The decline of art education in our school systems is potentially robbing today’s youth of the opportunity for creative expression. Without this outlet for personal expression, the student population stands to lose an educational experience that is no less important than academics, such as mathematics and science. The Union Wadding Artist Complex seeks to provide an environment for students in and around Pawtucket, Rhode Island to create and hone their artistic skills in a peer-driven and uninhibited setting. Art classrooms, designated for both two-dimensional and three-dimensional mediums, would foster a creative spirit that would only grow and prosper as the student population further developed their skills and techniques, while they worked collaboratively to generate pieces of art. Housing units of various sizes are also included in the program to augment the artist facilities. Along with art classrooms, combining highly public services, such as shopping and dining amenities, with more artist-based spaces, such as studios and workshops, would bring together a wide demographic of individuals and unite the artist community with the local, more general public. It is important to provide a space for students and artists to work together, while inviting the city’s inhabitants and visitors to be part of the space, as well. It serves to benefit and promote the artist’s (both student and adult) works and talents. The joining of the public, students and artists would occur most notably in a gallery that highlights the work being created on-site and inspire those that observe the displayed pieces. Public involvement and interaction with the artist community would further expand and promote the notion that art is an important part of development, regardless of age or artistic ability. Ultimately, the Union Wadding Artist Complex seeks to provide the opportunity for art-based educational programs and classes in order to generate a creative and vibrant communal spirit.
Turcotte, Jennifer, "Union Wadding Artist Complex: Pawtucket, Rhode Island" (2012). Architecture Theses. Paper 78.


Sharing Education Lessons Across Cultures
By Ashley B. MacDougal, Graduate Student, Wheelock College
After browsing through the various resources connected with Wheelock College’s Global Challenges and Opportunities Conference that took place last week, I was excited to learn so much about topics I am already passionate about. I have just completed my undergraduate studies at Wheelock to become an elementary education teacher, and I am now continuing as a graduate student to gain certification in special education as well. Because of these background interests of mine, I was especially enthralled by the focus of education and also how it connects to basic human health and well-being. At Wheelock, I have taken many courses that highlight the importance of experiences involving hands-on education and play to ensure a child’s healthy development. Cara McAuliffe, a colleague of mine, did a wonderful job of highlighting the significance of this connection, and why education should in turn be considered a fundamental human right. Jenna Brashear suggested a wonderful way to improve education on a global level, which is by learning from others by seeing they way they do things and getting to know their opinions.
I truly realized how crucial this is when I took a service-learning trip to Barbados with Wheelock this year. We visited several public primary schools on the island and saw how differently, yet also similarly, they regard education. Education held high importance, but was often approached very differently from what we were used to. I found that this take-away of mine directly related to the discussion started by Alicia Selman, who talked about how many different countries have different viewpoints on education. For example, Alicia discussed the Universal Declaration of Human Rights, which states education to be a fundamental human right but does not clearly determine who is control of choosing a child’s education. In some countries, the teachers and the education system are in charge, whereas in others, parents or guardians are given the right to determine their child’s path. I found that in Barbados, parents believed teachers to be the experts, whereas here in the U.S., often what a parent says goes. This is just one of the stark differences I was able to observe between education here, and on the Caribbean island of Barbados.
It is important to remember that there is no one “right” way of doing anything; we should be respectful of other cultures and how they decide to approach education, especially as there is so much we can learn from each other. The most enlightening thing I saw on my service-learning trip though, was how much the teachers and other educators wanted to hear about how things are done “over there in the U.S.” They lacked so many resources and felt that even without anything else, they could at least take advice from others on how to help their students succeed. I was glad to see this connection of caring about children’s success and well-being between both this foreign country, and my home. Overall, I was so glad to see education as a focus of this conference, but I was also inspired to see the connections between all three topics. As a future educator myself, I truly believe in education as a basic human right because it is so fundamental to children’s health and quality of life. I was happy to see arts and culture having a large emphasis and impact, especially as the education system seems to rely more and more on standardized testing and evaluations. The children are our future, and policymakers cannot forget that if they are going to ensure a beneficial education for all students. This is a lesson that can be learned globally, and this conference was a great way to get the conversation started. As Cherie Blair, keynote speaker, stated, coming together in collaboration can create beautiful things!
Ashley B. MacDougal is currently a graduate student at Wheelock College. She is certified in elementary education and is currently advancing her license to be certified in special education. In accordance with Wheelock College’s mission statement, She is interested in anything that is important in improving in the lives of children and families, especially when it comes to education and human rights.


Early Childhood Education for Children with Autism: How Teacher and Classroom Characteristics Influence Student Learning
This paper estimates the relationship between changes in academic performance for pre-school age children with Autism Spectrum Disorder and teacher education and classroom staffing using data from the Pre-Elementary Education Longitudinal Study (PEELS). Strong positive relationships between changes in children’s standard scores on selected standardized math and reading tests are found when their teachers have bachelor’s or master’s degrees in special education, or bachelor’s degrees in general education. There is also evidence of relationships between classroom structure and change in student standard scores on standardized reading and math tests for children with ASD.
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- Feng, Li & Sass, Tim R., 2013. "What makes special-education teachers special? Teacher training and achievement of students with disabilities," Economics of Education Review, Elsevier, vol. 36(C), pages 122-134.
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2002. "Inferring Program Effects for Special Populations: Does Special Education Raise Achievement for Students with Disabilities?," The Review of Economics and Statistics, MIT Press, vol. 84(4), pages 584-599, November.
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The main types of cello jobs include performance, repair and restoration, manufacturing, teaching, sales and demonstration. Each of these cello jobs requires a slightly different skill set and expertise, having very different settings and pay rates. No matter what position a person chooses, however, he must be able to play cello competently. Many individuals overlap jobs, such as both teaching and performing.
Cello performers typically have to have a formal degree in music performance, simply because this type of education allows the player to learn music in a more well-rounded, in-depth way. A degree also verifies a specific level of competence in music and performance ability, which employers consider. Some people do succeed through private study, however, so this rule is not absolute.
If a person goes into cello performance, they have many options for where and what to play. Some of the more common jobs are chamber music gigs, such as performing as part of a string quartet as a wedding. Other cellists are able to get work performing in jazz ensembles, such as at clubs. Individuals such as Ron Carter have gained fame for jazz cello work, but generally speaking, people prefer the double bass instead of the cello for jazz playing. A cellist also can play with an orchestra or appear as a soloist, but these positions are extremely competitive, with only the best cellists offered contracts.
Another option for cello jobs is cello repair. Individuals who have this career may do everything from string replacement to replacing bridges or refinishing. These workers often are employed in music shops, but some are experts employed by particular manufacturers who have provided training. Cello repairers must have a solid understanding not only of cello construction, but also of physics and how adjustments and materials impact the overall tone, responsiveness and projection of the instruments they fix. They typically work on fairly inexpensive instruments in the student range, but repairers who work on professional models may have instruments worth many thousands of dollars on their work bench at any given time, making quality work and precision critical.
Related to cello repair work is restoration. Workers who focus on this area of repair are concerned with getting older models of cellos back into working order. Often, the instruments they work on are of enormous value because of their rarity and antique status, with some cellos being hundreds of years old. Cello restorers must be familiar with the entire history of the cello and cello music, because their job is to restore the cellos in such a way that the instruments can produce an authentic sound while played in the originally-intended manner.
Cello jobs also include manufacturing. Some of these cello workers concentrate on creating new cello designs the manufacturer can produce. Others focus on moving the design into production, overseeing the mechanical aspects of mass production. Although it is rarer, a handful of people in cello manufacturing create cellos by hand, custom-making each instrument over a period of several weeks based on the specifications indicated by the client. This type of work takes considerable skill and is labor intensive.
Many people with an interest or talent in cello become teachers. Cello instructors fall into two broad categories: private and public. Private instructors give individual lessons, often out of their home, having up to 30 students per week. Public instructors work in schools, with some teachers being the general music director who teaches not only cello, but all instruments, ensembles, bands and choirs. Those at the university or college level usually have to have a doctorate in music education and operate more like private instructors, often performing while not teaching.
Some people looking for cello jobs have luck with sales or demonstration. Sales workers have the task of promoting different cello models, either in person or through other means such as digital marketing through the company website. They often work in music shops, showing customers different models and explaining the pros and cons of each. Demonstrators also are concerned with generating interest in the cello similar to sales workers, but their goal is to create more players, not necessarily to gain a sales profit. They typically target elementary-aged children, playing the cello to show its sound, size and technique and giving some basic historical and performance information.
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Get the latest news on Interactive metronome training, it's application and breakthroughs as well as insights in the science behind it and the latest tips and success stories from clients and therapist using IM and IM-Home.
Did you know that listening and reading comprehension are linked?
Did you know that listening and reading comprehension are linked? And that both skills are very much controlled by our brain’s timing system that functions like a clock? According to a study by Breier et al (2003) published in the Journal of Speech, Language and Hearing Research (2003), the brain must process quite a bit of time-dependent information in the speech stream in order for a person to understand what is being said (i.e., timing of voice onset, voice offset, pitch, frequency, pauses between sounds, syllables, words, phrases, etc) If the brain’s timing is off even just a little it affects how the brain perceives sounds, and this in turn affects how well a person can follow verbal directions, comprehend what is said, or read. Fortunately, we can help our brain process time more precisely with the right kind of practice and thus improve such time-dependent skills as listening and reading comprehension. Interactive Metronome (IM) is a unique, patented program that has been shown in clinical research to improve mental timing through progressive, engaging cognitive and motor exercises. Continuous, real-time feedback is provided so you will know each step of the way how you are progressing! Studies show that by improving the brain’s timing with IM, auditory processing and reading not only improve, but do so significantly and in a relatively short period of time compared to other programs like phonics instruction.
Breier, J.I., Fletcher, J.M., Foorman, B.R., Klaas, P., and Gray, L.C. (2003). Auditory Temporal Processing in Children with Specific Reading Disability With and Without Attention Deficit/Hyperactivity Disorder. University of Texas, Houston. Journal of Speech, Language, and Hearing Research, 46, 31-42.
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Texas, in Gonzales County.
(Courtesy of mlhradio on Flickr)
Hear memories of attending small rural schools, in the segment that aired on KWBU-FM:
Airdate: December 3
This is Living Stories, featuring voices from the collections of the Baylor University Institute for Oral History. I'm Louis Mazé.
The one-room schoolhouse is an iconic image of rural America in the late nineteenth and early twentieth centuries. These buildings were the focal points of communities and often doubled as churches on Sundays and served as meeting places for area events.
Ophelia Mayberry Hall reflects on the school she attended in the 1920s in Lincolnville, a community near Gatesville that was created by former slaves after the Civil War:
"When the black people used to go and work for the white people and they had what they called wash benches and they'd put the tubs and things on the wash benches for our parents to wash, well, that's what we had to sit on—wash benches to sit on. No back, just sitting there bent over, you know, with our books in our laps."
Voy Althaus remembers the one-room Big Flat School in Gillespie County, which he enrolled in at the age of six in the 1930s:
"It had a woodstove that never kept the place warm in really cold weather. The water supply was a cistern that caught—above-ground cistern that caught the water off the roof."
Usually one teacher was assigned to a country school, and trying to teach the various grade levels and subjects while maintaining order could be a challenge, as Althaus explains:
"There was one book in the little small twenty- or thirty-book library in the school that had hand language for the deaf, and so everybody that went to that school learned their alphabet on hand language. And every time the teacher's back was turned, we talked to each other. And I guess that really was better than throwing chalk at the blackboard while her (laughter) back was turned."
Althaus remembers that the grounds of Big Flat School were ripe for imagination:
"The school was located on a acre of land that was cleared, but all the way around the school was dense cedar breaks. And we were allowed to play in them; at least the boys were. So we played great games of cops and robbers and Indians and cowboys every chance we could get. And just a couple of hundred yards away from the school was an abandoned steam tractor of all things. It seemed monstrous to us at the time, and we could walk down there and play on that and nobody minded."
He recalls how his education afforded him some time in the limelight:
"We had a porch on that building, and every country school had a school closing, and we used that porch for our stage. Everybody would bring their own chairs. And so everybody had to participate in something in the closing, and I was trying to play the guitar at the time and play the harmonica at the same time. So every year at school closing while I was there, I treated all that captive audience to my playing and singing."
In the early twentieth century, advances in transportation led to the consolidation of many one-room schools, as students could travel farther, and by World War II larger schools with multiple classrooms and teachers were becoming the norm. Today, most one-room schoolhouses have been torn down or repurposed, but some remain in use for elementary education in rural areas and among the Amish.
Living Stories is heard on 103 point 3 FM Waco, NPR. For full transcripts of the interviews featured in this segment, or for more information about the Institute for Oral History, visit baylor.edu/livingstories.
Search our collection of full transcripts available electronically.


Harrison Music Education Systems Contemporary Music Theory Level 2 Book
Harrison Music Education Systems
Music Theory & Ear Training Reference Materials
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An intermediate level text.
The Contemporary Music Theory series by Mark Harrison is designed from the ground-up to explain the terminology and musical structures needed for modern applications. Level One is an introductory course which covers music notation, key signatures, basic scales, intervals, modes, diatonic relationships and 3-and 4-part chords. Level Two is an intermediate-level music theory course covering larger chord forms, definitive chords in major and minor keys, substitutions, analysis of key centers in tunes, upper structure chords, voiceleading, and pentatonic and blues scale applications, a complete glossary of terms, and hundreds of written theory exercises with answers.
- 372 pages
- Size: 12" x 9"
- Composer: Mark Harrison
- ISBN: 793598826
Take your music theory knowledge to the next level! Order today!


This Excel Workbook contains the Common Core ELA Standards for First Grade with 3 marking periods. Each tab along the bottom is specific for that area of the ELA Common Core. The Master Class List is the only difference. There are 30 spots for 30 student names that are linked to the other worksheets so you only have to type their names once!
The rows include date boxes for Date Taught and Date Assessed. Additional rows include cells for Marking Periods 1, 2, and 3 for each of the Common Core ELA standards.
*Column A and Rows 1-7 are “frozen” so that any which way you scroll you can still see the standards AND your student’s names!
*Certain cells have a red triangle that give you special directions/suggestions for that cell, column, and/or row.
*Filters are also included to sort students according to their assessment score. NOTE: In order to filter in this way, the Student Name column must also be selected.
*You can print out each worksheet within this workbook! The worksheets are already divided according to natural breaks within the sheet.
This workbook includes 10 worksheets which are as follows:
2. Directions, Etc.
3. THANK YOU!
4. Master Class List
5. Reading Literature
6. Reading Informational Text
7. Reading Foundational Skills
9. Speaking and Listening
If you like this Excel workbook, please let me know!


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Music teachers work in all types of institutions, but their primary duty is always to teach music in one way or another. It is possible to find music teacher jobs in schools, working independently, or even working with mental hospitals or other unusual institutions. Different jobs require different qualifications, but an aptitude for music is key to all music teacher jobs.
One of the most common types of music teacher jobs involves teaching children music independently. A music teacher of this type often advertises his or her services or may work in cooperation with a music school. Children often attend one-on-one lessons, allowing quicker learning and more progress. Usually, a music teacher of this type need only know one instrument, but he or she must have a level of mastery that can accommodate different levels of learners.
It is also common for music teacher jobs to involve working with groups of children. Music teachers in elementary schools usually need not know very many instruments, but they must have the ability to guide a large group at one time. School music teachers often teach singing or simple instruments in line with the level of the students.
When music teacher jobs are offered in relation to a band, the music teacher's job is often more a matter of guiding materials rather than teaching the fundamentals of the instrument. Since students often audition for spots in a school band or orchestra, it is common for them to already know how to play the instrument. As such, this type of job involves more conducting.
Some music teacher jobs do not involve direct instruction in a particular instrument at all. Music theory, for example, is often taught by music teachers, as is the history of music. Writing music, reviewing music, and even learning how to teach music can all be courses offered in music departments. These courses are typically taught at higher levels of education, and the teachers who teach these courses may also have some involvement with performance.
Music teachers who provide music education in mental health facilities or other specialty institutions often must incorporate theories of mental health into their education. When music is used as therapy, it can be difficult to remember that mental health comes before musical excellence. Likewise, not all students whom a music teacher encounters will be destined for a career in music. Music teachers are primarily teachers, though they are also musicians, and must have a drive to teach.
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Declaring your major as music, whether it is in education, performance, or technology can be an exciting decision to make. People choose to major in music for many different reasons, but the primary motivation seems to be a passion for making music in some capacity. Inspiring people through performance and teaching can be a life-changing experience for all involved. The majority of students who choose to major in music are typically the ones that were heavily involved in their high school choir, orchestra, and band programs. These students were often found in the band or choir room before and after school and participated in many musical activities on and off campus. In short, they played and sang a lot! Choosing music as your major in college brings new challenges as you prepare for a professional career. One of the most shocking realizations for the college music major at any institution is the fact that they will be taking academic style music courses and not simply just singing or playing their instrument. As with any discipline studied, the student must take core classes that help them gain knowledge and skills they will need to develop a successful professional career after graduation. For the music major, these courses include music theory, music history, class piano, and other fundamental classes. In addition to these studies, the music major will also take general education classes such as college algebra and literature courses. The student will be expected to develop a practice routine and also juggle class assignments and ensemble requirements. Fundamental to the academic mission at West Liberty University, we we hope to produce professional musicians across a multitude of musical disciplines that are prepared to achieve success and happiness in their professional lives.
The following are recommendations from the National Association for Music Education for successful completion of a music major program. You can read more of their articles and information on their website at www.nafme.org.
1. Clarify your reasons for becoming a music major. What do you want to do with your music study? Do you want to teach or be an international recitalist? Do you want to go to graduate school or professional school?
2. Request the assignment of an adviser from the music faculty. This adviser can guide you through course selection and audition preparation. Ask about the proper sequence of courses and their content. If you need remedial work, it is best to discover this early on. At West Liberty, a music advisor will be provided for you.
3. Keep a portfolio of your progress throughout your undergraduate studies. Theory tests (with high marks), programs of ensemble work and student recitals, notes from master classes, and other professionally related experiences will confirm your determination to succeed.
4. Manage your time carefully. You must allow time for core courses, music major courses, studio practice time, ensemble rehearsal, and ensemble performance dates. From an organizational standpoint, this is often the true test of whether you can “make it.” This is also the true training ground for becoming a teacher. Time management and organization will always be critical.
5. Prepare for your proficiency tests with great care. Juries and recitals with your major instrument are the cornerstone for your musicianship. Work closely and diligently with your applied teacher. Plan appropriately for secondary instrumental requirements. This could mean lessons and performance opportunity in a less-threatening environment. Prepare for your piano proficiencies with the appropriate faculty member. While the approving faculty member may be responsible for testing, he or she may not always be the most suitable person for planning an instructional strategy to satisfy the test. You might consider asking the applied piano teacher for a referral.
6. Academic habits that are predictors of success in school-punctuality, reliability, preparedness, industriousness, and effort-are also indispensable for success in the music profession. Declaring a music major is more complicated than singing or playing for pleasure. With careful planning and dedication, however, the curriculum can be one of the most rewarding in the liberal arts.


Our curriculum is play-based and emergent, capitalizing on children's experiences in the world, their growing skills and competencies, and our constant belief in their ability to construct higher level meaning through engaging hands-on activities. Our approach to teaching and learning draws from several sources of knowledge, including widespread research literature that supports the essential value of young children learning through play. Within each of our classrooms, we employ a curricular style that begins with observing the children and learning from them about their interests and passions. We work to provide a space which supports their participation in curricular decisions.
The preschool children are also able, for a small fee, to take ballet and soccer. Field trips and special events are planned regularly based on children's evolving interests.
Our teachers, all prepared as early childhood specialists, are well-versed at scaffolding learning for very young children "in the moment". Although well aware that there are times when direct instruction methods are needed, our teachers more commonly engage the children in exploration and discovery. Thus, teachers are prepared to respond to the ways that children construct their own knowledge, drawing on their deep understandings of young children's ways of being and learning. For example, as a child finds her name on her bin she is exploring print; on a community walk to the bakery, children learn about sizes and shapes of the various loaves of bread; and as children eat their snacks, they explore colors, tastes, and smells, expanding on emergent language skills and sensory awareness.
Graduate students in early childhood music and art education provide special opportunities for our Center children to engage in musical and artistic experiences on a regular basis.


San Rafael City Schools is set to receive $1.5 million to boost its STEM curriculum through a collaborative training program for teachers.
The money, allotted by the state through the California Mathematics and Science Partnership, will be used to train to integrate math, science and related fields in a manner that fits with the new Common Core State Standards teaching method. It applies to third through eighth grades.
"The state is really emphasizing the connection between math, science and engineering," said Eric Hsu, professor of mathematics at San Francisco State University who will oversee the training. "It's a really healthy challenge for us to explore the connections between the disciplines."
County Superintendent of Schools Mary Jane Burke said the training will prepare teachers to do more "real-world application" in their classrooms.
"When we can engage students in project-based opportunities, we can be sure they will be engaged, learning, and having fun all at the same time," Burke said.
San Rafael, one of 10 districts in the state to receive the grant this year, will get $500,000 a year for three years to put their teachers through the training, which will be provided by various professionals in the science and technology fields.
While San Rafael is the principal beneficiary of the grant, teachers from Ross Valley and Dixie school districts, as well as the County Office of Education, also will receive training.
Because the state requires that 50 teachers participate in the training program, and San Rafael didn't have enough STEM-related teachers in the targeted grade levels to meet that total, the other districts were brought in to take part in the training.
STEM stands for "science, technology, engineering, math," and in some cases is referred to as STEAM, which incorporates art — mostly digitally generated art — into the curriculum.
Burke said the training program will include teachers from the county office's alternative education, special education and juvenile hall programs.
Administrators said they are excited about the collaboration the project involves — both in terms of bringing teachers from different districts into the fold, as well as the work with the greater community.
"It is a great opportunity for our teachers," said Patty Thompson, coordinator of academic programs for San Rafael City Schools. "It promotes a lot of collaboration, not just with the business community and the higher learning institutions, but also the neighboring communities here in Marin."
The collaborative effort includes partnerships with San Francisco State, which will serve as the "institute of higher education" overseeing the professional development plan, as well as the Exploratorium, the Romberg Tiburon Center, Autodesk, California Academy of Sciences, the Marin Community Foundation, and the San Rafael's Rotary and the Chamber of Commerce.
Participating teachers go through 60 hours of training each year of the grant, over five days during the summer and three days throughout the school year. They will be trained by representatives from the collaborating partners, the lessons from which will be incorporated into their classrooms: applying math, science and technology to the real world.
"It's very hands on, very project-oriented," Thompson said. "With the shift to Common Core, this is the kind of opportunity that lends itself perfectly. It embodies all the best practices that Common Core stands to bring."
Hsu, who oversees San Francisco State's Center for Science and Math Education, said the program is intended to "deepen the teachers' raw content knowledge" of math and science. How that will be done is still being determined, since the training will be tailored to the participating school districts' needs, Hsu said.
Two other San Francisco State professors, Larry Horvath, who is an assistant professor of secondary education and Stephanie Sisk-Hilton, an associate professor of elementary education, also will be involved in the professional development.
Hsu said he worked with San Rafael on a similar project several years ago, and he is just finishing up a six-year program with San Francisco Unified School District that appears to be having a positive impact in the classroom.
"Students have been doing better on state tests, so there is some promise," Hsu said.
Contact Laith Agha via email at email@example.com


Mr. Mahoney's website
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FUN science websites
6. Science games at Kaboose
7. Yucky Fun at Discovery
11. Hundreds of science links (K12 in Rhode Island)
12. Zoom Science (pbs)
16. Science for kids
19. Brain Pop
20. Biographies of some people who loved science as kids
There are three domains of science
Physical sciences: Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept. Light has a source and travels in a direction.
Life sciences: Adaptations in physical structure or behavior may improve an organism’s chance for survival.
Earth sciences: Objects in the sky move in regular and predictable patterns.
Investigation & Experimentation


Grasp reading comprehension from every angle.
Get a complete picture of how students find meaning in text, using quick indicators of foundational skills development and a running-record diagnostic.
How it works
After completing the mCLASS:DIBELS Next foundational skills assessment, teachers record observations with a running record to quickly analyze reading comprehension. They assign reading levels and monitor progress to support mastery of increasingly complex texts.
- Quickly log observations and easily identify error patterns for any level.
- Compare student progress with predictive, research-based benchmark goals.
- Translate assessment data into instructional support.
- Track progress and target instruction to individual student needs.
mCLASS:Reading 3D is available through per-student licenses and offers a range of product features, support services and additional options designed to make the most of one-to-one interactions with students.
- Web-based software application
- Aggregate-level reporting and analysis
- Self-service enrollment and rostering
- Secure data hosting and management
- Materials kit for assessment and progress monitoring
- Product implementation and product training
- Unlimited technical and instructional support
Make a powerful assessment more powerful.
Easily translate class- and student-level reports into customized instruction. mCLASS:Now What? Tools highlight patterns for detailed analysis, create and target instruction, and generate progress reports for parents.
Gain proficiency in interpreting and using data effectively with self-paced online training courses created in partnership with Dynamic Measurement Group (DMG), the authors of the DIBELS assessment.
Make sure all struggling students receive comprehensive intervention support. mCLASS:RTI combines assessment, reporting, instructional guidance and administration.
Make accurate predictions about reading proficiency.
mCLASS:Reading 3D is highly predictive of students’ proficiency on certain statewide ELA assessments. For students in North Carolina in 2010–11, it was 79 percent accurate in predicting performance on the state’s End of Grade Reading Comprehension Test in third grade.
Choose your device.
mCLASS is compatible with the most common mobile touch devices, using a supported browser.
mCLASS:Reading 3D is designed for Microsoft Windows, Apple, and Android touch-screen devices, using Chrome™ and Safari® web browsers.
Secure, easy setup
Accounts are set up and managed through a secure connection. mCLASS apps are easily accessible through our secure URL from your web browser.
Works offline and online
An Internet connection is not necessary to conduct assessments in the classroom. Data is stored locally in the browser, and when connectivity is available, teachers can save data to our secure servers.
With mCLASS:Reading 3D, I get an immediate picture of the entire classroom that I can share with other teachers, reading specialists and administrators.


Winston Wenyan Ma, Young Global Leader class 2013, discusses the challenges facing China’s ant tribe generation
In China, a special group of educated youth lives on the margins of society. They are the young people who were born and raised in the countryside, who went on to university, but are unable to land their dream job in cities such as Beijing and Shanghai after graduation.
They call themselves the “ant tribe”, partly due to their industrious, hard-working nature, but also in reference to their cramped and meagre living conditions. The ant tribe illustrates a drastic mismatch between China’s educated youth and its economic boom.
This mismatch partly came from China’s existing economic model, which is heavy on trade (import/export) and investment (infrastructure) yet slow to produce white-collar jobs. Manufacturing, mining and construction still represent 47% of China’s economic output (twice their share in the United States). A recent national survey showed that among people in their early twenties, those with a college degree were four times as likely to be unemployed as those with only an elementary education.
As China endeavours to shift towards a more consumption-driven economy, the ant tribe may find a bright future in a “smarter” dream.
First, the government is committed to transforming China’s growth model. With the low-cost “made in China” model challenged by domestic and global cost inflations, the upgrade of industry sectors is critical for China’s sustainable growth. High-skilled jobs from the smarter industries will give ambitious young people an opportunity to fully utilize their higher education.
Secondly, the ant tribe can be a distinctive and constructive force in China’s economic transition. As China deepens its economic reforms, innovation opportunities will be ripe. The Young Global Leaders and Global Shapers communities at the World Economic Forum may also find ways to guide and coach smart young people into creating their own ventures instead of sticking to the more routine office jobs.
Finally, the ant tribe generation will define the Chinese Dream with a new context of personal prosperity. Along with the wider population, they are acutely aware of the environmental challenge and income disparity arising from the economic boom. I hope that their entrepreneurial endeavours will lead to innovations that emphasize sharing over ownership. It will not only be more sustainable for China but also will help to ease social friction, as everyone gets a piece of a smarter pie.
We should help the ant tribe to realize their dream, smartly, because the educated youth is a dividend in the making economically, if we get it right.
Image: A woman is seen walking into the subway system in Beijing REUTERS/Claro Cortes IV


(1866 - 1925)
Edward Penfield was active/lived in New York. Edward Penfield is known for genre, landscape, illustrator, mural.
Biography Edward Penfield
An illustrator born in 1866 in Brooklyn, New York, Edward Penfield is known, along with William Bradley and Louis Rhead as being in the forefront of the American Art Nouveau movement. His parents were Ellen Lock Moore and Josiah B. Penfield. Ellen was a native of England, and both Edward's father and grandfather, Henry Lewis Penfield, came from Rye, New York.
Edward Penfield was the third of five children, and as a boy his health was not strong. He received his elementary education in Brooklyn, was cared for by his mother, and sometimes studied at home. As he grew up, he decided to carry on in the footsteps of his uncle Henry Lewis Penfield, his father's brother, to become an artist. Uncle Henry had a 'bureau of engraving' studio in
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What You Do:
- Invite your child to take a closer look as spiders by heading to the local library or doing some research online. Spiders are arachnids, which means they wear their skeleton on the outside!
- Now your child can gather together the materials for creating her spooky spider rings. Offer adult assistance as needed with the hot glue gun.
- Encourage your child to start twisting and bending a black pipe cleaner until it comfortably wraps around her finger, then twists together to create a circular center, and use the remaining to create a leg on each side.
- Now she can use the scissors to trim the legs to proper lengths and use the remaining pieces to cut six more legs. She can use another pipe cleaner as needed.
- Invite your child to adhere the additional legs to the sides of the spider using the hot glue gun. Once the legs are properly attached, she can bend them to creating spooky spider legs.
- To finish the fun spider ring she can add a couple of small googly eyes to the body of the spider.
Your child can try on her ring and do any final twisting or bending, making her spider ring perfect!
Did You Know:
The biggest spider in the world is the bird eating spider, which can have a leg span of 11-inches?
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


The arts do more than make our lives more beautiful. Visual arts activities can provide hands-on ways to learn about geometry, playing music with other kids demonstrates the power of team work, and, through the arts, kids explore the world and how to express themselves in it. High-quality arts programs keep kids engaged in school and learning, and give them a sense of their own creativity, power, and potential to do great things. Here are four inspiring ways organizations and parents are changing kids’ lives through the arts.
1. Getting to College
El Sistema is a music education program, founded in Venezuela and now offered in dozens of communities in the United States, that offers in-depth music education and ensemble experiences in low-income areas where music education is often severely limited. The program begins with music instruction for preschool-aged kids, then provides violin programs for elementary students, and continues on to a full orchestra experience for teenagers.
It’s more than just learning to play an instrument: the program builds community and connections by providing a sense of belonging and a chance to work with peers and expert musicians every day. In LA’s El Sistema-inspired Harmony Project, all of the 2010 graduates went on to college – and each was the first in their family to go.
2. Geometry Through Dance
The Chicago Arts Partnership in Education (CAPE) investigated links between the arts and learning math, literacy, and social studies. Over four years, artists and classroom teachers worked together to teach elementary students things like exploring shapes and physical space through dance. Students were more deeply engaged, and probably had more fun through these hands-on, active learning experiences.
Researchers found that achievement gaps narrowed, and all of the students in the arts integration group did better than the control group. Lesson learned? Arts integration works.
3. Getting Ready for School
Downtown Aurora Visual Arts (DAVA) provides a warm, welcoming space for kids from ages three to eighteen to explore the arts. The twice-weekly Family Arts program provides a chance for parents and caregivers to help their toddlers and preschoolers learn and grow in a community with few early education options for low-income families.
Susan Jenson, DAVA’s Executive Director, says, “Why art? Children learn easily in a dedicated arts environment. Basic school readiness skills—handling scissors, colors, forms, numbers, letters—are easily transmitted. And I think the inter-generational aspect empowers parents to engage with their children in a different way.”
What’s more, Family Arts in one aspect of the many DAVA programs that build community and create a center of cultural interaction and richness. The preschoolers’ work is included in arts exhibits, where they have a chance to be inspired by the work of middle school and high school students participating in DAVA’s award-winning arts-based after-school and job training programs.
4. DIY Arts Ed for Parents
It’s not just nonprofit organizations working before kids get to school, with kids after school, or in partnership with schools to provide rich, in-depth arts experiences. Parents are also helping teachers bring back painting and drama to their local schools. Christine Claringbold writes about the work of parents at the Duniway School, where they’ve been able to make the arts a full part of students’ experiences without the benefit of a regular arts teacher, and with limited funds, through the power of volunteer efforts. She provides tips on how other parents can put together an arts committee, work together, and find lesson plans to kick-start more arts education in their schools.
Photo Credits: Susan Jenson/Downtown Aurora Visual Arts


Course Number: 188*/3.0 X 3L, 1T (Course Code Explanation)
Open To: B.Mus. and B.Mus./B.Ed. students, non-B.Mus. students
Area(s): Music Education
Instructor(s): Mr. Jeff Hanlon
Day(s) and Time(s): M: 5.30-7.00, W: 5.30-7.00
Room: HLH 120
An introduction to the guitar through class instruction. Fundamental note-playing and chording techniques to accompany singing will be emphasized. Includes the study of ranges, fingerings, transpositions, basic instrument maintenance, method books and teaching techniques. Students must provide their own instruments. Enrolment is limited.
This course is an introduction to the fundamentals of the guitar for students intending to teach in a class setting. Students will develop and apply basic guitar techniques, including chording, scales, arpeggios, slurs and tremolo, to a variety of musical styles.
Evaluation consists of solo and group performances including a mock Royal Conservatory exam and a Blues guitar “jam”. Students are required to provide their own instruments; a nylon string classical guitar is preferred.
Students will receive 36 hours of instruction in one term. Students will have the opportunity to play in a tutorial/lab/choir/ensemble once per week. During this experience they will learn song leading, elemental conducting, e.g. breathing with the entry, down-beat, cut-off, how to solve problems in a class of beginning musicians, as well as using warm-ups and techniques learned in the class sessions.


Walter Crane was born in Liverpool on 15 August 1845. He spent his youth on the south coast and in London, and was apprenticed to W. J. Linton, the engraver.
Crane's first painting at the Royal Academy was The Lady of Shalott in 1862, but his strengths were in illustration and design, and by 1870 he was established as an illustrator of children's books and as a ceramic designer for Wedgwood. By the mid-1870s he was designing wallpapers (for Jeffrey & Co.) and tiles (Maw and Co.).
In 1888 Crane was instrumental in the establishment of the Art and Crafts Exhibition Society, of which he was the first President. The object of the body was to assist in the revival of arts and handicrafts currently occurring, and to draw attention to the craftsmen involved. William Morris, Edward Burne-Jones, Lewis F. Day, Heywood Sumner, Philip Webb and Onslow Ford were included in the founding members of the Society.
He was appointed part time Director of Design at the Manchester School of Art from 1893-6 and Principal of the Royal College of Art from 1897-8, continuing to be a member of the governing council of that body thereafter and a strong supporter of Government-sponsored art education. He wrote important books on decoration and design, including The Decorative Illustration of Books (1896) and Line and Form (1900). Crane defined design in terms of ornament, the aim being 'ideal beauty rather than literal fact'. Regarding book illustration, he had much to say on the integration of pictures with text. For example, he noted the difference between an easel painting, complete in itself, where the frame is a boundary isolating it from the surroundings, as compared to a decorative design, which must relate to its surroundings:
'In making a book illustration, the artist may think exclusively of the scene he has to represent, without reference to the architecture of the printed page. The result, however admirable and brilliant as an independent work, remains unrelated to its purpose and conditions. Or the artist may, availing himself of these conditions, produce not only an illustration, but also a decorative design, fitted to the mechanical conditions of the printing press, and adding to the beauty of the book.
Illustration from Spenser's Faerie Queen
Walter Crane is remembered today as one of the most important of all the children's book illustrators. His books are rather collectable but because of the huge print runs are still relatively easily available. His designs are also found in many periodicals of the day, and crop up in exhibitions of arts and crafts, for example in the William Morris Gallery. Regarding his paintings, many of his most important ones were bought by German collectors, and I believe these have ended up in public museums there. But the excellent At Home is in Leeds.
Coloured illustration, Danae at Sea
Top of page
Arts and Crafts movement // Illustration // Other artists


Visitors to Ohio Memory and the Ohio History Center alike have probably heard that 2012 is a big year for Columbus–it’s our 200th birthday! The Columbus bicentennial is a major milestone for Ohio’s capital city, marking two centuries of growth since its founding in 1812. Over the coming weeks, the Ohio Memory news feed will be taking a look back at some Columbus landmarks as they were at different points in our history–and what better place to start than with the Ohio Historical Society’s own illustrious past?
Those of you familiar with the Ohio State University campus might recognize the adjacent photograph (taken in 1931) as Sullivant Hall, located at 1813 North High Street. But what you might not know is that this building was the original home to the Ohio Historical Society, then known as the Ohio State Archaeological and Historical Society. Completed in December of 1913, the building served as the museum and library for the OAHS starting just three months later, before all of its collections were even in place!
The building was officially dedicated on Memorial Day of 1914, and housed OHS until the society relocated to its current site near the fairgrounds in 1970. The building features a limestone exterior, Ionic columns, Tiffany bronze doors, and a beautiful domed vestibule with marble stairways. Now part of the Ohio State University campus, it is currently undergoing updates to become LEED certified and ADA compliant, and upon reopening, will house the Billy Ireland Cartoon Library, the Departments of Dance and Art Education, and increased classroom space.
The current Ohio History Center location that we all know and love, seen in the adjacent photograph under construction in 1969, opened to the public on August 23, 1970. That means our building has been a part of Columbus’ landscape for almost a quarter of the city’s history! Built in the Brutalist style, this architectural landmark is one of the most recognizable sights in Columbus. Brutalism refers to a rational, structuralist and monumental building style that was exported by British and French architects in the early 1950s. Thanks to its use of this unique architectural style, the Center was described by the American Institute of Architects upon its construction as a “bold, imaginative, almost startling structure”–we certainly like to think so!
Stay tuned for more posts on Columbus landmarks throughout the city’s past. To see more images like these, visit OhioMemory.org and as always, we invite you to stop by the Ohio History Center to see what’s new and to explore Ohio history for yourself!


Beyond Early Literacy
A Balanced Approach to Developing the Whole Child
For early childhood classrooms – where curriculum is increasingly shaped by standards and teachers are pressed for time – Beyond Early Literacy offers a literacy method that goes beyond simply developing language arts skills. Known as Shared Journal, this process promotes young children’s learning across content areas – including their communication and language abilities, writing skills, sense of community, grasp of diverse social and cultural worlds, and understanding of history, counting, numeracy, and time. Pairing interactive talk with individual writing in the classroom community, this rich method develops the whole child.
Special features include:
- sample lesson plans, rubrics, and templates throughout the book
- children’s artifacts, including examples of oral and written work
- teacher accounts examining the use of Shared Journal in the classroom, including strategies and suggestions
- a Companion Website with templates, additional resources, and video clips of in-classroom teaching and examples of exciting ways to use new technologies.
This two-part book is first framed by current theory and research about children’s cognitive, language, and literacy development, and an extensive body of research and case studies on the efficacy of the method. The second part features strategies from on-the-ground teachers who have used the process with their students and explores how Shared Journal can be used with new technologies, can meet standards, and can be appropriate for diverse populations of children. This is a fantastic resource for use in early childhood education courses in emergent literacy, language arts, and curriculum.
176 pages; ISBN 9781136981364
, or download in or
Title: Beyond Early Literacy
Author: Janet B. Taylor; Nancy Amanda Branscombe; Jan Gunnels Burcham; Lilli Land
Understanding by Design, Expanded 2nd Edition 2005 US$ 32.95 383 pages
RESULTS Coaching 2010 US$ 34.95 265 pages


A joint declaration has been issued by UNESCO together with the ILO, UNICEF, UNDP and Education International, which reads in part:
Today, on World Teachers’ Day, we celebrate teachers and the central role they play in efforts to achieve quality education for all children. However, in many countries not all children have the opportunity to enter a classroom or gain basic literacy or numeracy skills, as there are simply not enough qualified teachers. This has negative outcomes not only for the future of individual children, but also for the development of whole societies.
Teachers are a crucial element in the achievement of the international education goals of Education for All (EFA) and of the Millennium Development Goals (MDGs). These commit governments to providing a good quality education for all children by 2015. The growing shortage of qualified teachers is the main challenge to the realization of these goals. UNESCO estimates that by 2015, 18 million new teachers will be needed globally – 4 million in Africa alone. High rates of population growth, increasing enrolment rates and the impact of HIV and AIDS in some sub-Saharan African, Arab and South and East Asian countries, and large numbers of teachers leaving the profession combined with shortages in some subject areas in more developed countries, seriously threaten these goals.


International Journal of Art & Design Education
Summarising a Student Debate
Volume 5.1 1986
The issues raised by a newspaper article entitled Man does not live by bread alone written by two Hungarian students are considered and discussed with reference to some current practice in Hungarian art education. The students’ concerns are typical of the expectations of some young people and focus upon the idea that artists must express ideas of value to society as a whole. One important aspect of this is understanding and appreciating visual culture. It is argued that one of the most important tasks in education is to provide the ground for young people to develop their skills in visual and aesthetic discrimination. This is facilitated by engaging with established works of art in an open and tolerant way, as well as by expression through picture making.
Click here to read the full article on the Wiley Interscience website.


This study will advance the knowledge base of the socioemotional characteristics and cognitive abilities that guide young Latino children's self-regulation. Latino children are the fastest-growing segment of the U.S. population, yet there is a paucity of research on their early-developmental processes (e.g., cognitive, socioemotional, and literacy skills). The growth of self-regulation (defined by a child's ability to gain control of bodily functions, manage emotions and maintain focus and attention) is a cornerstone of early-childhood development. By better understanding how these skills develop in Latino children, researchers and educators will be able to design and deliver the most-effective approaches to instruction and learning environments for this population. The expected outcomes include empirical insights into the connections among children's cognitive, socioemotional, and literacy development, as well as into the relationship of children's growth in cognitive and socioemotional skills with literacy ability. Specifically, results from this work will provide a baseline to inform expectations for this ongoing study and provide important knowledge to further support teachers in carrying out interventions in a high-minority, high-risk context serving large numbers of Latino children.
Amount Awarded $150,000.00
Awarded on: 6/13/2012
Time frame: 9/1/2012 - 8/31/2014
Grant Number: 70019


We are always working on crafts. I love making fun things with the boys, but I have another rationale for doing these items. Most crafts involve working on fine motor skills while being creative. Although NHL has received Occupational Therapy over the years, we need to practice to reinforce items at home. Doing these skills also helped JSL to stay on top of his game.
The photos above were taken a few summers ago when working on a project with the kids. It reminded me of a post that I wrote for another project about working on fine motor development with young children.
It is no secret that I love to do arts and crafts. As a teacher, I used to make sure that there was always some way for children to express themselves artistically. Rewind to when my oldest was a toddler. We were having NHL evaluated for Occupation Therapy based on some fine motor delays. Suddenly, I was being asked why my child had no idea how to use scissors.
You mean I was supposed to introduce my child to scissors before this point? I am not kidding. I had never thought to use them with my young first born child when he was a toddler. We did plenty of activities with crayons, markers, Play-Doh, and beyond. Yet, all of my child friendly scissors were far, far away from NHL. I think I was a bit too worried about the trouble he could get into, if they were near him.
We quickly changed this. I bought a Play-Doh set that included an extruder, scissors, and other items that would assist NHL with more fine motor skills. At daycare and at home, we would make a lot of holiday themed activities. Small scissors were also purchased to help NHL to become more familiar with them. It is not the easiest thing to help a child learn to hold and use scissors properly. Their small hands can be awkward when first learning the motions needed for cutting. Luckily, there are now videos online to give assistance to families. We made a lot of projects to work on cutting.
Toddlers need to have plenty of fine motor activities. When my youngest, JSL, was a toddler, he used Play-Doh scissors early on. Regular scissors came soon after thanks to watching big brother use them. An easy activity to do with your child is making a collage. Collect a few magazines. Allow your child to cut pictures that they like. Let them use glue sticks to secure their pictures onto a larger piece of paper. The smile on their face when they are finished with their masterpiece will be priceless.
As your child gets more comfortable using scissors, the possibilities are endless. During the fall, you can trace leaves with construction paper, cut them out, and decorate them to use around your home. Take your child’s hand, trace it, then make a turkey to get into the spirit of Thanksgiving. Have your child be a coupon cutting helper. Show them the dotted lines on the coupons to cut. Not only will they be working on a skill, you can start using them to save for more arts and crafts projects.
What activities do you like to do with your children to promote or work on fine motor skill development?
Disclosure: Parts of this post were previously published on a project I worked on. The text is mostly the same, but I placed a new introduction to go along with a topic that continues to be important for families.


Welcome to the Hillsboro Elementary Music Web Site!
Our musical activities in Loudoun County center around four general areas: singing, playing instruments, listening and moving. Since the voice is everyone's own personal instrument, a major emphasis is placed on the development of every child's singing voice. Students in grades 1st - 5th receive two thirty minute periods of music per week. Our Loudoun County Music Curriculum is aligned with the National Standards of Art Education.
Each music lesson and activity is carefully chosen to teach the Virginia
and National Standards of Music set forth below:
Singing a varied repertoire of music
Performing on instruments
Improvising melodies, variations, and accompaniments
Composing and arranging music within specific guidelines
Reading and notating music
Listening to, analyzing, and describing music
Evaluating music and music performances
Understanding relationships between music, the arts, and disciplines outside the arts
Understanding music in relation to history and culture
Last Modified on August 31, 2013
Hillsboro Elementary School • 37110 Charles Town Pike Purcellville, VA 20132 • P:(540)-751-2560 • F: 703-771-6732


Why not add a habit that my enrich your skills as a musician and enhance your students’ experience at the keys? Join the Eye Ear Revolution….Here’s the scoop:
Eye players read music; Ear players improvise. To broaden their musical creativity and stylistic range, contemporary musicians need instruction in both. Reading music and playing by ear used to be common among European classical musicians until about 100 years ago. Then, as the minimum technical abilities required to interpret and play the repertoire grew with increasing complexity, creative music making gradually ceased to be a part of formal music education.
Creative Keys, a joint effort of Bradley Sowash and me, Leila Viss, is carving a path for 21st century strategies that balance and combine the eye and ear. At 88CreativeKeys.com (a blog founded by Creative Keys) you will find the following:
1) Exercises to develop ear skills
2) Articles about what inspires the mind of an improviser and composer
3) Outside-the-box ideas to color your teaching, playing, performing…
4) AND….We’re promoting the first EVER: Eye Ear Revolution
In 2013, make a RESOLUTION to join the EYE EAR REVOLUTION and IMPROVISE every week, why not every day. Summon the artist inside you along with your students and friends.
For the month of January, the weekly “color” or tip will be associated , appropriately, with the
Click here for the first of 52 hues, and pull out that paint brush.
Instead of focusing on breaking an old “bad” habit, why not add a new, “good” habit, too?
There’s a black and white canvas waiting for you!


Culture Of Korea Traditional Music
A selection of articles related to culture of korea traditional music.
Original articles from our library related to the Culture Of Korea Traditional Music. See Table of Contents for further available material (downloadable resources) on Culture Of Korea Traditional Music.
- An Overview of Gospel Music
- Gospels refer to the first four books of the Bible’s New Testament. These hymns became integral part of worship services of “Protestants”.
>> Poetry & Fable
- Black Gospel Music
- Black Gospel music is also known as Urban Contemporary Gospel music. Its roots were the Negro spiritual songs that were sang by the African slaves while tilling the rich cotton fields of their white Southern masters in the early 18th century.
>> Poetry & Fable
- The Celtic Vedic Connection, Part I
- Of all the great ancient cultures perhaps no two share more parallels than those of the Celtic and Vedic peoples. A deep rooted affinity runs between them, what is present in one is mirrored in the other. Myths, Gods, Goddesses, even fairy tales bear a...
Religions >> Druidism
- Lynne, Carol
- Growing up surrounded by music, Carole Lynneâ€™s musical education has ranged from the informal training of her parents teaching her how to sing jazz to formal instruction at The Juilliard School of Music, University of Michigan Music School, and The American...
Real Interviews >> Authors
Culture Of Korea Traditional Music is described in multiple online sources, as addition to our editors' articles, see section below for printable documents, Culture Of Korea Traditional Music books and related discussion.
Suggested Pdf Resources
- Korean Music and its Chinese Influences
- long history and its advanced culture, always a step ahead of its neighbors.
- womex book-최종.indd
- the Korean people's long history and diverse, traditional culture.
- KOREAN CLASSICAL MUSIC AND DANCE
- and was eventually invited to join a government- sponsored troupe that performed the traditional music and dance of the Korean culture.
- Layers of Thought on Korean Music, Music Education and the Value
- The root of Korea's traditional music, like its culture, goes back thousands of years while Western music has influenced Korean culture only in the last 100 years.
Suggested Web Resources
- Music of Korea - Wikipedia, the free encyclopedia
- Korean music, along with arts, painting, and sculpture has been practiced since prehistoric times.
- Culture of Korea - Wikipedia, the free encyclopedia
- This article is about the traditional culture of Korea.
- Music from Korea - Korean Traditional Music
- Korean Traditional Music Audio Files. Music from Korea Always under construction by Sang Cho .. Korean Culture Documents.
Great care has been taken to prepare the information on this page. Elements of the content come from factual and lexical knowledge databases, realmagick.com library and third-party sources. We appreciate your suggestions and comments on further improvements of the site.
Culture Of Korea Traditional Music Topics
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Collaborative Interactions Among Preschool Children in a Computer Environment
Ahmad, Mohd. Sharani (2003) Collaborative Interactions Among Preschool Children in a Computer Environment. Pertanika Journal of Social Sciences & Humanities, 11 (2). pp. 147-155. ISSN 0128-7702
This paper reports on a study which investigated the collaborative interaction patterns exhibited by five-year-old pre-primary children in an educational computer environment. A case study method was used in one pre-primary centre in a metropolitan city, to examine the patterns of collaborative interaction among young children whilst engaged, in dyads, with the computer within a naturalistic classroom environment. A total of 243 interactions were identified and classified into 16 interaction patterns. Factors facilitating and inhibiting collaborative interaction were identified as: developmental appropriateness of the software; preexisting computer competency and attitude towards computer; mutual friendship between collaborators; children's social goals; appropriate structure of enjoyable learning environment; mutual understanding of the turntaking system; and non-isolated physical settings. In effect, this study shows that early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive prosocial interaction among children whilst engaged at the computer, if it were to be afforded the same status as other traditional early childhood learning materials and activities.
Repository Staff Only: Edit item detail


Because autism spectrum disorder is a disability that impacts social skills so dramatically, motor skills deficits tend to get short shrift. But recent research shows that kids with ASD who have better motor skills are also better at communicating.
Parents whose child has been diagnosed as having an autism spectrum disorder are immediately flooded with fears. Will the child be able to communicate with others? Will the child be able to interact with others? Why does the child display an unusual attachment to objects or get upset when routines change?
Parents may immediately think of speech therapy appointments and behavioral training. Perhaps they envision taking their child to physical therapy or doctors’ appointments or filling prescriptions for medication to combat depression or obsessive-compulsive behaviors.
In focusing on social and emotional deficits, parents, and many physicians, inadvertently treat motor skill development as an afterthought. That’s changing.
Focusing On The "Whole" Child
A recent study, published in the journal Research in Autism Spectrum Disorders, has found that children with ASD who have better motor skills are more adept at socializing and communicating. Children who tested higher for motor skills were also better at “daily living skills” like talking, playing, walking, and requesting things from their parents.
“Physicians are increasingly recognizing the need to intervene on behalf of the ‘whole’ child with ASD and his or her family,” says Somer L. Bishop, assistant professor of psychology in psychiatry at the Center for Autism and the Developing Brain at Weill Cornell Medical College, who is familiar with the study. “For some children with ASD, this includes addressing impairments in motor skills.”
For many, though, focus on social and communication skills takes top billing because it’s those skills that are critical in making sure that the family continues to function in the best possible way. One of the secondary treatment areas may be improving motor skills.
“The good news is that some of the newer comprehensive intervention models, such as the Early Start Denver Model, simultaneously target the child’s skills across multiple areas of functioning, including social, communication, cognitive, and motor,” Bishop says.
Body Awareness Builds Self Confidence
Many who work with children with ASD in the New York metro area have already seen the benefits of focusing on motor skills in combination with other developmental areas. Physical therapist Shirael Pollack, who owns Watch Me Grow, a sensory gym with two locations in Manhattan, understands the value of an integrated approach to treatment. At Watch Me Grow, children work with physical, occupational, and speech therapists.
Helping children with ASD refine their motor skills helps them improve their body awareness, making it easier for them to navigate their environment and appear less clumsy. Children can also work on skills such as running, climbing, or kicking a ball. Improving these skills helps children bolster their self-confidence and build social and communication skills that will help them participate in activities with other children on the playground or in other settings where they may have difficulty interacting and where even the tiniest differences in someone’s behavior can be cause for teasing, says Evan Schermer, president at the Center for Social Enrichment and Educational Development in Stamford, CT.
“Children with difficulties with motor skills may be perceived as less popular by their peers and less likely to develop friendships,” Schermer says. But working on motor skills doesn’t have to be a time-intensive activity. Instead, it’s easy to incorporate many of the skills on a daily basis.
Parents can set up craft tables to ensure that their child with ASD and siblings can work on motor skills together. Coloring, painting, and stringing beads can be fun for any child. Playing with sand art, play dough, pegboards, or assembling small models are also great indoor activities to build fine motor skills, Schermer suggests.
For outdoor activities, Pollack recommends activities such as walking, running, or riding a bike. There are also organized sports like soccer, basketball, baseball or football. During the winter, children who are looking for similar pursuits can try various dance classes, from jazz to ballet, or gymnastics to help the child build his or her gross motor skills.
More research is needed to clarify the link between motor skills and adaptive behavior. “Motor skills are known to be associated with cognitive abilities,” Bishop says. “Thus, this link may be at least partially explained by the fact that children with poor motor skills also had lower cognitive abilities, which, in turn, were related to lower adaptive behavior skills.” Nonetheless, this study—and the daily work of many area experts—firmly suggests that impaired motor skills in many children with ASD may be associated with poorer adaptive behavior in the areas of communication and socialization.


to ‘The Essential Components of Teaching Reading’, an interactive
This tool was originally designed to assist community college students in
articulating into four-year college licensure programs. It is also helpful
to inservice teachers who want to upgrade their reading teaching skills
or make sense of current trends in teaching reading. The tool is built around
the National Reading Panel report and includes the components they identified
as supported by scientifically-based research: phonemic awareness, phonics,
comprehension, fluency, and vocabulary. In addition, the tool addresses
the essential component of writing and different ways to organize a balanced
Dr. Melissa Cain of The University of Findlay developed these modules as
part of a grant of Rhodes Community College. A former first grade teacher,
Dr. Cain has been teaching literacy at The University of Findlay for 15
||How to use the
To the left is a sample Learning Module.
Each module begins with a pretest designed to check the participant’s
existing knowledge and provide some focus for working through the
modules. The Definition of Terms button helps participants learn the
vocabulary that is necessary for understanding the topic of each module.
Background Information includes related literature, concepts, and
links and provides the basic information needed to understand the
topic. Teaching Strategies tells how to teach the topic to children
in classrooms. Assessment Strategies includes assessments that teachers
can quickly and easily use to determine how well individuals in their
classrooms are doing with the concepts of the topic. Self-Evaluation
is an opportunity to revisit the pretest and reflect upon how the
participant’s teaching will be changed as a result of the knowledge
and skills learned in the module. Throughout the modules, participants
are asked interactive questions to help them process the information.
CLICK HERE TO GET STARTED! >>>
With the release of the findings of the National Reading Panel (NICHD, 2000),
there is a national expectation that teachers are able to apply scientifically
based reading research to their classroom practice. This web site is designed
to help teachers make sense of that expectation in five ways.
1. Examining current thinking about teaching reading,
2. Developing background knowledge about teaching reading,
3. Learning effective ways to teach reading,
4. Learning ways to informally assess reading, and
5. Reflecting upon how the new information will impact future teaching.
The National Reading Panel was charged with sifting through the reading
research for studies that used the scientific method. Specifically:
• The studies had to utilize an experimental design.
• The subjects sample size needed to be large enough to represent
• The studies had to be replicable and replicated.
• The studies had to be approved by experts in the field of reading
beyond the panel, i.e. they were published in juried journals.
Techniques supported by scientifically based reading research are a recommended
by the No Child Left Behind Act and the Reading First Initiative. The
five essential components of reading identified by the National Reading
1. Phonemic Awareness Instruction
2. Phonics Instruction
3. Fluency Development
4. Vocabulary Acquisition
In addition, the NRP suggested that instruction must be systematic
Systematic instruction is characterized by the following:
1. It occurs in a logical sequence. As an example, sounds that are more
common or useful will be taught first.
2. Lesson plans are written with defined objectives stated as what students
3. Multiple opportunities for practice are provided, with independence
of the skills being the goal.
4. Opportunities are provided for students to apply the skills.
5. Assessments monitor the students’ use of the skills, application
of them, retention of skills over time, and independence of use.
Explicit instruction involves the teacher clearly stating the skill that
is being taught and modeling its use.
Assessments must be valid and reliable. Valid means that they must test
what they are designed to test. Reliable means that results must be consistent
over time. For a more expanded definition of validity and reliability,
For a more complete description of the No Child Left Behind Act, see http://www.ed.gov/nclb/landing.jhtml.


The Paleontological Research Institution and the Cornell Co-operative Extension hosted the “Best Practices in Marcellus Shale Education” Conference March 18 and 19, 2013, at Cornell University. The focus was education and outreach practices in communicating topics related to Marcellus gas drilling and other polarizing issues. Conference topics were the scale of energy in space, time and Earth systems, energy literacy development, strategies for teaching and learning about risk, socioeconomic issues, and local and global environmental considerations. Speakers at the conference included scientists, educators, and journalists. In the audience were professional educators from New York and surrounding states, who are striving to provide impartial education and outreach for issues on shale gas development.
Two scientists from PRI, Rob Ross and Don Duggan-Haas, presented and led discussions on what educators should know to teach about the Marcellus Shale and to help people understand the issue’s complexity. Duggan-Haas emphasized the public interest in Marcellus Shale issues is an opportunity for educators to help people learn more about how and from where they get their energy. By understanding the complex broader energy system, Duggan-Haas argued people could make more informed decisions about energy and see how the current scale of energy consumption is unsustainable.
The conference provided educators with an opportunity to share their ideas and experiences on how to best help people learn and encourage constructive conversations on energy when the topic is controversial. Reviews of shale gas drilling, policies and regulations were not discussed. The conference was hosted by the Paleontological Research Institution and the Cornell Cooperative Extension Marcellus Outreach Team and it was partially funded by the National Science Foundation.


The Pre-K-4 Program is concerned with the education of children from birth to the fourth grade and emphasizes child growth and development at these ages. It coordinates what is known about the child and the environment with sound educational practice. Current research and theory are related to practical application with an emphasis upon field-based experiences.
Early Childhood Education at Kutztown University is a program that offers preparation in early childhood education and in elementary education. A graduate of the program receives certification in Pre-K-4. The Pre-K-4 Program prepares teacher candidates as teachers in infants, toddlers, preschool, kindergarten, and grades one through four in the elementary school.
Required Courses: 120 Credits
Pre-K-4 Early Childhood Course Categories
Child development, Cognition and Learning (Child Development, typical and atypical, birth through age 9; cognition and learning-applied in the classroom)
Subject Matter Pedagogy Content (Language Development in Early Childhood, Language development, academic success and learning to read, Math foundations for the preschool years, Early literacy foundations for the preschool years (pk-1), Literacy foundations for the primary grades I (2-4), Differentiated reading instruction for the primary grades: focus on interventions, Math foundations for the primary grades, Social Studies methods, Science methods, Motor Development and Health, Social Development and Arts methods)
Assessment (Assessment Methods I Observation and Informal, Assessment Methods II Summative, Formative, Diagnostic, Benchmark)
Family and Community Collaboration Partnerships (Family and Community Relationships , Family Collaboration Diversity)
Professionalism (Evidenced based practices in pre-K through grade 4 care and education, Advocacy, Collaboration and Cooperative Learning, and Issues and Trends)


MagniS Perceptual Trainer Short Description:
Educational, Game boosting Memory, Attention, concentration, maths, Logic
MagniS Perceptual Trainer Long Description:
What is MagniSmart?
MAGNISMART is a resourceful and stimulating activity for children and produces phenomenal results in enhancing the fundamental skills of reading, writing, spelling and mathematics. It is both fun and easy to use for teachers and students.
5 sections, 20 games
150+ Movable characters, Great graphics
Letters. Arrows, Shapes, Numbers
Large help menu
How can MagniSmart Help?
MAGNISMART uses a multi-sensory and logical approach with systematic exercises which are introduced in stages.
Academic skills such as reading and writing require a myriad of foundation skills which begin to structure themselves from birth. The Magnismart Activities and Games attempt to exercise the perceptual skills necessary for Literacy and Math. These neurological pathways, unfortunately only establish themselves if they are exercised or stimulated. It is essential that the foundational skills are established before the formal instruction of reading and writing to prevent learning difficulties.
The magnets used on the three tiered work board are appealing to young children and the skills are taught through exercises, which are perceived to be games, children are therefore learning through play.
The software programme Perceptual Trainer is very popular amongst students and is based on the same concept, the graphics and the three tiered grid are the same, but eliminates the kinesthetic or tactile aspect of using the magnets on the grid. Special Offer Available Now The best results are using an interactive approach between the two systems.
Coloured arrows are introduced before the abstract form of graphics (letters) to set the foundation and expectations upon which all other skills are built.
Unique to the MAGNISMART programme, is the work board with the three tiered grid. The vocabulary associated in using the spacing and positioning on this grid orientates and facilitates the pupil in conceptualizing the sizing, position and placing of letters, numbers and later words.
The trial sample produced excellent results.
It has therefore been decided to copyright this grid system to ensure protection.
When should the Magnismart Program be introduced?
Ideally the program should begin at the pre-school level where the fundamental or pre-reading/writing/arithmetic skills are introduced. The software programme may be used at any stage as it is designed to enhance and stimulate memory and vital perceptual skills.
It is accepted that pupils who are slow to make progress in reading and spelling and later develop learning problems can be attributed to the fact that they were not ready when formal instruction of reading and later spelling were first introduced.
MAGNISMART may also be used as a part of a support programme for students who encounter difficulties in learning to read, to spell or are slow to grasp number concepts. There is a manual available for parents to encourage parental involvement in their childrens education.


A meta-analysis of research on creativity: The effects of instructional variables
A meta-analysis of the literature on creativity was conducted to examine the effects of instructional variables on increases in creativity in school-aged children. The instructional variables under study were: time spent on instruction, reviewing previous lessons, structuring new information, questioning students, responding to students' questions and comments, and independent practice. An extensive search of both the published and non-published literature was conducted to locate all accessible studies.^ It was hypothesized that the presence and implementation of the instructional variables would increase the creativity scores of school-aged children. Studies were located on topics ranging from creativity training, problem solving instruction, computer programming, computer assisted instruction, foreign language instruction, reading, physical education, art education, motivation training, puppet play, and story telling, to imagery training, meditation, and visualization. The subjects in the studies ranged from preschoolers to high school students.^ Overall, instruction had a positive effect on the creativity of school-aged children. There was a modest positive correlation between independent practice and creativity. The hypothesized link between the instructional variables of time spent on instruction, structuring, reviewing, questioning, and responding was not supported by the data. It is likely that there were additional variables or combinations of variables that accounted for the increases in creativity in this study. A qualitative, exploratory review of three outstanding studies from the meta-analysis revealed that the most successful treatments were developmentally appropriate, had high levels of teacher-student interactions, had high treatment compliance, and were motivating for the subjects. Future studies should address the complexity of the variables that give rise to the complex construct of creativity. ^
Education, Educational Psychology|Education, Curriculum and Instruction
Ellis Everarda Scope,
"A meta-analysis of research on creativity: The effects of instructional variables"
(January 1, 1998).
ETD Collection for Fordham University.


Ohrloff Mennonitische Zentralschule was the first secondary school established among the Mennonites in Russia. It was founded in 1820 by an educational society (Schulverein) headed by Johann Cornies, the great Mennonite organizer and colonizer. The first site of the school, which at that time had only one classroom, was between the villages of Ohrloff and Tiege in the Molotschna settlement in the Ukraine. In 1847 the school building burned down, the following year Johann Cornies died, and the school remained closed till 1860, when it was reopened in a new building at Ohrloff.
Like all other Zentralschulen in the Molotschna and its daughter settlements, the Ohrloff school had a three-year course of study, in contrast to this type of schools in the Chortitza settlement, where the course of study was four years. The first teacher was Tobias Voth, whom Cornies invited to come from Prussia. Because he could teach only in the German language and was not strict enough in his school discipline, Cornies dismissed him after seven years of service. He was followed by Heinrich Heese, another pioneer of education among the Russian Mennonites, who also came from Prussia. He had studied Russian for several years and now at the wish of Cornies this language was introduced into the curriculum of the school. Heese taught for 15 years, then also disagreed with Cornies, left the school, and went to Chortitza, where he founded the Chortitza Zentralschule. After its reopening in 1860 the Ohrloff Zentralschule had three classrooms with three teachers. Its curriculum supplied a very substantial higher elementary education. Some prominent teachers of the school were Hermann Janzen, P. H. Ediger, P. J. Wiens, J. Janzen, and especially Kornelius Unruh and Johann Bräul, two of the most prominent schoolmen among the Russian Mennonites.
In 1912 the school was moved into its new beautiful modern building. But soon, with the advent of World War I and after it the Russian Revolution, the Communist regime took over the school and it ceased to be a center of Mennonite education.
Friesen, Peter M. Die Alt-Evangelische Mennonitische Brüderschaft in Russland (1789-1910) im Rahmen der mennonitischen Gesamtgeschichte. Halbstadt: Verlagsgesellschaft "Raduga." 1911.
Cite This Article
Gerlach, Horst. "Ohrloff Mennonitische Zentralschule (Ohrloff, Molotschna Mennonite Settlement, Zaporizhia Oblast, Ukraine)." Global Anabaptist Mennonite Encyclopedia Online. 1959. Web. 2 Jul 2015. http://gameo.org/index.php?title=Ohrloff_Mennonitische_Zentralschule_(Ohrloff,_Molotschna_Mennonite_Settlement,_Zaporizhia_Oblast,_Ukraine)&oldid=76581.
Gerlach, Horst. (1959). Ohrloff Mennonitische Zentralschule (Ohrloff, Molotschna Mennonite Settlement, Zaporizhia Oblast, Ukraine). Global Anabaptist Mennonite Encyclopedia Online. Retrieved 2 July 2015, from http://gameo.org/index.php?title=Ohrloff_Mennonitische_Zentralschule_(Ohrloff,_Molotschna_Mennonite_Settlement,_Zaporizhia_Oblast,_Ukraine)&oldid=76581.
Herald Press website.
©1996-2015 by the Global Anabaptist Mennonite Encyclopedia Online. All rights reserved.


December 17, 1927 - June 24, 2004
Born in Chicago, IL
Educator, First African American woman to head the public school system of a major city
Pioneering educator and school administrator Barbara Sizemore was born in Chicago, Illinois to Sylvester and Delila Lafoon. Her father died in a car accident when she was eight years old. Her mother remarried and the family moved to Evanston. Growing up in the 1930’s in the Midwest, Sizemore experienced Jim Crow whose laws were adopted and enforced. Although her elementary and middle schools were segregated, she had highly educated African-American teachers and received an excellent education.
Sizemore as a young girl
In 1954, Sizemore earned an M.A. in elementary education from Northwestern. She left teaching in 1963 to become the first black female to be appointed principal of a Chicago school. In 1965, she became principal of Forrestville High School and initiated efforts to turn the school from a haven for gangs into an innovative educational experiment. By 1969, she was named director and district superintendent for the Woodlawn Experimental Schools Project and instructor at Northwestern’s Center for Inner City Studies, an innovative multi-disciplinary, multi-ethnic graduate school program in Chicago’s South Side.
In 1973, Sizemore was elected as superintendent of the District of Columbia Public School System. This was the first time an African-American woman had been chosen to head a public school system in a major U.S. city. During her tenure, Sizemore tackled highly controversial and polarizing issues such as the abolishment of standardized testing whose “Anglo-Saxon bias” she believed put African American students at a disadvantage. Sizemore’s educational views challenged the more traditional views of the school system and she was fired in 1975. Her book, The Ruptured Diamond (1981), chronicles her experiences in Washington.After leaving Washington, Sizemore taught at the University of Pittsburgh where she conducted research on schools that served low-income African-American children. In 1992, she assumed a professorship at DePaul University in Chicago. As dean of the School of Education, she created her School Achievement Structure (SAS) program. SAS was designed to enable black students to compete successfully on any standardized exam. This was a radical departure from her earlier belief in abandoning the tests. Sizemore now argued that integrating SAS into a school’s curriculum would help low-achieving schools in Chicago become high performers. The program is used in many school districts around the country.
Sizemore served as Professor Emerita at DePaul University. She earned a Ph.D. in educational administration from the University of Chicago as well as four honorary doctorate degrees. She was a member of Delta Sigma Theta Sorority, the Urban League, NAACP and Phi Delta Kappa. In the last years of her life, she advised the Chicago public school system and continued to write and speak on educational issues.
Ms. Sizemore died from cancer in June of 2004. She was the mother of six children and had seven grandchildren.VIDEO CLIPS
• Barbara Sizemore's biography on Answers.com
URL (Click to bookmark): http://www.visionaryproject.org/sizemorebarbara


A fifth of adults in England do not have the basic numeracy skills needed for everyday life. Not being able to add up or take away can leave people struggling to get a job, manage their money, or help their children with homework. It can also lead to low confidence and self-esteem.
Count me in
Our latest report, Count me in, looks at approaches to dealing with poor numeracy among children and adults in England. The report finds:
- A fifth of children leave primary school without passing the maths test at the level expected of them. That means that in a typical class of 30, six children really struggle with numbers when starting secondary school.
- The picture is no better for adults—a fifth do not have the basic numeracy skills needed for everyday life, and they are twice as likely to be unemployed as those who are competent at maths.
- People are happy to admit that they dislike maths or struggle with it—in many ways, it is much more socially acceptable to admit to having problems with numbers than it is to having problems with reading or writing. It is this widespread negative attitude towards numbers that is a major barrier to improving skills.
Despite a growing policy focus on raising the numeracy standards of children and adults, there is no overarching strategy to improve teaching, attitudes and skills across all the different age groups, and few charities focus on numeracy. A concerted, joined-up effort is needed if standards are to be raised across the whole population.
Count me in called for the establishment of a new National Numeracy Trust, following in the footsteps of the National Literacy Trust which was set up 20 years ago. This new organisation would lobby government, hold government to account, and take on the challenge of changing attitudes towards numbers. NPC was delighted to be involved in the development of the charity National Numeracy, which launched in March 2012. The charity aims to help every person in the UK reach a level of numeracy that allows them to meet their full potential. Visit their website, or read about the launch on our blog.
Children who struggle with numbers are twice as likely to be excluded from school, and adults who are innumerate are twice as likely to be unemployed as those who are competent with numbers.