also have difficulty jumping or balancing on one foot. These symptoms are often dismissed as simple clumsiness or lack of grace and may not even be noticeable. Fine motor difficulties may be easier to spot as symptoms of the disorder. These include trouble tying shoes, holding a pencil, operating scissors, or even drumming his or her fingertips together.
Developmental coordination disorder does not have a proven cause. It may be due to some type of physical abnormality that prevents a person from being able to properly execute movements. The disorder may potentially be a result of an issue that caused some type of delay during development that keeps a person from effectively forming motor skills.
The disorder is typically not detrimental to a person’s health, but it can cause some possible complications. Since a person may have trouble performing physical activity, he or she may avoid trying to exercise due to frustration, fear of being ridiculed, or because he or she is afraid of an injury. Children with the disorder may experience emotional stress if they are made fun of due to their lack of coordination and may feel like outcasts if they can’t participate in competitive sports.
Although developmental coordination disorder cannot be cured or treated, a person may benefit from counseling sessions to deal with his or her daily life. A person with the disorder may need guidance on how to perform physical activity without injuring him or herself. A counselor may also be able to give advice on how to best handle the emotional effects of the disorder.
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