rising generation, to act the part and perform the duties of free, intellectual, and moral beings. So far as the nature of the human mind and the foundations of human knowledge remain the same from age to age and generation to generation, a liberal education is the same thing in every age and generation; so far as the condition of society varies from age to age, and as the accumulated capital of extant knowledge increases, the liberal education of one generation will differ from that of another. There are, therefore, both constant and variable factors in our problem. It is with the variable factors, as modifying our conception of the liberal education of the nineteenth century, that I have here chiefly to do.
I reckon five leading influences which are acting powerfully to modify all our old theories, and slowly working out a new ideal of liberal education: 1. A truer psychology, giving us for the first time a true theory of elementary teaching. 2. Progress in the science of philology, enabling us to assign their right position to the classical languages as elements in liberal culture, and giving us, in modern philological science, an improved and more powerful teaching instrument. 3. The first real attempt to combine republican ideas with the theory of liberal education—in other words, to make the education of the whole people liberal, instead of merely the education of certain privileged classes and protected professions. And when I say the whole people, I mean men and women. Nothing, I will say in passing, to my mind so marks us as still educational barbarians, so stamps all our boasted culture with illiberality, as an exclusion of the other sex from all share in its privileges. No education can be truly liberal which is not equally applicable to one sex as to the other. 4. As the influence more profoundly modifying our conceptions of liberal education than any other, I reckon the advent of modern physical science. 5. I count among those influences the growing perception that art and aesthetic culture are equally necessary as an element in all education worthy of the name. Let me give the few words, which are all the time will allow me, to each of these influences.
And, first, the advance we have been making toward a truer education-philosophy, based upon truer conceptions in regard to the growth and early development of the human mind, is pretty well disposing of what, perhaps, I may be permitted to call the old-fashioned grindstone-theory of elementary education; the doctrine, namely, that, as preparation for higher culture, all youthful minds require a certain preliminary process of sharpening upon certain studies, valueless or next to valueless in themselves, at least so far as regards the vast majority of their recipients, but quite as needful, nevertheless, to them as to all others who are hereafter to be considered as liberally educated, for the indirect benefit their pursuit was supposed to confer. The accepted theory of liberal education has heretofore been, that it was a certain very special kind of training which required this peculiar pre-


Literacy Growth and Book Development in Africa: Is There Any Relationship?
Christopher, Nkechi M., African Journal of Library, Archives and Information Science
Literacy is fundamental to national development, and this explains why nations buy into global literacy development agendas so as to eliminate illiteracy which often affect, social development. African nations are fully aware that the consequences of illiteracy are detrimental to the achievement of national goals. However, it has become crucial for African nations to also appreciate that basic literacy skills may not be sufficient for achieving personal or national goals (Desrochers & Major, 2008). In Africa, the rampant incidences of low adult literacy, often occasioned by poor education or limited time spent at school, is compounded by the absence of literacy activities in society that ensure that individuals become and remain fully functionally literate. In today's world, individuals need to be adequately and functionally literate in order to be fully capable of living healthy, enjoying long life, participating in social interactions in communities, taking good care of a family, acquiring knowledge and expressing one's thought.
In an information-driven and digital world the ability to read and write is no longer considered an adequate definition of literacy. Thus, as gross domestic product (GDP) per capita is no longer good enough on its own for determining nations' socioeconomic wellbeing, so also has a gross literacy rate is inadequate for judging literacy development of countries. Instead, book output and use statistics, in terms of number of titles and volume of copies produced might give a better picture of how much a society is involved in reading and writing, and therefore literacy and knowledge advancement. Valdehuesa (1985) points out that "the quality, quantity, and diversity of books produced by a society are important indicators of that society's level of development, intellectual sophistication, capacity for technological innovation, and industriousness." Accordingly, both literacy and book production rates would be good indicators of a nation's level of development.
True literacy development should engender increased readership and increased demand for books and other print and non-print reading materials, as well as drive the writing and production of diverse reading materials locally. African countries may not present a typical case, considering that reading and book publishing are not indigenous cultures. Reading and book publishing cultures are yet to be firmly rooted as video films and video clubs in urban areas. The economic misfortunes of Africa's relatively young nations which were yet to establish infrastructures required of a modern society such as vibrant book industries greatly hampered advancement in book and reading development in the 1980-90 decade, disrupting the growth of a fledgling industry. Other media and industries may be better-placed to resist, withstand or easily recover from shocks than the book industry. As a consequence, Nigeria for example lost the book buying and reading mentality that obtained prior to the mid-1980s. Indeed, book apathy presently bedevilling the country can be traced to politicocum-socio-economic crises of the mid-1980s through to the 1990s, and the effects of a devastating cure that was tagged "Structural Adjustment Programme" (SAP).
The major reason why such crises have grave impact on the book industry is because the book as a cultural good is yet to take its rightful place in people's and governments' lists of priorities (Adesanoye, 2005), and literacy is still being perceived in its rudimentary definition of being able to read and write. According to Adesanoye (2005), "Nigeria is still far from being a book aware society, where whatever the circumstances, the book must be bought and read at all cost." In addition to economic recession and poor management of economies, are wars that have ravaged some African countries and vitiated development earlier recorded. Fortunately, Liberia and Sierra Leone are recovering from the throes of war, but Somalia and parts of Sudan have remained under indecisive internal disturbances for a long time, and there are ever frequent flashes in other countries, all of which deal brutal blows on books and libraries, as they engender, exacerbate, and prolong emancipation from poverty and illiteracy (Turay, 2005a). …


This summer marks the third time the Leon Levy Expedition to Ashkelon has brought elementary educators on staff to create an archaeology curriculum for students in preschool through 8th grade—straight from the trenches to the classroom! Their engaging curriculum has already had a wide reach, and we’re looking forward to what’s next. Below, Kerrie Rovito, a science teacher at Hamilton Elementary School in Chicago, Illinois, describes her summer excavating at Ashkelon and what she will be bringing back to her students.
Recently I returned from my trip to Tel Ashkelon where I had the chance not only to write curriculum for the dig but also to become immersed in the archaeological process. I worked alongside volunteers from many universities—including Harvard, Wesleyan, Wheaton College and Troy University—to tear down mud-brick walls and find floor layers leading to the 604 B.C.E. destruction of Ashkelon by Nebuchadnezzar II.
Because of the recent trouble in the area, our expedition also spent a lot of time traveling around the northern part of the country visiting other archaeological sites, which you can read about on my educator blog.
While in the field, I developed curriculum based around the math and science that I saw being used on a daily basis. Some examples of this include how float samples are used to identify seed types as well as the diet of the people who lived in the area, and how triangulation and GIS are used to mark the location of artifacts we find. I began the process of building the curriculum by watching how these processes were carried out on our dig site, and then I interviewed the specialist as they told me details of their job. From this, I connected these topics to the new Next Generation Science Standards and the Common Core Math Standards, so that these tasks could be applied across a wide range of classrooms. Finally, I created hands-on tasks that allow students all over the world to recreate what they see the scientists doing, which allow them to be a part of the archaeological process. Four modules have already been uploaded, but more are currently being written as I tie together the information I gathered in the field.
Read about the first week, midseason progress and unanticipated conclusion of the 2014 excavation season at Ashkelon.
The videos that I created not only tied in with the modules but also explained questions I had before going to Ashkelon. For example, I have always wondered what the process was between collecting pottery pieces and attempting to put them back together. I videoed the different steps of this process as a way for students to see the immense amount of work involved to do this. I also learned how people can pursue archaeology in a non-research setting through jobs in Cultural Resources Management.
Additionally, I wanted to show students in my own class how important skills learned in the classroom, such as keeping a science notebook, can help prepare them for careers in the math and science fields. One of our square supervisors, Emily, did a great job explaining how integral these skills are in archaeological fieldwork.
Unfortunately, the excavation season this year was cut short, but I have already started the process of brainstorming more lessons I would like to film next year. I am eagerly awaiting the outcome of a Fulbright grant the dig has submitted allowing ten other teachers to travel with me back to Ashkelon so that even more curriculum can be written. In the meantime, continue to check my blog and modules page, which I will be updating throughout the summer. You can also email me at teachashkelon[at]gmail.com if you have any questions about archaeology curriculum or how to bring archaeology into your classroom!
Kerrie Rovito is a 4th–8th grade science teacher at Hamilton Elementary School in Chicago, Illinois. She holds a B.S. and M.S. in Elementary Education and is Nationally Board Certified in the area of Early Adolescent Science. Kerrie has created numerous science and social studies units which emphasize hands-on learning and engineering practices.


4 Stages of Literacy Development:
1. Beginning Literacy
2. Early Intermediate Literacy
3. Intermediate Literacy
4. Early Advanced Literacy
Students demonstrate little or no receptive or productive English skills. Beginning to understand a few concrete details during unmodified instruction.
In the beginning stage, students may go through a silent period where they speak very little, if at all. We must acknowledge that they need time to build their vocabulary and confidence before they feel comfortable enough to speak in class. Frequent opportunities for these students to interact with their peers in a more social setting, such as on the playground, will help them build their vocabulary and confidence.
Activities for Beginning Literacy
Identify key words in stories
Listening to oral reading
Oral story retelling
Drawing as a means of written expression
Early Intermediate Literacy
Students continue to develop receptive and productive English skills. Able to identify and understand more concrete details during unmodified instruction.
During the second stage, students will begin to use one-word utterances and short phrases to communicate socially, express a need, or reply to a question. We need to again provide these students with frequent opportunities in the classroom to interact with each other and TALK to each other. We must be careful to encourage their language use and not correct them in front of their peers.
Activities for Early Intermediate Literacy
Predict/confirm events in a story
Complete the sentence
Students begin to tailor English language skills to meet communication and learning demands with increasing accuracy. They are able to identify and understand more concrete details and some major abstract concepts during unmodified instruction.
During the third stage, students are beginning to understand more abstract concepts and are beginning to use English to learn content.
Activities for Intermediate Literacy
Silent reading or structured readers or patterned stories
Student developed stories
Arranging words into sentences or paragraphs
Early Advanced Literacy
Students begin to combine the elements of English language in complex, cognitively demanding situations and are able to use English as a means of learning in content areas.
During the fourth stage, students can use English to learn content and can use English in cognitively demanding situations.
Activities for Early Advanced Literacy
Word identification, categorization
Silent and oral reading
Structured book reports
Completing the story
Use dictionaries and other reference materials.
Compare and Contrast the Stages
The first two stages involve the development of social language (BICS).
The third and fourth stages incorporate the addition of academic language (CALPS).
It is important to note that content area learning does not come into play until the fourth stage. Prior to this stage, students are in the "learning to listen, speak, read and write stage". It is not until the fourth stage that students are able to "listen, speak, read and write to learn".


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Rebirth of the Renaissance
Alan Simcoe is building time-travel machines. The island musician and teacher is crafting a
lute and a viola da gamba in his workshop two Renaissance instruments that, Simcoe says, are guaranteed to transport audiences to the Europe of Michelangelo and the Medicis.
As instruments for producing music, they are different from modern relatives and not merely mechanically primitive precursors, Simcoe said. They are fully functioning time machines...allowing performer and audience to take part in a first-person historic experience.
Simcoe and Nancy Bergman co-founded the islands first early music program two years ago to expose islanders to 15th to 17th century European music. Their efforts are under the umbrella of the Island Music Teachers Guild, the three-year-old non-profit supporting music education on Bainbridge.
Simcoe, one of the performers at Sundays IMTG fund-raiser for early instruments, received a $2,500 grant from the Bainbridge Island Arts and Humanities Council to craft the two Renaissance instruments.
Simcoe has made instruments since the ninth grade. A long-time member of the Guild of American Luthiers, he studied with Jose Romanillos, Jeff Elliot and other experts. He also learned from the late Bob Lundberg of Portland, Ore., a luthier who, Simcoe says, rediscovered processes lost since the 17th century.
They were lost because no ones played these things for a while since about 1750, when Bach died.
Simcoe prepared for his current project by researching related instruments and documents in museum collections in Berlin and Goslar, Germany.
The sound of the instruments is markedly different from their contemporary cousins, Simcoe says, because the Renaissance stringed instruments were constructed to emphasize complexity of sound rather than volume.
A sound thats complex has overtones, Simcoe said, but you trade loud for complex. Any instrument is confronted by the same two parameters complexity vs. volume.
In an era when musicians played in intimate settings for aristocratic audiences, loud was not the favored virtue.
Every step of the construction process of
the instruments is as painstaking today as in 1600.
To bevel the ribs of the lute, Simcoe had to hand-fashion special tools like the rabbit plane, a two-inch long, half-inch wide plane of cherry wood laminated with bone.
The cherry ribs, each two-and-a-half millimeters thick, are bent over pipe, using dry heat.
Simcoe knows from long experience making Torres/Hauser-style classical guitars when the feel of the wood indicates that it is heated enough to bend rather than splinter.
Once bent, the ribs for the lute are held in place over the form with large rubber bands until they set.
The lute and viola da gamba are the foundation for what Simcoe plans to develop into an extensive collection of period instruments available for use by the public through the Guilds early music program.
The Guild, which comprises 18 island music teachers, will store and care for the instruments, Simcoe says, but the public can rent them for a modest fee that will help pay for sheet music and instructional materials.
Simcoe says that periods polyphonic music, written to be played in small groups, works well for music instruction, because each student must be able to sustain an independent line.
Simcoe notes that his move to start a collection of Renaissance instruments is part of the recent revival of early music.
I sometimes wonder what would have been if I had begun to make period instruments when I was younger, Simcoe said. But 25 years ago, the Guild of American Luthiers didnt even exist.
* * * * *
Experience the Renaissance as local musicians play on period instruments 3 p.m. May 19 at Bainbridge Commons. This fund-raising event for the Island Music Teachers Guild early music collection features performances by Alan Simcoe and Nancy Bergman, with community musicians Susan Bray, Barbara Saur, Liam Graham, David Denz and IMTG students. Suggested donations are $15/adults, $5/seniors and students. Information: 842-4120 for more information.


(*See “Teacher Certification” section, for EDU course descriptions)
RDG 509 Psychology of Literacy Development 3 hours
This course describes the variables and the behaviors involved in reading and learning to read; it investigates task and milieu conditions which facilitate reading skill acquisition; and examines teaching strategies in relation to research findings.
RDG 519 Language and Cognitive Development 3 hours
This course explores theories of language and cognitive development; language growth; significance of home, culture and early school environment; relationship of linguistics to reading and speaking processes; readiness and implementation for beginning reader; procedures for teaching bilingual children.
RDG 557 Methods for Teaching Intermediate and Secondary Reading 3 hours
This course specifically addresses adapting content instruction to meet the needs of intermediate and secondary school students with reading problems; analyzes the variations in vocabulary, format, comprehension, and study procedures in various content areas; presents teaching strategies for improving basic reading skills, content reading and writing proficiency of all students; and explores strategies for supporting literacy instruction across the curriculum.
RDG 559 Literature Based Approaches to Reading Instruction 3 hours
This course examines the history, description, rationale, and criteria for selection and evaluation of classic, contemporary, and culturally diverse literature for children and young adults. This course also presents specific strategies for using culturally conscious literature in literature based reading instruction, and explores a variety of strategies to foster literacy development and promote an enjoyment of literature.
RDG 564 Methods in Elementary Reading and Other Language Arts 3 hours
This course presents criteria and procedures for reading, writing, listening, viewing, and speaking processes, and examines teaching strategies and materials which are consonant with human growth and development. This course also discusses research and management of classroom reading programs, grades K-8.
RDG 567 The Writing Process in Literacy Development 3 hours
This course presents theories of how to teach writing skills and examines the connection between reading and writing performance in literacy development. This course also explores and examines skills that support writing processes and identifies effective strategies for cross-curricular integration of creative and informational writing.
RDG 609 Diagnostic Techniques in Reading Instruction 3 hours
This course examines identification of reading disabilities and possible causative factors through the use of formal and informal tests and case study methods. This course also develops a comprehensive testing vocabulary in order to administer, interpret, and evaluate tests.
RDG 619 Prescriptive Techniques for Reading Instruction 3 hours
This course examines the implementation of developmental and remedial reading programs, management systems, and classroom organization, grades K-8. This course also develops advanced skills in selecting, designing and evaluating strategies and materials for the teaching of specific objectives in reading; in prescribing and modifying for differentiated instruction; and in applying reading instruction to content areas.
RDG 639 Research in Reading and Curriculum Development 4 hours
This course provides opportunities for research that focuses on effective literacy instruction, and factors involved in successful curriculum development in school-wide reading programs. This course also covers techniques for formal and informal research. Students will design, conduct, and present a research project.
RDG 649 Seminar for Reading Specialists 3 hours
This course addresses reading consultant responsibilities, including: coordinating developmental and remedial programs, facilitating teacher and staff development, writing proposals, conducting workshops, and simulating interactions.
RDG 669 Clinical Practicum in Reading 4 hours
This course explores advanced diagnosis and remediation in a clinical setting, including: on-going assessment and modification of teaching strategies and conditions in relation to pupil performance and attitudes, and reporting of findings and recommendations to others. NOTE: Reading major endorsement requires that the student must work with elementary and secondary age pupils.
RDG 691 Independent Study: Issues in Literacy Development 1-3 hours
An explanation of Independent Study’s can be found in the “Academic Policies” section of this catalog.


ERIC Number: ED137214
Record Type: RIE
Publication Date: 1977-Jan
Reference Count: 0
Philosophy in the Classroom.
Lipman, Matthew; And Others
This handbook for educators and parents discusses the need to include philosophy in the elementary classroom. The authors point out that as a question-raising discipline, philosophy is appropriate to guide children's natural inquisitiveness through the educational process. It encourages intellectual resourcefulness and flexibility which can enable children and teachers alike to cope with the disconnectedness and fragmentization of existing curricula. It can help develop sound reasoning and ethics. The first six chapters discuss reasons for including philosophy in the curriculum, aims and objectives of the philosophy for children program, and methods of teaching and guiding philosophical discussions. The point is made that children frequently are not satisfied with simplified answers to their questions, and that their minds should be trained at an early, receptive age to consider metaphysical, moral, and logical issues. Chapter seven presents an argument for the use of formal and nonformal logic in teaching children to think constructively and learning to make inferences and deductions on their own. In chapter eight, the authors explore the following question: can moral education be divorced from philosophical education? The interrelationship of logic and morality indicates that the answer is no. See SO 009 951 for a philosophical reader for junior high students. (Author/AV)
Descriptors: Abstract Reasoning, Child Development, Childhood Attitudes, Children, Cognitive Processes, Curriculum Development, Educational Needs, Educational Objectives, Elementary Education, Elementary School Curriculum, Ethics, Humanities, Intellectual Development, Logic, Moral Development, Philosophy, Productive Thinking, Teaching Methods
Institute for the Advancement of Philosophy for Children, Montclair State College, Upper Montclair, New Jersey 07043 ($4.00 paperbound plus $0.50 postage)
Publication Type: Books
Education Level: N/A
Authoring Institution: Montclair State Coll., Upper Montclair, NJ. Inst. for the Advancement of Philosophy for Children.
Note: For related documents see ED 103 295-298 and SO 009 951


Reading Intro by Oz Phonics
By DSP Learning Pty Ltd
Open iTunes to buy and download apps.
Interested in teaching your child to read, or helping an adult struggling with reading? This app introduces the Oz Phonics reading system. American and Australian accent options.
Our current suite of iPad only apps cover many of the US Common Core State Standard Reading Foundational Skills:
Intro to Reading by Oz Phonics
Oz Phonics 1 - Phonemic Awareness and Letter Sounds
Oz Phonics 2 - CVC, CCVC words, consonant blends, sentences
Oz Phonics 3 - Consonant Blends, CVCC Words, Digraphs, Spelling
This app introduces 15 letter/sound relationships. Short vowel sounds /a/, /e/, /i/, /o/, /u/ and 10 consonant sounds for letters c, d, g, h, l, m, n, r, s, t. More sounds are introduced in our other apps.
Do I need to help my child with this app?
Once your child understands the games/exercises in this app they can play them without help. We do, however, think that adult interest in the learning to read process is invaluable. It will benefit your child if you understand how the system works and you may well learn new things that will surprise you.
Exercises in this app
Warm Up - This is a simple matching game with a difference: animal sounds, not pictures. This is to train your child in the first reading and spelling skill – listening. Two friendly ‘long-tongue’ lizards help by removing matched sounds.
Sound Match - OK! Your child is now ready to start listening to and matching some of the actual sounds of the English language. Being able to differentiate between sounds and match identical ones is fundamental to the reading and spelling process.
Now your child needs to learn the alphabetic principle, which is hearing a sound and knowing which letter make it, and the reverse, see a letter and knowing what sound it makes. The later is called decoding and will provide your child with the skills required for working out new words.
Sound-to-Letter - Once your child can identify individual sounds, they need to learn how these sounds are written down. A crocodile and bird provide a few surprises here.
Letter-to-Sound - Now we’re reversing the order – your child needs to know what sounds the written letters make. They can also learn capital letters by a simple touch.
Making Words – Words are made up of one sound after another. This illustrated, guided exercise will help your child put together words from the sounds/letters they have learnt in earlier exercises.
Word Test – See how many words your child can read using the Oz Phonics method.
Who can use this app:
-Parents who want to teach their children to read.
-school age children who are struggling to learn to read at school. Check that they know their sounds, particularly the vowel sounds (not the letter names).
-Parents who want a better understanding of phonics. If your child is not a “natural reader” then improving your own understanding of phonics can greatly improve your chance of helping them.
-Dyslexic children and adults who struggle with reading. Phonics has been shown to be particularly effective for teaching dyslexics.
-ESL (English as a Second Language) students. The sounds of English differ from other languages and in order for ESL students to make themselves understood, they first need to become aware of the sounds they’ve never spoken in their mother tongue, and to practice making these sounds themselves.
Oz Phonics is committed to helping children and adults learn to read. If you have feedback or suggestions for our apps, we’d love to hear from you. Please visit us at www.ozphonics.com
or contact us at firstname.lastname@example.org
What's New in Version 1.2
now supports 4 inch screen
Very nice introductory app to learn to listen to the sounds of speech! Full of fun listening games, this will help your child's reading success!


Historical Context of ALS
As always, it is best to trace the source of an educational system such as the ALS to the basic and fundamental law of the land. The Philippine Constitution provides for free and compulsory elementary education and free secondary education through the Department of Education (DepEd). This means that all Filipinos have a constitutional right to basic education, and the DepEd is mandated to provide this service to all Filipinos.
In the 80’s, the global community launched a campaign called Education for All (EFA) that aimed to eradicate illiteracy and promote functional literacy for all people of the world. Our nation was a signatory to this and as such, committed to providing education for all Filipinos
ALTERNATIVE LEARNING SYSTEM → is a parallel learning system that provides a viable alternative to the existing formal education. It encompasses both the non formal and informal sources of knowledge and skills. In summary, we say:
Basic Education = early childhood education (kindergarten) and elementary education (Grades 1-6) and secondary education (1st-4th year) and ALS (for out- -of- school age children, youth adults and those with special needs).
Alternative Learning System = Non Formal Education (NFE) and Informal Education (IEd)
A. EXECUTIVE ORDER NO. 356: RENAMING THE BEREAU OF NON FORMAL EDUCATION (BNFE) THE BEREAU OF ALTERNATIVE LEARNING SYSTEM (BALS)
On September 13, 2004, the office of the President of the Republic of the Philippines renamed the DepEd’s Bureau of Non Formal Education the Bureau of Alternative Learning System (BALS) through this Executive Order signed by Her Excellency, President Gloria Macapagal-Arroyo. The order directs BALS to provide a systematic and flexible approach to reach all types of learners outside the school system.
THIS MEANS THAT by the virtue of this Executive Order, the BALS has given the authority to guide the development of the country’s ALS.
Functions of BALS
•to address the learning needs of all marginalized groups including the deprived, depressed and underserved citizens •to coordinate with various agencies for skills development of the learners •to expand access to educational opportunities for citizens of different interests, capabilities, demographic characteristics and socio-economic origins and status •to promote certification and accreditation for basic education of alternative learning programs both non formal and informal in nature
B. EDUCATION FOR ALL (EFA) PLAN by 2015
In 2004, the Philippine government once again committed to participate in the global campaign for Education for All by the year 2015. In this plan, one of the major goals is “transforming all nonformal and informal education intervention into an ALS to yield more EFA benefits”. This means that the goal is to have in place a credible ALS (consisting of NFE and informal Education) that shall increase functional literacy among the marginalized groups of learners.
To this end, certain tasks will need to be undertaken, namely.
1.Develop and strengthen the DepEd’s BALS and mandate it to serve as the government agency to guide the development of the country’s ALS. 2.Make available public funds for ALS programs of GOs and NGOs subject to the guidelines of BALS. 3.Build and develop a constituency for ALS development.
4.Conduct research and studies to test cost-effective options for delivering quality ALS. 5.Undertake an inventory of available resources in localities for literacy interventions outside schools. 6.Ensure a vigorous and credible system for reliably assessing, measuring, validating and communicating competencies acquired through NFE and informal education.
In summary, the EFA Plan for 2015 prescribes urgent tasks that will guide the Department of Education in fulfilling the spirit of RA 9155 and EO 356 and ultimately the vision of the Philippine...


Every year Texas A&M's Department of Chemistry hosts a free, open to the public, Chemistry Open House to celebrate National Chemistry Week. This year's participants include the Departments of Biology and Physics & Astronomy, students from the Dwight Look College of Engineering and SACNAS, and the Brazos Valley Museum of Natural History.
The Chemistry Open House features the popular Chemistry Road Show, guided lab tours, hands-on and computer activities, door prizes and science goodie bags. The Chemistry Road Show is recommended for all ages and includes demonstrations of popular science.
|Room||Starts At||Arrive By|
|100||9:30 am||15 minutes prior|
|100||11:00 am||15 minutes prior|
|100||12:30 pm||15 minutes prior|
|100||2:00 pm||15 minutes prior|
The Chemistry Open House takes place in the main Chemistry Building complex (not Heldenfels). Please stop by the welcome tent at the corner of Ross and Spence Streets to pick-up your goodie bag.
The Chemistry Open House held as part of National Chemistry Week, an annual event that promotes public awareness of the importance of chemistry in everyday life. It is coordinated by the American Chemical Society (ACS).
The Department of Chemistry takes an active role in community outreach in an effort to positively affect the future of chemical education. We hope students and families will remember the excitement and surprise they feel during our demonstrations.
NCW encourages chemists and chemistry enthusiasts to build awareness of chemistry at the local level. Local Sections, businesses, schools, and individuals are invited to organize or participate in events in their communities with a common goal: To promote the value of chemistry in everyday life.
Meg A. Mole's adventures are part of the ACS kids portal. Meg A. Mole - Future Chemist visits different chemists to learn about their jobs. She is always amazed at the variety of things that they do. Visit her web site to read about her adventures!
What makes diapers absorbent? Is peanut butter stickier than syrup or jelly? The ACS Science for Kids web site engages students with experiments, quizzes and other hands on activities with subjects ranging from chemical & physical change to characteristics of material.


March 12, 1824|
|Died||September 14, 1909
Los Angeles, California
|Known for||Printing, Lithography, Publishing|
Prang was born in Breslau in Prussian Silesia. His father Jonas Louis Prang was a textile manufacturer and of French Huguenot origin; his mother, Rosina Silverman, was German. Because of health problems as a boy, Prang was unable to receive much standard schooling and became an apprentice to his father, learning engraving and calico dyeing and printing. In the early 1840s, Prang travelled around Bohemia working in printing and textiles. However, after some travel in Europe, he became involved in revolutionary activities in 1848. Pursued by the Prussian government, he went to Switzerland and in 1850 emigrated to the United States and Boston, Massachusetts.
Prang's early activities in the US publishing architectural books and making leather goods were not very successful, and he began to make wood engravings for illustrations in books. In 1851 he worked for Frank Leslie, art director for Gleason's Pictorial Drawing-Room Companion, and later with John Andrew. In 1851, he married Rosa Gerber, a Swiss woman he had met in Paris in 1846.
Lithography and career
In 1856, Prang and a partner created a firm, Prang and Mayer, to produce lithographs. The company specialized in prints of buildings and towns in Massachusetts. In 1860, he bought the share of his partner, creating L. Prang and Company and began work in colored printing of advertising and other forms of business materials. The firm became quite successful, and became known for war maps, printed during the American Civil War and distributed by newspapers.
In 1864, Prang went to Europe to learn about cutting-edge German lithography. Returning the next year, Prang began to create high quality reproductions of major art works. Prang also began creating series of popular album cards, advertised to be collected into scrapbooks, showing natural scenes and patriotic symbols. At Christmas 1873, Prang began creating greeting cards for the popular market in England and began selling the Christmas card in America in 1874. Therefore, he is sometimes called the "father of the American Christmas card." Prang is also known for his efforts to improve art education in the US, publishing instructional books and creating a foundation to train art teachers.
In June 1886 Prang published a series of prints under the title Prang's War Pictures: Aquarelle Facsimile Prints. These became popular and helped inspire a genre of such prints, particularly the series issued by Kurz and Allison. However, Prang aimed at a more modern and individual treatment, as opposed to the panoramic style of Kurz and Allison, and before them, Currier and Ives.
In 1897 L. Prang and Company merged with another firm, creating the Taber-Prang Company and moved to Springfield, Massachusetts (filed for bankruptcy in about 1938). Prang died in Los Angeles on vacation in 1909. He is buried in Forest Hills Cemetery in Jamaica Plain, Massachusetts.
"Prang's Valentine cards" 1883 advertisement for L. Prang & Co., digitally restored.
- Mills, Benjamin Fay (1911). "Louis Prang, Popularizer of Art". Vocations, Vocational guidance, Hall & Locke Company 10: 254. Retrieved 13 December 2015.
- "A Finding Aid to the Louis Prang papers". Archives of American Art. Smithsonian Institution. Retrieved 19 December 2013.
- Meggs, Philip B. A History of Graphic Design. ©1998 John Wiley & Sons, Inc. p 148 ISBN 0-471-29198-6
- Neely, Mark E; Holzer, Harold (2000). The Union Image: Popular Prints of the Civil War North. The University of North Carolina Press. pp. 213–4. ISBN 0-8078-2510-7.
- Neely, Mark E; Holzer, Harold (2000). The Union Image: Popular Prints of the Civil War North. The University of North Carolina Press. pp. 219–222. ISBN 0-8078-2510-7.
- "Louis Prang (1824 - 1909) - Find A Grave Memorial". Findagrave.com. Retrieved 2013-03-25.
- Bethany Neubauer. "Prang, Louis"; American National Biography Online Feb. 2000. Taber Prang Art Co.
|Wikimedia Commons has media related to Louis Prang & Company.|
- The Winterthur Library Overview of an archival collection on Louis Prang.
- Louis Prang & Company Collection The Boston Public Library's Louis Prang & Company Collection on Flickr.com
- Prang maps at the British Library
- The Louis Prang papers, 1848-1932, Archives of American Art, Smithsonian Institution


Imagination: The great workhorse of learning
Kieran Egan, 778.782.4671, firstname.lastname@example.org
Melissa Hudson, educ. comm., 778.782.9036, email@example.com
Juliane Siu, educ. comm, 778.782.7381, firstname.lastname@example.org
Carol Thorbes, PAMR, 778.782.3035, email@example.com
Teachers, parents, academics and others interested in knowing what motivates a child to learn will attend the 9th Imaginative Education Research Group (IERG) Conference on Imagination and Education, July 2 to 4. The conference takes place at Simon Fraser University’s Vancouver campus at Harbour Centre.
Hosted by SFU’s Faculty of Education where the IERG was first conceived by education professor Kieran Egan, the conference will engage attendees in an exploration of what Egan calls a key conundrum.
He says that although the IERG’s evidence-based research has shown that imagination is one of the great workhorses of learning, our current educational system sees it only as a frill for occasional use. He notes that teachers are not trained to understand how students’ imaginations work and develop.
“All the knowledge in the curriculum,” says Egan, “is the product of someone’s hopes, fears, passions or ingenuity. If we want students to learn and understand knowledge in a way that makes it meaningful and memorable, then we need to bring it to life for them in the context of hopes, fears, passions or ingenuity. The great agent for achieving this routinely in everyday classrooms is the imagination.”
Thousands of teachers globally have adopted his approach to imaginative teaching and learning. But, says Egan, an economically troubled world looking for quick fixes to global challenges and too often ignores the real power of the imagination to equip students to learn, understand and apply knowledge to real-world problems.
The conference will focus on presenting approaches and findings by the following speakers, and others from more than 20 countries:
- A conference keynote speaker, John Willinsky, Stanford University, Graduate School of Education professor, activist and author, presents The Intellectual Properties of Imagination. Willinsky says: “We may be remiss in introducing the imagination into education without also teaching the young about the legal and economic implications of imaginative labour and learning…What do the young need to know about their rights in the use of the imagination?”
- Jennifer Stokes, course coordinator for Australia’s UniSA College’s programming in University Studies and Information Skills, will present Becoming a university student: a case study of imaginative education and enabling pedagogy in Australia. Imaginative Education (IE) supports the learning needs of students in university enabling programs. In contrast to the traditional undergrad, the diverse students who access these programs are more likely to have suffered negative educational experiences resulting in fragile learning identities. Stokes will outline IE approaches to build students’ ironic understanding, critical literacy, wellbeing and intrinsic motivation.
- Beth Ferholt, University of New York, Brooklyn College, assistant professor, Department of Early Childhood and Art Education, will present how Swedish playworld projects incorporate cognitive tools for mythical understanding. The presentation will demonstrate the centrality of imagination in preschool learning.
Simon Fraser University is consistently ranked among Canada's top comprehensive universities and is one of the top 50 universities in the world under 50 years old. With campuses in Vancouver, Burnaby and Surrey, B.C., SFU engages actively with the community in its research and teaching, delivers almost 150 programs to more than 30,000 students, and has more than 130,000 alumni in 130 countries.
Simon Fraser University: Engaging Students. Engaging Research. Engaging Communities.


Our language arts program is the vehicle that ensures students develop the strategies and skills they need to comprehend and communicate effectively. Reading, writing, listening, speaking, viewing and presenting are addressed within our curriculum under the language arts content standards provided by the state of Connecticut. All strands are active, constructive processes and taught as interrelated and interdependent.
Literacy development is greatest when written, spoken and visual communication are taught in context. Students are expected to be active learners who are flexible and prepared to grow as they organize, analyze, revise, evaluate and synthesize information. Students are also encouraged to develop an appreciation and respect for all forms of literacy.
The purpose of the language arts curriculum is to foster life-long learners, thinkers, collaborates and communicators. Our goal is to prepare students to use the language arts proficiently as productive members of a global society.
Standard 1: Strategic Reading
Overarching Idea: Students students apply strategies to recognize words, to read fluently, to monitor and correct reading, and to comprehend text.
Guiding Question: How do we understand what we read?
1.1 Students use appropriate strategies before, during and after reading in order to construct meaning.
1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
1.3 Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
1.4 Students communicate with others to create interpretations of written, oral and visual texts.
Standard 2: Exploring and Responding to Text
Overarching Idea: Students respond to a variety of texts (literary, informational and persuasive) presented in a variety of multimedia formats.
Guiding Question: How do a variety of texts (literary, informational and persuasive) enrich our lives?
2.1 Students recognize how literary devices and conventions engage the reader.
2.2 Students explore multiple responses to a variety of texts (literary, informational and persuasive).
2.3 Students recognize and appreciate that contemporary and classical literature has shaped human thought.
2.4 Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
Standard 3: Communicating with Others
Overarching Idea: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
Guiding Question: How do we write, speak and present effectively?
3.1 Students use descriptive, narrative, expository, persuasive and poetic modes.
3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task.
Standard 4: Applying English Language Conventions
Overarching Idea: Students apply the conventions of standard English in oral, written and visual communication.
Guiding Question: How do we use the English language appropriately to speak and write?
4.1 Students use knowledge of their language and culture to improve competency in English.
4.2 Students speak and write using standard language structures and diction appropriate to audience and task.
4.3 Students use standard English for composing and revising written text.


The New International Encyclopædia/Nature-study
NATURE-STUDY. A modern development of the movement of elementary education toward the study of real objects rather than symbols. It arose in response to a demand voiced as early as the year 1845 in this country by Horace Mann (q.v.) for early training in the inductive method of thought and in the field of nature.
According to generally accepted ideas on nature-study, it must concern itself with the common objects of the child's environment. These the child must be led to examine, to work with himself. The work must be carried on, so far as possible, to strengthen independence of thought and judgment. The beginnings of the study must be based upon the immediate surroundings of the child, and the field of inquiry may be extended further abroad as the later years of the school are approached. The tasks in the earlier years should be chiefly observational. Nevertheless, the experimental method of study should not be neglected. As far as possible, organic forms should be regarded as living things capable of activity and change; the point of view should therefore be dynamic, a matter of great pedagogic importance. The plan of the work may properly be made out so as to include the commoner animals and plants, and the everyday phenomena of inorganic nature. Duplication of work should be avoided by increasing the difficulty of the problems and basing them on different material. It is better to study the materials comparatively as far as possible, so that pupils may learn to discriminate and to form general notions. The exhaustive study of one type is of much less value. Outdoor work should be done; in addition to gardening, studies of the habits and haunts of animals, the appearance and disappearance of the birds, the relations of insects to plant life, the appearance of trees in summer and winter dress, and numerous other similar topics may form the basis of study. It is highly important that the materials should be abundant, that the teacher be not too closely tied to a detailed plan of work, and that he be resourceful in the matter of making the most of what is available. It is important, too, that the pupils should provide their own material, and to this end both the excursion and the garden should be turned to account. It would seem best, on the whole, to devote, at any rate, two periods (one to two hours) a week, or its equivalent, throughout the course. The school garden has in some cases been provided for after-school hours, and this seems to be a reasonable adjustment of the matter.
Consult: Carss, Course in Nature Study (in the Horace Mann School); Teachers College Record, vol. i., No. 2, for March, 1900 (New York, with an extensive bibliography); Miller, Course in Nature Study for Public Schools (Ithaca, 1900, to be obtained through the State Secretary); Hodge, Nature Study and Life (New York, 1902); Jackman, Nature Study for the Common Schools (ib., 1894); id., Nature Study for the Grades (ib., 1899); Lange, Handbook of Nature Study (ib., 1899); Scott, Nature Study and the Child (Boston, 1901); Wilson, Nature Study in the Elementary School (New York, 1899); Bailey, Garden Making (ib., 1901).


Northern Colorado Africana Studies professor offers new perspective on Black History
The campus community recognized the beginning of Black History Month Thursday with a speech by Hermon George, a professor of Africana Studies, followed by a reception at the Marcus Garvey Cultural Center.
An audience of about 30 people gathered in the Columbine Suite at the University Center to hear George speak about black history in America, a speech offering a compelling alternative to the skewed American history indoctrinated in the masses.
With unadulterated objectivity, George spoke candidly about the shortfalls of the Emancipation Proclamation and the untold bigotry of famous Americans such as William Faulkner, Union General George Custer and Abraham Lincoln - an outspoken separatist prior to the Civil War.
For many people in attendance, George's speech painted a new picture of American history.
"I really like what (George) had to say about Lincoln," said Megan Erlich, a freshman speech pathology major. "I had no idea. It definitely brought a whole new perspective to things."
Erlich wasn't the only one coming away with a new perspective about America's past.
"I had no idea Thomas Jefferson owned slaves," said Ben Brown, an art education major.
In 1926, black historian Carter G. Woodson, along with the Association for the Study of Negro Life and History, designated the second week of February as "Negro History Week." Woodson's hope was that a week of recognition would eventually end the dichotomy of black history and American history, as people would come to recognize them as one and the same.
In 1976, the federal government formally recognized "Black History Week" and extended it to a full month. It seems the best way for any person to observe Black History Month is by taking the time to learn the true history of race in America.
"From my experience, I wasn't really taught African-American history," said Ty'Ray Thompson, director of the Marcus Garvey Cultural Center. "There were so many African-American people who did a lot of great things, and I didn't know about them."
Throughout George's talk, he emphasized how much black people have shaped the United States over time.
"I think that (Black History Month) has grown to represent the central role that African-Americans played in the founding of this country," he said. "And all the questions associated with that are still important, still needing to be addressed, still deserving of an airing and accounting by the nation."
The election of Barack Obama in 2008 and again 2012 was a historic step toward overcoming racial inequality in America. Still, the road to true equality stretches on.
"If Americans open their eyes, they will see that there is a lot of work to be done," George said. "After all, when the Civil Rights Movement destroyed Jim Crow, it was not one person. It was not Lyndon B. Johnson, it was not Rosa Parks, it was not Dr. King. It took a movement to do that."
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Benefits of Easy Piano For Kids
A lot of information has been written about new methods that are fun and easy piano for kids. The purpose of this article is to give you, the parent, useful information about this subject. Music is a wonderful and rewarding art, but it also provides many other benefits. If you’re considering lessons for your child, you’ll be amazed to learn the many benefits he/she’ll receive by starting music lessons early in life.
The benefits of courses that represent easy piano for kids extend beyond music education. Kids who play musical instruments perform better in school and develop a better work ethic that lasts a lifetime. Piano is a wonderful instrument that can be fun, challenging, and promotes a positive response to your child. Moreover, he/she will carry these benefits through his/her adulthood.
A new study by Frances Rauscher of University of California-Irvine indicates that just a few minutes of piano practice daily will significantly improve your child’s skills in subjects such as math and science. “Music instruction can improve a child’s spatial intelligence for long periods of time—perhaps permanently,” Mrs. Rauscher said.
When your child learns to play an instrument, he/she will be learning both art and math and would better understand concepts behind science and engineering. Playing piano improves his/her motor skills and hand-eye coordination and general dexterity. Also, programs specialized in easy piano for kids enhance their spatial-temporal reasoning abilities, music appreciation and self-esteem.
The piano would be an ideal first musical instrument for your child. The piano keyboard is easier to master at the beginning than other instruments. For instance strings instruments such as the violin, require that your child learns to play the right note, no other strings, and to use the appropriate amount of bow pressure and speed.
A wind instrument such as the flute or saxophone would require that your child learns the right method of blowing through the mouth hole. However on a piano, if your kid hits the right note, a good sound comes out.
Importance of Easy Piano For Kids
Instruction offering easy piano for kids can be a very significant part of their education. As you probably have noticed, the school system keeps cutting down on many musical and artistic educational activities. So it’s up to you, the parent to provide this learning experience for your child.
Music lessons keep getting more expensive, but fortunately for you, today you have many choices available online. You can provide your child with quality piano lessons for a fraction of the cost of private lessons. Best of all, your kid can learn from the comfort of your own home. So find a good course that’s considered easy piano for kids and get your child started on an exciting and rewarding piano music journey!


ERIC Number: ED527474
Record Type: Non-Journal
Publication Date: 2011-Nov-22
Abstractor: As Provided
Reference Count: 0
Storytelling across the Primary Curriculum
Daniel, Alastair K.
Routledge, Taylor & Francis Group
Starting from the question "what is a story?" "Storytelling Across the Primary Curriculum" leads the reader through the theory and practise of storytelling as an educational method--a method taught by the author over the last ten years through Primary English teaching programmes. This practical book gives teachers the skills and confidence to use storytelling and the spoken word in new and exciting ways in the classroom. It will also give teachers the confidence to "put down the book" and trust themselves to tell, rather than read, a story. It provides a wealth of examples of cross-curricular teaching opportunities, including a section on the ways in which the teaching of phonics can be embedded in the "real" language of story. "Storytelling Across the Primary Curriculum" is ideal for trainee and practicing primary school teachers who want to develop their classroom practice within the field of storytelling. Students on BA Primary, BEd, and PGCE courses, particularly those specialising in English, will also benefit from this book's stimulating and intuitive approach to teaching English language and literacy.
Descriptors: Phonics, Interdisciplinary Approach, English Instruction, Teaching Methods, Story Telling, Elementary School Curriculum, Reading Material Selection, Literacy, History Instruction, Geography Instruction, Art Education, Science Instruction, Mathematics Instruction, Moral Development, Religious Education
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: firstname.lastname@example.org; Web site: http://www.routledge.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A


Work in the Center for Music Learning addresses fundamental questions about human perception and cognition. Eugenia Costa-Giomi Professor in Music and Human Learning, and Leslie Cohen, Professor in Developmental Psychology, study the formation of musical categories in infancy. Graduate students in music and psychology are actively involved in the testing of infants at the Children’s Research Lab.
Imagine walking down a school hallway past the music room. From behind the door you hear a young child struggling to play a melody on the soprano recorder. The sound comes in fits and starts. There are many hesitations, notes overblown, wrong notes played and (sometimes) corrected. It’s quite a mess. Yet after very few seconds of listening, you effortlessly identify the attempted melody as Beethovens’ “Ode to Joy.” How did you perform such an impressive perceptual-cognitive feat?
The differences between Beethoven’s version and little Skippy’s recorder rendition are far greater than the similarities between them. The tonality, timbre, loudness, register, pitch, and rhythm of the original theme all are different; only a vague semblance of the melody’s contour is preserved. How do our minds disregard the many obvious differences and still recognize the elements of melodic structure in a tune that we have undoubtedly heard performed in many different ways? Of course, our ability to do just that is essential for understanding music.
Recognizing equivalence among stimuli that are not the same involves a cognitive process called categorization. Our ability to categorize allows us to group similar stimuli together, which makes the processing of new information more efficient. Categorization requires that one first discriminate that two or more stimuli are different and then recognize that, despite these differences, the stimuli are indeed similar in some critically important respect and thus are members of the same category. You are able to recognize that Skippy’s trying to play “Ode to Joy” because you are able to disregard the many differences between your recording of the Chicago Symphony and Skippy’s recorder playing while focusing on the similarities between the two.
Categorization is fundamental to human cognition and perception; even infants categorize the stimuli in their environments. The types of categories that infants use during the first two years of life and the ways in which category learning takes place have been studied extensively, but the formation of categories in music remains largely unexplored.
Last year, we completed three experiments with 7-month-olds to study infant categorization of melody. We found that 7-month olds can discriminate timbre and melody and that timbre is a very salient musical feature for young infants, results that are consistent with previous research. We found, more specifically, that infants can recognize the sound of a single instrument playing different melodies but cannot recognize a single melody when it’s played by different instruments. Our results suggest that it is difficult for 7-month-olds to habituate to renditions of a melody played by different instruments. In fact, exposure to this type of stimuli (hearing the same melody played repeatedly by different instruments) may actually hinder infants’ ability to discriminate between melodies. Of particular interest to us is the possibility that some music stimuli may be too complex for 7-month-olds and may so overwhelm them that it results in a regression in musical development.
Our continuing investigations will explore many questions about infant perceptions of music. At what age do infants recognize a melody when it is played by different instruments or sung by different voices? At what age do infants categorize melody? Can infants disassociate melody from timbre in music? Is certain music particularly appropriate for the development of categorization during infancy? On which aspects of the music do infant focus their attention? How can we direct infants’ attention to specific musical features? How does the development of categorization in music parallel the development of categorization in language? Are developmental changes in musical understanding similar to those that occur in language learning?
Questions like these, concerning the study of melody and timbre, are central to our understanding of the salient elements of infant music perception. We hope to increase our understanding of these fundamental human experiences.
Professor in Music and Human Learning
Costa-Giomi, E., and Ilari, B. (2014). Infants' preferential attention to sung and spoken stimuli. Journal of Research in Music Education, 62, 188-194. [pdf]
Costa-Giomi, E. (2013). Perceiving differences and similarities in music: Melodic categorization during the first years of life. Perspectives: Journal of the Early Childhood Music & Movement Association, 8(2). [pdf]


Literacy development has been found to have a considerable influence on individuals' lives, modern society, and its economy. As a consequence, a great deal of attention has been devoted to the facets of literacy, the conditions that facilitate its development, and its impact. This special issue of Canadian Psychology provides a sample of current research programmes carried out on literacy development by Canadian researchers in psychology and education. The topics addressed include emergent literacy, the longitudinal prediction of reading development, the development of oral reading and reading comprehension, literacy development amongst French immersion students, the importance of culturally and developmentally appropriate practices in literacy instruction, and the prevention of reading difficulties. The concluding article provides an overview of the current definitions of learning/reading disabilities in Canadian provinces and territories.
Keywords: literacy development, emergent literacy, prediction and prevention of reading difficulties, development of oral reading and reading comprehension, reading instruction
The Universal Declaration of Human Rights adopted in 1948 set forth the principle of education for all and universal literacy. Still today, it is estimated that over 770 million adults around the world are illiterate, including 130 million young people (ages 15 to 24), and these estimates are expected to remain unchanged in 2015 (United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2004, 2005). The factors responsible for illiteracy or insufficient literacy are numerous and complex. They include limited access to schooling (e.g., in developing countries) and inadequate preparation for reading instruction (e.g., in disadvantaged areas; Magnuson, Meyers, Ruhm, & Waldfogel, 2004). Recent literacy surveys rank Canada amongst the top five industrialized countries around the world for its high literacy rate. Yet the 2003 survey results indicate that the literacy skills of 40% of Canadian adults (ages 16 to 65) fall below the level that is considered necessary for an entry-level job in modern society and economy (Statistics Canada, 2004, 2005). The consequences of illiteracy or low literacy skills are broad ranging: They include lower school achievement (e.g., persistence, competence), poorer physical and mental health (e.g., life expectancy), and lower employability and work productivity. Several national and international organisations have urged decision makers to take action to foster literacy development for all. The Canadian Council on Learning (2007) emphasized that "Canada cannot afford to be complacent about literacy" (p. 121) as there are still significant challenges to be addressed. Because nearly all countries around the world face similar challenges, the United Nations Educational, Scientific and Cultural Organisation (2002) has called the period of 2003 to 2012 the Literacy Decade.
The practise of equating literacy with alphabetization is now viewed as inadequate to address illiteracy as a sociopolitical problem that affects lifelong learning, personal and cultural identity, citizenship, equality of opportunities, governance, and civil society. A broader perspective has led to increasingly encompassing definitions of the term literacy. For instance, UNESCO experts now define literacy as "the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society" (UNESCO, 2004, p. 13).
In an attempt to reconcile different perspectives, UNESCO experts broke down the concept of literacy into four facets. First, literacy can be viewed as the set of cognitive skills that are necessary to read and write. …


key stage 2 ks2 maths explained for parents
In the parents section we provide explanations for parents of the maths and numeracy methods taught in key stage 2 in British schools.
Parents guides to maths taught in schools
Under the National Numeracy Strategy maths is taught using the same technique in all schools. We have parents guides and tutorials on grid multiplication , short division , addition and subtraction , using the number line and also a guide to number squares .
Numeracy Learning Objectives in ks2
Our fun numeracy website contains guides to how to help your child with maths at home using fun games and activities at home and in the car. We look at helping teach kids numeracy in the kitchen and at the supermarket and in the playground.
Learning times tables with fun multiplication games
We have really fun maths games for kids to help them learn and revise their times tables. Learning maths is fab fun with our ks2 numeracy activities and multiplication facts are so easy to learn.
Learning to tell the time
Join the Dad with a dodgy bot and his family in a series of animated adventures to help children learn to tell the time. Learn to use the minute hands, the hour hands and about clock faces. We have analogue and digital clocks so that children learn how to tell the time with all clocks.
Kids can practice their ks2 numeracy skills on mad4maths using our online maths games. The numeracy activities, numeracy worksheets and numeracy assessment activities are all free.
If you are a teacher looking for key stage 2 maths assessment and other numeracy activities then mad4maths is for you.
We are also hoping to create numeracy plans, and maths sheets for key stage 2 numeracy.
Mad4Maths also features
Teachers can direct parents to the guides to numeracy methods taught in primary schools and show them the cool fun adventures regarding telling the time and understanding clocks.
also number place value and the use of the number line and number squares.


From staff reports
The Career & Technology Center offers 9 career and technical programs. The general purpose of these programs is to prepare the student for future employment in occupational areas of his/her choice and/or for entry into advanced post secondary education training in the same or related occupation skills.
Agricultural Power and Machinery is an instructional program designed to develop an all-around mechanic, who is capable of diagnosing and repairing agricultural equipment used in this area. Students receive a wide range of instruction that will give a broad understanding of mechanical, electrical, and hydraulic systems.
The Automotive Service Technician program provides instruction in the foundational skills related to safety, tool and equipment usage, basic automotive service, brake service and electrical system service. The students will develop skills related to engine performance, steering and suspension service, electrical, and on-board diagnostics as they advance.
Today, there is a need for a partnership between educators, business and industry, and the community. Career Pathway Experiences provides students with skills learned in the classroom and how to apply those skills in the workplace.
The Construction program provides students with an introduction to carpentry, masonry, plumbing, cabinet-making, and electrical fundamentals. Students are taught general building techniques, knowledge of building materials, and instruction on the use of hand and power tools. After completion of the program, students will be registered with the Center for Construction Education and Research.
The Forestry program is a broad-based, diverse class with exposure to the natural world. Students will learn forestry basics as well as covering wildlife management. The program is based on hands-on learning, while using various sites for skills’ objectives.
Manufacturing Fundamentals I and Metal Fabrication II provide instruction in machine shop technology, industrial welding, and sheet metal fabrication. Students will be able to interpret blueprints, operate metal lathes, power drills, and other power tools. Students will also perform various welding operations and learn to use hand and sheet metal machines.
Simulation and Animation Design, or SAD, is designed for students who wish to develop, design, and implement projects in the field of game design and development. The program focuses on basic areas of character development, audio and video production, and design using visualization software. The program also finishes with a unit that requires students to develop their own gaming environment.
The Teacher Academy program is a course designed for students who are interested in the field of education. This class includes hands-on experience that will prepare students for future employment. Twice a week, students shadow local teachers in different areas.


The Office of Bilingual Education (OBE) was established in 1969 as the unit within the New York State Education Department (NYSED) which provides support to districts in developing and implementing educational programs for limited English proficient (LEP) students. Under the guidance of OBE more than 520 districts currently implement educational programs and services for the nearly 220,000 LEP students in the state. These students come from over 170 language backgrounds. In early 2006, Foreign Language Studies (FLS) was added to the department title and today the department is known as the Office of Bilingual Education and Foreign Language Studies (OBEFLS).
CR Part 154
Part 154 of the Commissioner's Regulations holds all school districts accountable for identifying and serving LEP students. Districts are required to adopt a policy on the education of LEP students, plan and provide appropriate services for them, evaluate and report their academic achievement. Instructional programs for LEP students are funded primarily through local funds but are supplemented by State LEP Aid, known as State Bilingual Categorical Funds. NYS authorizes additional funds that are administered by OBEFLS to address current critical needs identified in the state. To guide and support districts in providing better services to LEP students, OBEFLS has undertaken several initiatives:
- addressing the needs of LEP students in early childhood education;
- providing resources and technical assistance to school districts to prepare bilingual and ESL teachers to raise standards and achievement levels for LEP students;
- identifying instructional strategies for LEP students with interrupted formal education;
- developing resource documents to support literacy development for LEP students.


I love Deanna Jump's common core posters (see them here), but I've kinda got a black and white theme going in my room now and I wanted to coordinate so I looked at TpT for black and white ones that worked for me, but I guess I'm too picky. So, I decided to start the
CCSS in Reading have three components: Literature, Informational Texts & Foundational Skills. My thinking decor-wise is to have three different black/white/gray-ish backgrounds, one for each of the components. Each component would have one-two full pages listing all the standards for it. Then there would be pages fitting 2-3 "mini" versions of the standards which would be displayed on a ribbon (like in Deanna's example) or using magnets.
I plan to have these on TpT sometime soon. I'd consider making them for first grade math, as well.
Pictures below...I would love your suggestions and feedback! Thanks so much for your help...


Fingerprinting - A Forensic Puzzle Lab Investigation
Grades 7-12.Your class will love applying the scientific method and their own problem-solving skills to solve a mystery! Using fingerprints lifted from a fictional crime scene, students become forensic scientists and learn the prope...
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NEO/SCI® Crime Scene Investigations Lab
Grades 7-12.A fascinating exploration of criminal investigation! Provide students with a scenario and crime scene from which they will gather evidence and use that evidence to conduct various tests to analyze hairs and fibers: shoeprint...
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Forensic Chemistry of Blood Types
Grades 6-12.Blood typing is a method of classifying blood based on the presence or absence of specific proteins, called antigena, on the surface of red blood cells. Blood type, an inherited characteristic, is valuable to know in that it...
Product Number: SB43607M
The Mystery of Lyle and Louise Lab Investigation Kit - Blood Spatter Refill
Grades 7-12 Replenishes the consumable components for The Mystery of Lyle and Louise Lab Investigation Kit - Blood Spatter Kit (SB47779M) with enough material for one additional six-group use. Includes six bottles of synthetic b...
Product Number: SB49174M
The Mystery of Lyle and Louise Lab Investigation Kit - Glass Fragment Identification Kit
Grades 7-12.When investigators discovered three deceased victims at a vehicle crash site, they retraced the vehicle’s path and discovered several pieces of broken glass lying in the roadway. By examining the refractive index of va...
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CSI Expert! Forensic Science for Kids Book
Grades 5-8.Crime scene investigation is hotter than ever, and students everywhere will love learning about how their favorite detectives use science to figure out unsolvable thefts, arsons, mysteries, and more. Includes more than 25 in&...
Product Number: SB47697M
The Mystery of Lyle and Louise Lab Investigation Kit - Bite Marks Analysis Kit
Grades 7-12.The suspect presents a bite mark on his arm as an alibi, claiming he was bitten in a bar fight. Your students must decide if he was bitten by a bar patron, or maybe by a victim of the car crash! Students will take casts of ...
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Blood-Typing Kit Using Saliva
Students will use their saliva to determine whether or not they are among the 80 percent of the general population who are secretors. Those students who are secretors will then complete the laboratory exercise in order to determine their ABO blood type...
Product Number: SA08387M
X-Act Blood-Typing Kit (A, B, O, AB, Rh, HIV)
Grades 9-12.Why buy two or three blood-typing kits when this one kit is all you need? This kit allows you to test a single blood sample for not only A, B, O, and AB major blood types, but also for the presence of Rh factor. All eigh...
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Crime Scene 2: Kidnapped!
Grades 6-12.Chemistry with a purpose! Motivation packed in every kit! The fictional scenario allows students to uncover the secrets of a horrible kidnapping. Scenario: a missing heir. Help find the kidnapper and save the victim. Kit inc...
Product Number: SB42186M
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The Encyclopedia Americana (1920)/Bebel, Ferdinand August
BEBEL, bā'bĕl, Ferdinand August, German Socialist leader: b. Deutz-Koeln 22 Feb. 1840; d. Passugg, Switzerland, 14 Aug. 1913. The son of a Prussian-Pole who was a noncommissioned officer in the Prussian infantry, Bebel was born in military barracks and apprenticed as a boy to a wood-turner. Like most German workmen at that time, he traveled extensively in search of work. At Salzburg, where he lived for some time, he joined a Roman Catholic workmen's club. When in Tyrol in 1859 he volunteered for service in the war against Italy, but was rejected; and in his own country he was rejected likewise as physically unfit for the army. In 1860 he settled in Leipzig as a master turner, making horn buttons, and speedily drifted into the political movements which were then beginning, but as a radical, not a socialist. He fell under the influence of Wilhelm Liebknecht (d. 1900), in 1864, and was converted to the doctrines of Marx (q.v.). In 1867 he was returned to the North German Parliament, and two years later helped to found the German Social Democratic party. In 1870 he spoke in Parliament against the continuance of the war with France and subsequently denounced the annexation of Alsace and Lorraine. He was arrested for high treason, but acquitted; in 1872, however, he was again prosecuted and sentenced to two years' confinement in a fortress, and this and other terms of imprisonment enabled him to make up for his lack of elementary education. He remained a member of the Reichstag from 1871 till his death, except during 1881-83. In 1874 he took a partner and founded a small button factory, for which he acted as drummer, but in 1889 he gave up his business to devote himself wholly to politics, and from the death of Liebknecht he had been the head of the party, succeeding him also in the editorial chair of Vorwaerts, the often-suppressed socialist organ. Bebel was not a pure pacifist; he admitted that military service was a civic duty. In later years his socialism became more modern. He was unlike the typical demagogue, being small, slight and nervous, but he had an admirable voice and was an exceptionally logical and incisive orator. Besides his autobiography he wrote ‘Our Aims’ (1874); ‘The German Peasant War’ (1876); ‘The Life and Theories of Charles Fourier’ (1888); ‘Women and Socialism: The Christian Point of View in the Woman Question’ (1893).


Williams, Sandra and Reiter, Ehud
Generating basic skills reports for low-skilled readers.
Natural Language Engineering, 14(4) pp. 495–525.
Full text available as:
We describe SkillSum, a Natural Language Generation (NLG) system that generates a personalised feedback report for someone who has just completed a screening assessment of their basic literacy and numeracy skills. Because many SkillSum users have limited literacy, the generated reports must be easily comprehended by people with limited reading skills; this is the most novel aspect of SkillSum, and the focus of this paper. We used two approaches to maximise readability. First, for determining content and structure (document planning), we did not explicitly model readability, but rather followed a pragmatic approach of repeatedly revising content and structure following pilot experiments and interviews with domain experts. Second, for choosing linguistic expressions (microplanning), we attempted to formulate explicitly the choices that enhanced readability, using a constraints approach and preference rules; our constraints were based on corpus analysis and our preference rules were based on psycholinguistic findings. Evaluation of the SkillSum system was twofold: it compared the usefulness of NLG technology to that of canned text output, and it assessed the effectiveness of the readability model. Results showed that NLG was more effective than canned text at enhancing users' knowledge of their skills, and also suggested that the empirical 'revise based on experiments and interviews' approach made a substantial contribution to readability as well as our explicit psycholinguistically inspired models of readability choices.
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Listening and Spoken Language: Foundations
This course provides the student with an introduction to the specialised methodology auditory-based spoken language (auditory-verbal therapy/education) for children who are deaf/hard of hearing (DHH).
- Semester 2 - 2016
1. History of auditory-verbal practice;
2. Principles of auditory-verbal practice;
3. Principles of ethical practice;
4. Principles of a family-centred approach;
5. An integrated understanding of the linguistic, auditory, cognitive, socio-emotional and speech development of children who are DHH.
Topics will include:
- History of auditory-verbal practice;
- Principles of auditory-verbal practice;
- Principles of ethical practice;
- Principles of a family-centred approach;
- Integration of linguistic, auditory, cognitive, socio-emotional and speech development of children who are DHH;
- Listening and spoken language development evidence-based practice; and
- Listening and spoken language pedagogical practices.
This course is only available to students enrolled in the Graduate Certificate in Educational Studies programs (11008 or 12365) or Master of Special Education programs (10936, 12356, or 40014).
- Speech Science and Speech Development - Foundations of Language and Literacy Development - Audiology for Special Educators - Speech Language and Literacy Assessment and Remediation - Inclusive and collaborative Practice in Sensory Disability - Child Development: Family and Community Contexts
Written Assignment: Essay / Written Assignments
Case Study / Problem Based Learning: Case Scenario/PBL exercises
Integrated Learning Session
Face to Face On Campus 1 hour(s) per Week for Full Term
Online 1 hour(s) per Week for Full Term
Self-Directed 8 hour(s) per Week for Full Term


Use mills in a sentence
- The Whitely mills were significant of the new Bremerton, now neither village nor city, but partaking of the characteristics of both.
- While all these things were going on, Edward Mills had been quietly making head against adversity.
- He loved his farms, his mills and his manor, and they disappeared from his control.
- Silver mines were being vigorously developed and silver mills erected.
- Baby Mills was a comfort to everybody about him.
This page helps answer: how do I use the word mills in a sentence? How do you use mills in a sentence? Can you give me a sentence for the word mills? It may also be related to elementary education, classrooms education, and secondary school.
Example sentences with the word mills, a sentence example for mills, and mills in sample sentence.


English is central to the primary school curriculum, since it permeates all subject areas. Now fully updated, English 5-11 provides comprehensive, up to date and creative guidance on teaching English in the primary school.
Key areas covered include:-
Written by highly experienced authors and former government advisors with frontline teaching, school management and teacher training experience, each manageable chapter provides the busy teacher with indispensible advice and guidance as well as opportunities to reflect upon current practice in the classroom.
This second edition reflects changes in government policy and gives greater attention to systematic synthetic phonics, assessment, drama and talk for writing, and is closely related to the changing curriculum for primary English.
English 5-11 will be an invaluable resource to all trainee and practising teachers interested in teaching English in an accessible, contemporary and dynamic way.
Introduction 1. The pedagogy of teaching English in the primary school 2. Classroom Management for English 3. Creative approaches to teaching literacy 4. Communication, Language and Literacy in the early years 5. Knowledge about language: grammar and punctuation 6. Talking to learn 7. Drama 8. Teaching and learning reading 9. Fiction and Poetry 10. Reading and writing for information 11. Learning and teaching in a multilingual classroom 12. Developing Writing 13. Spelling 14. Using ICT to enhance the teaching of English 15. Planning for English 16. Assessment for learning of English


Dr. Kraus (left) is a professor of auditory neuroscience at Northwestern University, investigating the neurobiology underlying speech and music perception and learning-associated brain plasticity. Dr. Anderson is assistant professor in the hearing and speech sciences department of the University of Maryland, where she is studying the effects of hearing loss and aging on neural processing in older adults.
One of the most pervasive effects of aging is the reduction in processing speed, affecting sensory, cognitive, and motor systems. In the January issue of The Hearing Journal, we discussed how aging influences central auditory processing (see http://bit.ly/AudAging, or p. 36 of that issue). The effects of aging on temporal processing likely play a role in the older adult's difficulty understanding speech in challenging listening environments (Psychol Aging 1999;14:380; Int J Audiol 2003;42[S2]:26).
Figure. Top: Spectru...Image Tools
So what options can a clinician offer an older patient who continues to struggle with hearing after being fit with amplification? Research has demonstrated that both short-term auditory training and lifelong experience can not only lead to better hearing in noise, but also fundamentally alter the brain's representation of speech and other sounds.
Musicianship is an example of long-term training that can result in the development of superior auditory skills extending beyond the music domain to speech-in-noise perception and auditory cognitive abilities, such as memory and attention (Nat Rev Neurosci 2010;11:599). Aniruddh D. Patel, PhD, proposed the OPERA hypothesis to explain the heightened auditory skills of musicians (Front Psychol 2011;2:142).
* Overlap: There is an overlap in the anatomy and physiology of the auditory system for speech and music.
* Precision: More precision is required for music processing than for speech.
* Emotions: The strong emotions often elicited by music may induce plasticity through activation of the brain's reward centers.
* Repetition: Extensive practice tunes the auditory system.
* Attention: Focused attention to details of sound is required when playing an instrument.
These aspects of music training lead to better processing of speech in the auditory brainstem and cortex and to better understanding of speech in noise across age groups, including school-age children (Brain Lang 2012;123:191), young adults (J Neurosci 2009;29:14100; Brain Res 2010;1355:112), and older adults (Front Aging Neurosci 2012;4:30). In fact, older musicians do not have the same brainstem timing delays in their speech-evoked responses that older nonmusicians do (Neurbiol Aging 2012;33:1483.e1).
Obviously, we can't all become professional musicians. However, young adults with even a limited period of music training in the form of lessons or participation in music activities at school have more robust brainstem responses to complex sounds than young adults who haven't had any musical experience (J Neurosci 2012;32:11507).
Moreover, there is evidence that the effects of a modest amount of music training may be seen after as little as six months in infants. Babies who participated in active music classes for that length of time had better communication skills than babies who participated in passive music classes (Dev Sci 2012;15:398). These studies provide the kind of evidence needed for continued support of music education in our schools.
When it comes to your older patient who hasn't had any music training, there may be benefits from starting such instruction later in life. Adults age 60 to 85 without previous musical experience exhibited improved processing speed and memory after just three months of weekly 30-minute piano lessons and three hours a week of practice, whereas the control group showed no changes in these abilities (Aging Ment Health 2007;11:464). Given this evidence, music training may prove to be an effective rehabilitation strategy for older adults who would like to hear better in noise. More work is needed to document its benefits.
© 2013 Lippincott Williams & Wilkins, Inc.


|Birth:||Nov. 2, 1734|
|Death:||Sep. 26, 1820|
Frontiersman. Born in Pennsylvania, the sixth of twelve children to Quaker parents, Squire Boone, a weaver and blacksmith and Sarah Jarman Morgan. As a boy, Boone received an elementary education. The Boone family left Pennsylvania around 1750 and eventually settled in North Carolina. In 1756 Boone married neighbor Rebecca Bryan. The couple would produce ten children. In 1769, he set out with five others to explore the border region of Kentucky territory. They passed Cumberland Gap and on June 7, and set up camp at Station Camp Ceek. They explored Kentucky as far west as the falls of the Ohio. In 1773 he returned home, sold his farm and set out with his family, two brothers, and five other families, to settle in Kentucky. They were intercepted by Shawnee in an attack that resulted in the death of Boone's oldest son, James. The party was forced to retreat to the Clinch River. Two years later, Boone succeeded in founding Boonesborough, Kentucky near present day Lexington. During the American Revolution Boonesborough became the site of several battles. It was besieged at least three times over a period of months. The Battle of Blue Licks on August 19, 1782, almost ten months after the surrender at Yorktown, was a decisive victory for a combined force of 1000 British regulars and tribes from the Ohio nations. It also cost the life of Boone's second son, Israel. After the war, in 1792, Kentucky was admitted into the Union as the 15th state. Litigation arose that questioned many settlers' title to their lands. Boone lost all his property due to lack of clear title. In 1795 he settled on the Femme Osage Creek, in St. Charles County, Missouri. He was appointed commander of the Femme Osage district, and received a large grant of land for his services, which he subsequently lost because he failed to make his title good. His claim to another tract of land was confirmed by Congress in 1812, in consideration of his services. Rebecca Boone died in 1813. The St. Louis Enquirer of October 14, 1820 ran an obituary notice that read: "DIED.- On the 26th ult. [Sep.] at Charette in the ninetieth year of his age, the celebrated Col. DANIEL BOONE, discoverer and first settler of the State of Kentucky."
In 1845 in a controversial move, the remains of Boone and his wife were relocated from Missouri to Kentucky. There is some controversy surrounding the final disposition of the Boones' remains. Some say Daniel and Rebecca's remains are still in Missouri, and that the wrong bodies were removed and re-buried. Others have demanded the return of the bodies to Missouri.
Frankfort Cemetery *
*Alleged or in dispute
The Missouri Marker
BORN IN PHILADELPHIA COUNTY
(LATER BERKS COUNTY)
OCTOBER 22, 1734
(MODERN NOVEMBER 2, 1734)
DIED IN ST. CHARLES COUNTY, MO.
SEPTEMBER 26, 1820
BORN JANUARY 9, 1739
DIED MARCH 18, 1813
REMOVED TO FRANKFORT, KY 1845
ORIGINALLY DEDICATED 1915
REDEDICATED JULY 25, 2009
MISSOURI STATE SOCIETY
DAUGHTERS OF THE AMERICAN REVOLUTION
HARDIN CAMP CHAPTER, NSDAR
VALLEY OF THE MERRAMAC CHAPTER, NSDAR"
Kentucky Marker in the Frankfort Cemetery
DANIEL BOONE'S GRAVE
BORN 1734, DIED 1820. ENTEREDEASTERN
KENTUCKY, 1767, EXPLORED BLUEGRASS
REGION, 1769-71; GUIDED TRANSYLVANIA
COMPANY, BLAZED WILDERNESS TRAIL
BUILT FORT BOONESBOROUGH IN 1775.
DIRECTED DEFENSE OF THE FORT, 1778.
EMIGRATED TO MISSOURI 1799;
REINTERRED WITH WIFE REBECCA, IN
FRANKFORT CEMETERY, 1845"
Frankfort, Franklin, Kentucky


Interdisciplinary Art Education: Building Bridges to Connect Disciplines and Cultures Mary Stokrocki, Editor (2005). Reston, VA: National Art Education Association. 243 pages. ISBN 1-890160-31-8.
Mary Stokrocki's anthology, Interdisciplinary Art Education: Building Bridges to Connect Disciplines and Cultures is a response to the International Society for Education through Art's (InSEA) mission of promoting international understanding of education through art. As Vice President, Stokrocki is committed to this mission, and has compiled a rich anthology of interpretive examples of this much debated term, interdisciplinary art education. In both education and the art world, pluralism, globalism, and integration have been growing as subjects of critical study. Art critic Suzi Gablik (2002), in The Reenchantment of Art, cites an emerging body of socially engaged art which builds community through "radical relatedness" (as cited in Garber, 2004, p. 4). Similarly, art critic, Arthur Danto (1986), in The Philosophical Disenfranchisement of Art, argues for artmaking in service of humanity rather than the art world (as cited in Garber, 2004). Educator, Carol Becker (1994), In The Education of Young Artists and the Issue of Audience, describes the repercussions of an isolationist art world and the responsibility of training the next generation of artists to be concerned for their audience and the place of art within a social context.
The issues of educating the next generation to be responsive to art in a social context (Becker, 1994; Gablik, 2002; Garber, 2004; Lippard, 1990), along with a shift toward visual culture and the technology which is officiating this shift, has brought the long held tenets of art education to its feet. Among the tenets that educators have embraced this past century are disciplined-based education, learner-centered education, and the ubiquitous elements and principles of design. Interdisciplinary art education challenges these strategies, which alone, do not educate students for a global, pluralistic, and integrated world.
The anthology is divided into three parts: Historical and Conceptual Explorations, Practical Programs, and Future Directions. Part I begins, wisely, with an analysis of the ambiguous term, interdisciplinary education. Stokrocki and J. Ulbricht grapple with the use and misuse of older terms such as multidisciplinary education, which informs new ones such as integration and transdisciplinary education. Ulbricht writes that "multidisciplinary signifies the juxtaposition of several disciplines. It is essentially additive, but not integrative" (p. 22). On the other hand, integration, "incorporates the idea of unity between several forms of knowledge" (p.22). In a recent article in Studies in Art Education, Julia Marshall (2005) makes a case for "substantive curriculum integration" (p. 228), preferring the term integration rather than interdisciplinary education as it suggests the issue-based (social, political, cultural) conceptual connections among the disciplines. Ulbricht acknowledges the many terms that have been used to describe interdisciplinary education, but do not live up to its purposes. He identifies synthesis and the transfer of knowledge as the primary underlying purposes that distinguish interdisciplinary/integrated/transdisciplinary education from multidisciplinary education. Like Marshall, Ulbricht references new neurological evidence that supports integrated approaches to learning multiple disciplines.
In another chapter in the first section, Jennifer Ann Chappell found that a study conducted to assess an arts-integrated and constructivist approach at a private high school yielded significant learning in both the arts and other disciplines. One student in their study, for example, explained "how artistic representations are reflections of complex situation and ideas in the world" (p. 38). Rita Irwin, Sylvia Wilson Kind, Kit Grauer, and Alex de Cosson move the notion of connectedness still further by getting to the root of what they believe has kept Western education in isolated disciplines. …