Calvin and Harriet Beecher Stowe: Partners for freedom
He was a young seminary professor and biblical scholar. She belonged to a leading family of social activists and clergymen. Together, they helped change the course of American history.
Calvin E. Stowe graduated from Bowdoin College in Brunswick, ME, with highest honors before entering Andover Theological Seminary in 1825. He completed his theological studies with the Andover Class of 1829.
Stowe taught Greek at Dartmouth College and Biblical Literature at Lane Theological Seminary in Cincinnati. At Lane, Calvin met and married Harriet Elizabeth Beecher, daughter of the school’s renowned president, Lyman Beecher.
The marriage, it turned out, was no ordinary one. It grew to be a great alliance for American social reform and freedom.
Harriet’s brother was Henry Ward Beecher, one of the era’s most celebrated clergyman and preachers. Her sister was the writer and reformer Catharine Beecher, a prominent champion for improved education for women and girls.
Convinced of his wife’s own talents, Calvin told Harriet she "must be a literary woman." He remained one of her greatest supporters.
In Ohio, Calvin Stowe became a rigorous and well-known champion of free, universal public education, in part to integrate the rising tide of new immigrants into American society. The Ohio legislature distributed a copy of Stowe’s Report on Elementary Education in Europe to every one of the state’s 8,500 school districts.
Harriet Stowe wrote stories and novels and gathered material for her most famous work, Uncle Tom’s Cabin, which she wrote mostly in Brunswick, Maine, while Calvin taught at Bowdoin College.
In 1852, the year before Calvin Stowe’s return to Andover Theological Seminary as professor of sacred literature, Harriet Beecher Stowe’s novel, Uncle Tom’s Cabin, burst onto the American literary and political worlds as a sensational best-seller. Exposing the brutal reality of slavery in the American South, Harriet's book ignited Abolitionist sentiments on the Andover campus and throughout the nation.
The Stowe name became one of the most hated in the slave-owning states of the South. During the years before the Civil War and Emancipation, the Stowes entertained leading Abolitionists William Lloyd Garrison, Frederick Douglass, and Sojourner Truth in their Andover home. They also became prominent members of the Abolitionist community in Andover and in the rest of the North.
When Calvin retired after the war, another of Harriet’s brothers, Charles Beecher, opened a school in Florida to teach newly emancipated slaves. At his urging, Calvin and Harriet joined him each winter, extending their activist partnership well into their golden years.
About Andover Newton’s History
Since 1807, the Andover Newton community has crossed borders, climbed over barriers, and made connections. The nation’s oldest theological school and its first graduate institution, Andover Newton’s many innovations created the model used by almost all American theological schools today. Few schools of any kind have had as profound and lasting an impact on American life--- in religious and public service, in government, on public and higher education, in literature, linguistics, scholarship, social justice, equality, freedom, and the development of America’s core ideals and values.
Andover Newton alumni and alumnae have included the founders of schools and colleges around the world, many nationally distinguished preachers, clergymen, and scholars of theology, three presidents of Brown University, the 9th president of Dartmouth College, and the author of the national hymn, “America.”
For more about Andover Newton's history, please click here.


Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
I, too, would like to participate in a discussion of inquiry based art
education. I'm sure educators (and art educators) use the term
"inquiry-based" art education in a variety of ways. One approach to
inquiry-based art education is to look to the art disciplines as models for
inquiry into art. This approach can be quite consistent with DBAE.
You might be interested in checking out a new curriculum resource called
"Our Place in the World," which the Getty Education Institute has recently
posted on its website (ArtsEdNet.getty.edu). For an overview of my DBAE
approach to inquiry-based art education click on "Our Place in the World"
in the upper right corner of the ArtsEdNet's homepage. Then, when you're on
the "Our Place in the World" home page (with 7th graders mural in upper
right corner) scroll down till you see a link to "inquiry-based approach."
In this resource I attempt to use four art historical inquiry questions as
key issues running throughout the lesson plans and performance assessments.
Each of these questions is symbolized by an icon. Click on "about the
icons" for an introduction to each of the icons. Click on "areas of art
historical inquiry" for an overview of art historical inquiry questions.
If you then click on one of four inquiry icons that are addressed in this
curriculum unit, you'll get an index of lessons from the resource that
address that inquiry issue.
There is also a short introduction to a suggested sequence of seven lessons
that address the four inquiry questions (as well as the theme: "Art helps
us find our place in the world.") further down on the home page. You can
check out any of the lesson plans by clicking on its name in the list of
Core Lessons at the very bottom of the home page.
If you're interested in key inquiry questions from other art disciplines
(art history, art criticism, and aesthetics), click on the links to the
disciplines that appear just above "How does Our Place in the World apply
inquiry-based learning?" on the homepage.
If you choose to check out Our Place in the World and its approach to
inquiry based art education, I'd very much like to hear your response.


We talk a lot about literacy here. The ability to read and write. Math literacy. Science literacy. But what does it mean to be artistically literate? A document issued last week by the National Coalition for Core Arts Standards takes a stab at this question.
The coalition has drafted a framework for forthcoming arts education standards. And one of the central issues it tackles is defining artistic literacy. At the heart of it is a belief in the need to "do" art, or to make it.
"Artistic literacy is the knowledge and understanding required to participate authentically in the arts," the document says. "While individuals can learn about dance, media, music, theatre, and visual arts through reading print texts, artistic literacy requires that they engage in artistic creation processes directly through the use of materials (such as charcoal or paint or clay, musical instruments or scores...) and in specific spaces (concert halls, stages, dance rehearsal spaces, arts studios and computer labs)."
The framework identifies four fundamental "creative practices" for the arts: imagination, investigation, construction, and reflection. And as you might imagine, it makes the case that these activities come in handy not just in artistic enterprises, but in plenty of other realms, such as math and science.
In the forthcoming arts standards, these four creative practices are "a springboard and bridge for the application of the artistic practices" across disciplines.
The National Coalition for Core Arts Standards is composed of nine arts and education organizations working to develop a "next generation of voluntary, research-based arts education standards" that build upon an earlier set created in 1994. Those organizations are the:
• American Alliance for Theatre and Education;
• Arts Education Partnership;
• College Board;
• Educational Theatre Association;
• National Association for Music Education;
• National Arts Education Association;
• National Dance Education Organization;
• State Education Agency Directors of Arts Education; and
• Young Audiences.
Scott Jones, a senior associate at the Arts Education Partnership, a member of the coalition, highlighted a few things for me over email about the framework to help better contextualize and understand this work.
First, unlike the earlier voluntary standards, he said the new ones are "designed to provide teachers and school leaders with concrete guidance on how to authentically assess arts learning." To that end, "sample cornerstone assessments" will be embedded within them, he noted. The framework notes something we've all heard often: "If [something] is not assessed, it will likely be regarded as unimportant." And so these sample model cornerstone assessments will be provided throughout the standards to illustrate the type of evidence needed to show attainment of learning. Such assessments are "embedded" in the curriculum rather than external standardized tests that "drop in," the framework notes. They're intended to engage students in applying knowledge and skills in "authentic and relevant contexts."
Second, Jones said the standards writers are mindful of not creating the arts standards "in a vacuum." Rather, NCCAS is working with the College Board and many of its partners to ensure the standards reflect work being done in other disciplines, especially the Common Core State Standards. (For more on the intersections of the arts with the Common Core, check out this recent EdWeek story.
Third, he said the standards will include a focus on critical thinking, problem solving, and the ability to express oneself, skills that "support educational goals outside the arts classroom."
In addition to defining artistic literacy and outlining the creative arts practices, the framework document guides readers through the historical context for arts education and standards and the foundational research and philosophical basis for the work, notes a press release issued last week.
The framework promises that the standards are designed to serve the "eminently practical purpose" of improving teaching and learning in the arts. They also are being written "with one eye on the realities faced by our nation's ... school districts in the 21st century. Key among those realities is increased attention to accountability for instruction and the outcomes [that] should be expected of instruction in the arts."
You can finds lots more information about the arts-standards project here.
A public draft of the standards is expected to be issued in June.


Model of the Universe (page 2)
For Further Investigation
Although Copernicus and Ptolemy believed their models represented the entire universe, they mainly attempted to explain the relationship between objects in our solar system (a group of celestial bodies that orbits a star is called a sun). A project question might be, How does Copernicus's model of the universe compare with the modern model of our solar system?
Clues for Your Investigation
- Research and find out about Copernicus's model as well as the modern model of our solar system.
- Use the materials list from the original experiment to prepare representations of Copernicus's model of the universe and the modern model of the solar system. Display the ancient and modern models and describe the differences between them.
Asimov, Isaac. Astronomy Projects. Milwaukee: Gareth Stevens, 1996.
Couper, Heather, and Nigel Henbest. How the Universe Works. Pleasantville, N.Y.: Reader's Digest, 1994.
Nicolson, Cynthia Pratt. The Planets. Toronto: Kids Can Press, 1998.
Pasachoff, Jay M. Peterson First Guides: Solar System. Boston: Houghton Mifflin, 1995.
Paul, Richard. A Handbook to the Universe. Chicago: Chicago Review Press, 1993.
VanCleave, Janice.Janice VanCleave's A+ Projects in Astronomy. New York: Wiley, 2001.
_____.Janice VanCleave's Astronomy for Every Kid. New York: Wiley, 1991.
_____. Janice VanCleave's Solar System. New York: Wiley, 2000.
Walker, Jane. The Solar System. Brookfield, Conn.: Millbrook Press, 1994.
Wood, Robert W. Science for Kids: 39 Easy Astronomy Experiments. Blue Ridge Summit, Pa.: Tab Books, 1991.
Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state’s handbook of Science Safety.


In the UK, and in many other countries across the world, it is a necessity that a child receives primary education. Primary education is considered to be the first vital stage of an individual’s compulsory education. It is also sometimes referred to as elementary education and is followed by secondary education.
Teaching in a Richmond primary school could be somewhat of a feat. The subjects that are usually taught to Richmond school children at primary level are basic-level English and maths for introducing the alphabets and numbers to young learners. Foundations in history, science, geography, and social sciences are also taught in primary schools.
A Richmond primary school may adopt several methods and techniques for teaching small children. Although the techniques that are used by the primary schools depend on their missions and objectives, some of the methods that are commonly used by them include, fun games, songs, and interactive activities. Primary schools largely make use of interactive teaching methods as young kids find text books and class-room lectures difficult to grasp and also boring in nature. Games and songs make learning interesting and effective for young kids.
If you are living in the UK, there are two choices available in primary schools. You may get your child admitted to a state school or government funded Richmond school that provides education free of charge or to a private, independent Richmond school that charge a fee for providing primary education. Both state primary schools and private primary schools offer a complete programme of studies based on the National curriculum and are equipped with the best facilities and learning opportunities for shaping your child’s future in the best possible manner.
But since a Richmond primary school would play an important role in preparing your little one for admissions to Richmond secondary schools or to private secondary schools or state grammar schools, as well as for future studies and higher learning, you must be very careful in choosing the Richmond primary school for him/her. Your one right decision can have a strong and favorable impact on his future.
Before getting involved in Richmond school admissions, do a thorough research about the school, their teaching staff, teaching tools and methods used by them, and their past exam results.
To provide your child the best primary education, log on to http://www.maharishischool.com The website offers complete details about Richmond school admissions to make things easy and quick for you.
Those looking for the best Richmond secondary school can also visit the website.


- Early Childhood
- Adult Literacy
Collaborative Center for Literacy Development
Literacy Resources Clearinghouse
The clearinghouse includes books, journals, aritcles, research reports, organizations and more for enhancing the instructional practices of Kentucky's educators. Use the search field below to find resources according to Author, titles, year published, type or keywords. You can also browse resouces through the filter option which provides a broader search interface. All resouces can be exported in a variety of formats including Rich Text Format (RTF), XML, BibTex and Google Scholar.
Filters: First Letter Of Last Name is C [Clear All Filters]
Struggling Readers: "If They Don't Read Much, How They Ever Gonna Get Good?. The Reading Teacher. 59(1),(2005).
Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy. Review of Adult Learning and Literacy. 5,(2005).
Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success. Final Report from Carnegie Corporation of New York’s Council on Advancing Adolescent Literacy.(2010).
Rethinking College Readiness. New England Journal of Higher Education. 2008(144),(2008).
Teaching struggling readers: Capitalizing on diversity for effective learning. The Reading Teacher. 61(8),(2008).
Provocative questions that animate my thinking about teaching.. Language Arts. 80(2),(2002).
Establishing an Evidence-Based Adult Education System. NCSALL Occasional Paper.(2003).
Scaffolding students’ comprehension of text. The Reading Teacher. 58(6),(2004).
Democracy’s young heroes: An instructional model of critical literacy practices. . The Reading Teacher. 58(2),(2004).
Adolescent Literacy Resources: An Annotated Bibliography - Second Edition. Adolescent Literacy Resources.(2009).
Adolescent Literacy Resources - An Annotated Bibliography. Adolescent Literacy Resources - An Annotated Bibliography.(2007).
A Family Strengths Approach to Early Language and Literacy Development. Early Childhood Education Journal. 36(6), 519 - 526.(2009).
High and low implementers of content literacy instruction: Portraits of teacher efficacy. Teaching and Teacher Education. 24,(2008).
Middle and high school content area teachers' perceptions about literacy teaching and learning. Literacy Research and Instruction. 48,(2009).
Relationships among learner characteristics and adolescents' perceptions of reading strategy use.. Reading Psychology. 30,(2009).
Teacher efficacy and content literacy implementation: An exploration of the effects of extended professional development with coaching. Journal of Literacy Research. 40,(2008).
The impact of a strategy-based reading intervention on the comprehension and strategy use of struggling adolescent readers. . Journal of Educational Psychology.. 102(2),(2010).


Gibbs, Graham R. (2007) Mathematics and statistics skills in the Social Sciences: dealing with deficits. In: Addressing the Quantitative Skills Gap: Establishing and Sustaining Cross-Curricular Mathematical Support in Higher Education, 25th – 27th June 2007, University of St. Andrews, Scotland. (Unpublished)
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The quantitative/numeracy skills issues for social scientists are somewhat different from those affecting many of the natural sciences and technology. In general students do not need a facility with abstractionism and symbolic systems (the equations) but they do need a good sense of number (scale, size etc) and an understanding of some of the logical principles and thinking that underlie mathematical proofs. The main area of application of these skills is in research methods and statistics.
Dealing with the quantitative part of research methods is always a struggle for teachers, but there is a range of different approaches that have been adopted: teach statistics with formulae; teach statistics using step-by-step instructions and teach statistics use without calculations and formulae.
QAA benchmarks, the BPS and the ESRC Training Guidelines for postgraduates are very clear about the importance of methods and statistics in the subjects. These guidelines will be outlined and their implications for student teaching and student recruitment examined.
Such numeric and statistical skills are important for work after graduation. A survey of recent graduates in sociology and psychology undertaken at Huddersfield in the 1990s showed that the topic from their degree that they found most valuable after graduating and in work was the research methods and statistics.
The paper will conclude with a look to the future, first in terms of possible impacts on the nature of the disciplines and secondly on some of the ways that students may be supported to overcome the hurdle of poor maths and statistics skills.
|Item Type:||Conference or Workshop Item (Paper)|
|Subjects:||H Social Sciences > H Social Sciences (General)|
Q Science > QA Mathematics
H Social Sciences > HM Sociology
|Schools:||School of Human and Health Sciences|
|Depositing User:||Graham Gibbs|
|Date Deposited:||19 Oct 2009 10:36|
|Last Modified:||28 Jul 2010 19:48|
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3 Graduate Credits for $385 or Audit for $199 - You Choose!
(all course materials included)
This course provides creative and practical strategies that can be used to create a literacy-rich environment for the young learner. Explore ways to promote phonemics, phonetic awareness, alphabetic knowledge, and fluency. Whether you are a teacher, a parent, or child-care professional, this course will provide a multitude of interesting and meaningful ways to support and provide literacy to the youngest children in your care.
Goals and Objectives: As a result of participation in this course, students will be able to:
- Apply the latest research on emergent literacy in their classrooms/curriculum.
- Understand the role that efficacy and social-referencing play in literacy development.
- Understand the role dialogic reading plays in literacy development.
- Understand ways they can help children build firm literacy foundations through emotional, social, and familial support.
What your colleagues are saying about this course:
"I really appreciated that I was able to make relevant improvements in my teaching without having to put myself through irrelevant "seat-time" in the evening or on weekends."
St. Michael, Minnesota


This subject guide contains a non-inclusive list of resources not only housed in the Henry Pfeiffer Library, but also electronic sources, some of which may be accessed from off campus. It is designed to serve as a starting point for research in the field of education, including, but not limited to elementary education, secondary education, special education, and Deaf and Hard of Hearing Teacher Education.
Library of Congress Classification Headings
Education books can be found under the “L” heading in the stacks. For a more detailed breakdown of the headings, visit the Library of Congress Classification Outline . You can search the Pfeiffer Library online book catalog here.
Select Reference Books
The Encyclopedia of Education, Ref. LB15 .E47
Encyclopedia of Educational Research, Ref. LB15 .E48
International Encyclopedia of Higher Education, Ref. LB15 .I57
Encyclopedia of American Education, Ref. LB17 .U54 2001
The Blackwell Handbook of Education, Ref. LA632 .F37 1995
Encyclopedia of Mathematics Education, Ref. LB15 .E665 2001
Housed on the 3rd floor of the library in the Reading Room, this collection contains curriculum resources for a variety of subject in grades K-12.
Electronic Books on Credo Reference
Refer to the Tutorials page for tips on how to search in particular databases.
Academic Search Premier
A general database containing abstracts for over 8,000 journals, and full-text for more than 4,500 of those titles. This database may be accessed from off campus.
Education Research Complete
“The definitive online resource for education research,” covering “all levels of education from early childhood to higher education, and all educational specialties, such as multilingual education, health education, and testing.” It contains full text of more than 2,000 journals and more than 500 books and monographs. This database may be accessed from off campus.
Teacher Reference Center
A database containing abstracts from over 270 popular teacher and administrator journals. This database may be accessed from off campus.
Education Resource Information Center (ERIC)
A database provides access to more than 1.2 million records for journals and other education-related materials. When available, a link to the full-text articles is provided.
OmniFile Full Text Select
A general database indexing over 1,600 full-text titles. This database may be accessed from off campus.
Professional Development Collection
A database aimed at professional educators providing 520 mostly full text, mostly peer-reviewed journals. This database may be accessed from off campus.
Elementary School Journal
English Teaching Forum
Illinois Reading Council Journal
Illinois Schools Journal
Journal of Teacher Education
NASSP Principal’s Research Review
NCTM News Bulletin
Teaching Children Mathematics
AJMR: American Journal on Mental Retardation
British Journal of Special Education
American Annals of the Deaf
Journal of Deaf Studies & Deaf Education
Child Development Perspectives
Gifted Child Quarterly
Journal for the Education of the Gifted
Journal of Adolescence
Monographs of the Society for Research in Child Development
The Center for Public Education
Online resource for information about public education.
A site housing a wide variety of resources for educators.
The Educator’s Reference Desk
From the Information Institute of Syracuse, this site provides over 2000 lesson plans as well as over 3000 links to education information.
The Children’s Literature Web Guide
Links to online resources related to children’s literature.
Public Service & Reference Librarian
Henry Pfeiffer Library


All of our tutoring is one-on-one, systematic, structured, sequential, cumulative and multisensory. We tailor our tutoring to each student’s needs.
Phonics First Orton-Gillingham Tutoring
Research demonstrates a direct correlation between a child developing strong phonological awareness skills and becoming a highly successful reader. Students are engaged in a variety of age and skill appropriate activities designed to help them hear sounds and patterns in words.
Phonics First® Foundations
Based on Orton-Gillingham methodology, Phonics First® is an accredited Multisensory Structured Language (MSL) reading program that ensures mastery of reading concepts learned in kindergarten through 5th grade.
Phonics First® Structures
This program reviews basic phonics instruction in a more sophisticated manner and also includes instruction in Greek and Latin roots which are present in 65% of the words in reading material above a 6th grade level.
The tutor will utilize visualization, Reciprocal Teaching, and a variety of other multi-sensory teaching techniques to help the student understand a variety of texts.
Tutors focus on the organization of thoughts and ideas, pre-writing planning, sentence formation, development of topic sentences, supporting details, and conclusions. More advanced writers go on to develop these basic ideas into various forms of essay writing.
Our tutors address the learning of basic math facts and processes, the interpretation and solving of “word problems,” and higher level concepts such as decimals, fractions, and percentages. RLAC also boasts tutors who specialize in advanced mathematics such as algebra, geometry, trigonometry and calculus.
Study Skills/Test Prep
We provide the necessary tools to teach students note-taking, test-taking, time management, organizational skills, and study methods that will enable them to study and complete tests more efficiently.
Realistic test experiences are essential to achieving success on standardized tests. RLAC knows what’s at stake: your future. During an eight session course, students are prepped in both test taking strategies specific to the ACT or SAT and in the content areas. One on one instruction allows us to concentrate in the specific content area in which the student needs the most assistance. All of our tutors hold degrees in the subject area they are teaching. Their knowledge and enthusiasm sets the tone for maximum achievement.
To learn more about RLAC’s Homeschooling options, click here!


Nine million Canadians have trouble reading and writing.
In America the news isn't much better. The Department of Justice reports that there are 21 million Americans who can't read at all and another 45 million who are marginally illiterate. One-fifth of high school graduates can't read their diplomas.
This YouTube video highlights the ridiculous characterization of adult illiteracy. And although this spoof pokes fun at the lack of funding for struggling readers – a closer look at the individual drama and suffering of these adults and children is no laughing matter.
Estimates for American high school dropouts, who typically have low literacy skills, are on the order of about $335 billion per year. For those you gain entry into the workplace, private industry spends an estimated $3.1 billion annually to bolster the literacy skills of entry-level workers.
More books, more reading time, and even more money alone cannot fix this problem. The answer lies in explicit, systematic phonics instruction. Every teacher should be able to teach the fundamentals of reading.
Why would we relegate this critical life skill to a few overworked, reading specialists?
If we can approach this ongoing adult illiteracy epidemic correctly, by teaching reading strategies that actually improve reading skills, we won't need to laugh - we'll be smiling.


Philpott, Christopher and Spruce, Gary eds.
Learning to Teach Music in the Secondary School.
London, UK: Routledge.
This book has been written for students training to teach music in the secondary school. It aims to develop open and reflective practitioners who will engage critically in the cycle of planning and acting in the music classroom. It also encourages student teachers to develop their own philosophy of music so that they can rationalize their own work and the place of music in the curriculum. One of the main premises of the book is that music needs to be taught musically. The book is organized into four sections: The philosophy of teaching and learning in music The statutory curriculum and examination courses The practice of teaching and learning in music Wider issues beyond the classroom In each section, the authors include tasks, activities and reflections to help student teachers to integrate the theory and practice of music education.
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By Karen Keifer-Boyd and Jane Maitland-Gholson
Explains visual culture’s potent and multilayered meanings
Engaging Visual Culture is a guidebook for teachers to help students make sense of the pervasive flow of visual information shaping their worldview and way of being. The authors offer practical strategies to help students learn to think critically about visual culture, its meanings, and its impact on their lives. Each of the nine chapters focuses on three key concepts: Expose, Explode, and Empower. By exposing students to the presence and power of visual culture, and “exploding” the passive acceptance of the visual messages all around us, students are empowered to participate actively in constructing their own meanings.
Available individually or as part of the Art Education in Practice Series. 162 pages, digital
Table of Contents
- Hands-on, age-appropriate activities to proactively expose the power of visual culture
- Strategies for teaching each chapter’s content with students of different ages
- Reproducible handouts, worksheets, and more
ORDERING INFORMATION: Please allow one to two business days to process your order. After processing, you will receive your login credentials to access your online copy of Engaging Visual Culture DIGITAL.
Learn about the print edition of Engaging Visual Culture.


Kate Read, co-author of the forthcoming kindergarten series, Show and Tell, offers some practical tips for getting your kindergarten children to think critically.
Too young for critical thinking?
When people refer to critical thinking, it’s often in association with older Primary and Secondary children who have mastered basic literacy and numeracy skills. Critical thinking is sometimes seen as a higher-level skill that can only be used after the children have mastered the basics of the language through traditional methods. But is this really true?
What is critical thinking?
Critical thinking is defined in a number of ways but in essence it means the ability to analyze information, make decisions based on information and insight, and find creative solutions to different problems and questions. These skills, once learned, can be used throughout a lifetime and are becoming increasingly important in today’s world.
Turning received wisdom on its head
When we set out to write Show and Tell, our forthcoming kindergarten course for Oxford University Press, my co-authors and I decided that we would see how we could take basic critical thinking skills and apply them to a kindergarten context. The more we wrote, the more we became convinced that not only was it possible to do this but it was vital to do this in order to prepare young children for the years ahead. We realized that you’re never too young to start thinking critically.
We see an approach that places critical thinking at the center as a way of creating a partnership in the learning process with the child. An approach in which learning isn’t just about memorizing isolated words but is about exploring concepts through the medium of language. We also see it as harnessing what is already there: the young child is abounding in curiosity about the world and that curiosity is the most important learning tool you could possibly have.
Five easy ways in which you can encourage young children to think critically
1. Questions, questions, questions!
Encourage a child’s natural inclination to ask questions. Focus on why questions more than any other. Treat children’s questions seriously and enthusiastically and engage with them. Encourage other children to engage with the questions as well.
2. Allow children to discover
When presenting a child with a series of facts, the relevance can often be lost. However, if you guide children with ways of finding things out, they will understand and consolidate the understanding more easily. For example, if you are looking at shapes, don’t tell a child that a triangle has three sides and a square has four. Let them count, draw conclusions and verbalize their answers. In that way, it becomes more meaningful and memorable. From a young age, discovery can happen through observation, trial and error, and even simple experiments.
3. Wrong can be right
In order to be comfortable with critical thinking, children need to be in an environment where they feel confident and comfortable taking chances and getting things wrong. Try not to criticize a wrong answer but use it as an opportunity to further explore. We can often learn more from wrong answers than right ones!
4. Respecting and encouraging opinions
Children should be encouraged to form and express opinions on even simple things. Forming opinions means that they have processed the information, activated it and formed a judgment on it. Once expressed, their opinions should be treated as important. See if they can develop new ideas from that point onwards.
5. The seriousness of fun and games
Game playing can be a great way of critically assessing the ideas and attitudes of others while deducing ways of solving simple ‘problems’ that effective or good games present. They also give children those vital skills of reacting to the unexpected when dealing with other people and their ideas.
These are just a few ideas but I’m sure that the experienced kindergarten teachers out there could add and add to this. Use the comments section below to let us know what you come up with!
Would you like more practical tips on developing critical thinking, and other 21st century skills, in your kindergarten children? Visit our site on Teaching 21st century skills with confidence for free video tips, activity ideas and photocopiable downloadables.
- Critical Thinking in your lessons – It’s easier than you think! (oupeltglobalblog.com)
- 5 Ways to Prepare Your Students for the 21st Century (oupeltglobalblog.com)


Universal Pre-K Gaining Traction
- Pre-K (What Exactly Is It)
- Universal pre-Kindergarten
- State Run Pre-K: Questions and Answers
- An At-a-Glance Summary of Findings From Research About the Effectiveness of Pre-K
- Is Your Pre-K Teacher Giving What They Get?
- The Role of Fathers in Their Child's Literacy Development (Pre-K)
Universal pre-kindergarten, the idea that all children should have access to a preschool program, has been building of a lot of steam lately. The presidential candidates have talked about the need to better prepare children for kindergarten, and prominent advocacy groups have been pushing states to implement such programs. As it stands right now, more than 40 states, plus the District of Colombia, offer pre-k programs, largely for 4-year-olds. Those few states that don't provide pre-kindergarten are being labeled “wilderness states.”
There's strong research to show that the benefits of pre-kindergarten are substantial and long-term. Research shows that children who attend high quality pre-kindergarten programs are less likely to be held back a grade, less likely to need special education and more likely to graduate high school. They are less involved in crime and delinquency. They also earn higher salaries as adults, and are less likely to become dependent on welfare.
However, as W. Steven Barnett, Director of the National Institute for Early Education Research (NIEER) points out, the key words are "high quality." This isn't about your average daycare or low-budget preschool. According to NIEER, a good preschool program is one which "teach[es] children the skills they need to learn to read, do math, make progress in science and other areas as well as begin to understand the world and how it works." And, that's not all; high quality programs are also supposed to help children develop emotionally and socially, both important components of being ready to learn. Barnett notes that "We [state and federal governments] now subsidize programs that don't really make things better. It's the worst of both worlds."
Oklahoma, one of several states which have made pre-k programs freely available to all 4-year-olds on a voluntary basis, is often held up as an example of what a positive outcome the program can have. There, children from across the socio-economic spectrum experienced significant gains in letter-word identification, spelling, and applied problems test scores after participating in the pre-k program.
So why are some groups opposing the program or reluctant to release funds for it? For one, someone has to pay for it, and the cost is steep. NIEER found that the cost of making high-quality preschool available to all of the nation's 4-year-olds would ring in at a whopping $33.8 billion. To make it available to 3- and 4-year-olds, as some advocates are pushing for, carries a bill of close to $70 billion.
Right now the majority of upper and middle-class families already pay for their children to attend pre-k, but the kids who have the most to gain are from families that can't afford to pay. This is why many lawmakers feel that universal pre-k is simply a way of making the public pay for what is largely paid for by private individuals. To them, programs such as Head Start, which specifically target low-income families, are more economically palatable.
Also, the question of “how early does a young child need to be in school anyway?” hovers. For active, fidgety 3- and 4-year-olds, is school really the best place to be? As Barnett points out, "It wasn't that long ago that very few children were in any kind of classroom before age five. Today, most children are in a classroom before five.
Regardless of whether pre-k is right for your child, the option will most likely be coming to your town soon, if it's not there already.
For more information on universal pre-k, check out the National Institute for Early Education Research
Today on Education.com
Washington Virtual Academies
Tuition-free online school for Washington students.
- Coats and Car Seats: A Lethal Combination?
- Kindergarten Sight Words List
- Child Development Theories
- Signs Your Child Might Have Asperger's Syndrome
- 10 Fun Activities for Children with Autism
- Why is Play Important? Social and Emotional Development, Physical Development, Creative Development
- The Homework Debate
- Social Cognitive Theory
- First Grade Sight Words List
- GED Math Practice Test 1


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An Anthem's Discordant Notes
Juan Carlos Ruiz, the general coordinator of the National Capital Immigration Coalition, said there's not a contradiction. The pledge was printed phonetically for Spanish speakers, and many reciting the sounds may not have understood the meaning. Putting the anthem in Spanish is a way to relay the meaning to people who haven't learned English yet, Ruiz said.
"It's part of the process to learn English," not a rejection of English, he said.
While critics sketch a nightmare scenario of a Canada-like land with an anthem sung in two languages, immigrant rights advocates say they agree learning English is essential. Studies of immigrant families suggest the process is inevitable: Eighty-two percent to 90 percent of the children of immigrants prefer English.
"The first step to understanding something is to understand it in the language you understand, and then you can understand it in another language," said Leo Chavez, director of Chicano/Latino Studies at the University of California at Irvine. "What this song represents at this moment is a communal shout, that the dream of America, which is represented by the song, is their dream, too."
Since its origins as the melody to an English drinking song called "To Anacreon in Heaven," circa 1780, "The Star-Spangled Banner" has had a long, strange trip. Key wrote the poem after watching the bombardment of Fort McHenry in 1814. It became the national anthem in 1931.
At least 389 versions have been recorded, according to Allmusic.com, a quick reference used by musicologists to get a sense of what's on the market. Now that Hendrix's "Banner" has mellowed into classic rock, it's hard to imagine that once some considered it disrespectful. The other recordings embrace a vast musical universe: from Duke Ellington to Dolly Parton to Tiny Tim. But musicologists cannot name another foreign-language version.
"America is a pluralistic society, but the anthem is a way that we can express our unity. If that's done in a different language, that doesn't seem to me personally to be a bad thing," said Michael Blakeslee, deputy executive director of the National Association for Music Education, which is leading a National Anthem Project to highlight the song and the school bands that play it in every style, from mariachi to steel drum.
"I assume the intent is one of making a statement about 'we are a part of this nation,' and those are wonderful sentiments and a noble intent," said Dan Sheehy, director of Smithsonian Folkways Recordings.
Benigno "Benny" Layton wonders. He's the leader of Los Hermanos Layton, a band of conjunto- and Tejano-style musicians in Elsa, Tex., 22 miles from Mexico. After the Sept. 11, 2001, attacks, he recorded a traditional conjunto version of "The Star-Spangled Banner." It was instrumental.
"I'm a second-generation American," Layton said. "I love my country, and I love my [Mexican musical] heritage, and I try to keep it alive. But some things are sacred that you don't do. And translating the national anthem is one of them."
Staff writer Richard Harrington contributed to this report.


Music Education concentration
Teaching music at the elementary, junior high or high school level is an exciting and rewarding profession. A music degree with a music education emphasis qualifies graduates to teach grades K-12, instrumental or vocal music.
Core courses in theory, history and applied music help develop further understanding of music. Learning these skills is an essential part of music performance. Music education majors learn about many musical styles from various periods by participating in ensembles during your college years.
The teaching major also includes pedagogy courses that focus on various current approaches for teaching elementary music, junior high/senior high performance classes and general music. Students will observe various classrooms, teach mini-lessons and, finally, complete student teaching. All of these real world experiences will contribute to career preparation. For course details click here.


The Early Childhood Program (ECP) is an outstanding drama opportunity for a young child with special needs. Through this program children reenact a story. Through creative drama techniques, the story is performed in the child’s own words conveying their own meanings and encourages pre-literacy development. Since memorization is not involved, the process allows students to synthesize and translate various educational concepts into personally, meaningful form.
This program provides active experiences compatible with a range of learning styles. The children make connections to stories utilizing story dramatization, music and other multi-sensory experiences. The active learning opportunities focus in the areas of movement, language and early literacy development. Research and practice have proven the powerful impact of utilizing the creative arts on a young child’s cognitive and affective learning. The program culminates into a “Story Show” that demonstrates the components of the class to family and friends.
Research in this area has shown the positive effect of using creative drama in literature. These techniques become especially successful for students with special needs that may have different learning styles. This is due to the multi-sensory, highly experiential components of creative drama. Documented research has proven that sensory involvement consistently increases learning comprehension.
The SGT Early Childhood Program is process centered. The program does not focus on a polished, final performance. The success of the program is not measured by the level of theatrical skill, but rather by the ideas, risks and inventiveness it elicits, as well as the creative expression it promotes.
Are you interested in signing your child up for this program? Register now!


A Family's Role in Developing Literacy at Home
Families share in the responsibility to help children become literate. Caregivers need to remember that if they want their children to be readers and writers, then it is important that they make reading and writing a priority in the family. Even when caregivers feel that their own reading and writing skills are not fully developed, they can still tell their children stories and can demonstrate by their actions that literacy is very important to them. The most important single thing family members can do to help children become literate is to read to them. Research study after study has shown that children who have had many stories read to them are successful in literacy programs in the schools. The following tips are helpful to families and caregivers as they work to nurture in facilitating their literacy development.
- Establish a routine for reading to children and try to read to them at the same time every day.
- Select books that are not only interesting for children, but that you enjoy as well.
- Be patient when children want to assist you in reading. They enjoy helping turn pages and pointing to pictures that they recognize.
- When a child attempts to name objects in the illustrations or verbalize about the story, remember that these small steps are steps in the right direction toward literacy.
- Don't be afraid to change the quality of your voice to match the characters and/or the story line. You can make your voice exciting, you can sound surprised, and you can even sound sad when it reflects the emotions of the characters. Use your voice as a literacy tool.
- Watch for visual cues that will let you know when the child has had enough or is tired of being read to. When the child stops paying attention it is time to put the book down and do something else (Kupetz, 1993).
© ______ 2006, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
- Kindergarten Sight Words List
- Coats and Car Seats: A Lethal Combination?
- Signs Your Child Might Have Asperger's Syndrome
- Child Development Theories
- Social Cognitive Theory
- GED Math Practice Test 1
- The Homework Debate
- 10 Fun Activities for Children with Autism
- Why is Play Important? Social and Emotional Development, Physical Development, Creative Development
- Problems With Standardized Testing


A masters in elementary education is a masters degree that explores teaching further in-depth. Curriculum may include teaching techniques, administration and counseling. Many who pursue a masters in elementary education have a background in teaching and education and want to move on to become part of the school or district’s administration. For most schools, to serve as a principal or assistant principal, one must posses a masters degree. This applies to public schools, as most private schools create their own rules when it comes placement. In some states in the United States such as New York, you must have a masters degree to have a teaching license. It is common for those who want to work in education administration to go straight from undergrad to graduate school.
There are different areas of study when obtaining a masters in elementary education. Most of the time, a student focuses on one or a couple of these topics. This will become the student’s area of expertise when they enter the work force. Instruction and curriculum is an area where students learn how to apply curriculum mandated by the state or district to various teaching techniques. This involves hands-on work in classroom the majority of the time. Counseling education deals with counseling at the elementary school level. This can also include diagnosing children with learning disabilities or honing in on special needs. Those working in counseling education often have a background in psychology or developmental learning. Specializing in counseling education is a natural step for those with a psychology background who do not want to go on to earn a PhD. Licensing is required to become a counselor in the majority of school districts in the United States. Internet hours are completed under the guidance of a practicing school counselor or child mental health counselor.
A student can also focus on academic enrichment. This is more often for post-primary school levels, but in recent years has become a growing area for elementary teachers as well. Academic enrichment revolves around teachers who specialize in one department of study such as math, Spanish or writing. With many standardized tests in most states, teachers who focus on these areas are used for enrichment programs to enhance a child’s development in the respective subject. This also opens doors of opportunity for creating curriculum or textbooks for that subject at a state level.
What can I do with a masters in elementary education?
There are many career paths a person can take with a masters in elementary education. An obvious choice is to become a teacher or administrator. Having a masters in elementary education qualifies you for more teaching positions such as an enrichment teacher focusing with small groups of students to improve standardized test scores. These positions command higher than average teaching wages. The average teacher earns about $35,000 per year and teachers specializing in a certain area can earn as high as $50,000. In some areas such as Texas, New Mexico and California, there’s heavy demand for English as a Second Language (ESL) program teachers and bilingual teachers who speak Spanish.
A teaching certificate must be obtained in your state to work as a teacher regardless of whether or not you have a masters degree. At this time, teaching does not appear to have any substantial growth in the coming decade unless you are a special education or bilingual teacher. Those are the two areas that have the most job openings throughout the United States. Teaching is set to grow at about 13% through 2018, which is average for most industries. With budget cuts happening in many states, teachers and schools can expect to see stagnant wages and possible layoffs. Teachers in some states are hired on a contract basis. Some may be part of a union, but most are not.
With a masters in elementary education, you are most likely going to have a job outside of the classroom since you will be qualified for many positions. Writing curriculum for a textbook publishing company is a job path that pays well and gets you involved in what’s happening in the classroom. You may also work at the district level create curriculum that each grade will follow. This is typically conducted by a tight group of people who write the curriculum for all elementary schools in one district. Another job possibility for someone with a masters in elementary school is working as a principal, assistant principal or superintendent. In these positions you are overseeing the school or district’s development and helping students excel by mandating the proper protocol for a successful school.


The Application for the 2013 Bilingual Extension Institute is now available
Published: 2/6/2013 11:54:00 AM
The over-referral of bilingual and culturally diverse children to special education and related services is a pressing challenge in public school systems. Not only are unnecessary or inappropriate services a drain on resources, but they are harmful to the child, taking him or her away from the classroom and inevitably stigmatizing the child. In addition, an incorrect diagnosis may mean that the child does not receive the services he or she does need.
We speech-language pathologists evaluate bilingual and culturally diverse children who are having academic difficulties, We are "on the front lines" in making the crucial differential diagnosis between a disorder and something else. This "something else" could have a cultural basis, such as a mismatch between demands of school and home or linguistic factors, for example the normal process of second language acquisition. Add in cultural and linguistic biases in traditional assessment tools and methods and we can readily see the need for the clinician to a have a sophisticated and specialized knowledge base. Without this knowledge base, bilingual clinicians cannot make informed decisions about the services needed by these children.
The Bilingual Extension Institute at Teachers College Columbia University provides clinicians with the knowledge and skills to make these differential diagnoses and provide appropriate services. The bilingual extension certificate requirement of the State Education Department recognizes the need for special training. Any clinician who works with bilingual children and adolescents (ages 3-21) for IEP based-services must obtain this add-on to their Teacher of Students with Speech and Language Disabilities certificate. The Bilingual Extension Institute at Teachers College Columbia University fulfills all requirements of the bilingual extension, except for the NYSED BEA, the language proficiency test.
The Institute bridges the gap between research-based theoretical knowledge and everyday practice. This emphasis on training for practical application is reflected in everything from the use of practicing clinicians on the faculty to the project-based course content. Over the years a number of clinicians have re-done their bilingual extension through the Institute because once they started working they felt unprepared to provide appropriate bilingual speech-language services.
One illustration of our integration of theory and practice is the requirement of three bilingual speech-language evaluations. The students do two evaluations of typically developing bilingual children/adolescents to gain baseline knowledge-'"informed clinical opinion--of such children. As they make their conclusions about development, the students must cite the relevant research. The third evaluation is of a language-impaired child/adolescent. By this point, the students can analyze the psychometric parameters and the cultural and linguistic biases in testing tools. They also understand the impact of current and historical language and dialect use in the home and school on the child's language development. Another layer of analysis is the impact of sociolinguistics and socioeconomics on the quality and quantity of language elicited and the likelihood of academic success.
The resource manual project provides another way to connect the research with the student's clinical work. Students collect information about the non-English language they, themselves, speak. This includes information about phonological development, dialectal variants within the language, information on language development for both sequential and simultaneous bilinguals, sociolinguistic issues, analyses of the particular biases in commonly-used tests, and literacy development in bilingual/bidialectal children. The material becomes a resource to them in their clinical settings.
Through the Institute, students develop an expertise that they bring back to their practices and school setting. Towards the end of the Institute, students do in-service trainings at their schools on topics related to the provision of quality services to bilingual students.
Since 1996 over 500 clinicians have earned their bilingual extension to their NYSED TSSLD through the Institute. The students range from speakers of various dialects of Spanish, to speakers of various Asian Indian and Chinese languages, Haitian Creole, Russian, Korean, Arabic, Greek, Japanese, Polish, Portuguese, Yiddish, and Hebrew. Since the Institute began, a number of bilingual clinicians have traveled long distances from throughout New York State, and now it attracts students from across the country.
The Institute is focused on providing bilingual speech language clinicians with the specific knowledge they need to provide quality services to bilingual children and adolescents. To maintain this focus, professionals from other disciplines seeking their bilingual extension are not eligible for acceptance into the Bilingual Extension Institute.
The Institute fills quickly so send in your applications early.


Wilson Riles' contribution to public education in California can best be understood by understanding the man and the way he thought. Riles' commitment to children and to public education was widely known and respected. However, the two characteristics which best summarize his approach to almost all educational challenges and problems were his integrity and his wisdom - integrity reflected in his core values and morality, and wisdom that reflected a deep understanding of people, institutions and the way of things.
When Riles assumed the superintendency of California's public schools, he brought with him a deep abiding faith that public schools could address the needs of all children. He also had supreme confidence that he could make that happen. Riles believed the State's role is to ensure that schools serve all the children - handicapped, improverished, limited- or non-English-speaking - regardless of need. He also believed deeply that only by strengthening the base of the program for all children could the supplemental programs for the needy or underserved be effective.
Thus, it was not surprising that the Riles administration became known for educational initiative in two major areas. First, Riles understood that many children were not being served by the public schools. His first priority was to implement programs that ensured that every school-age child in California had access to a public eduction program. A prime example of this was in the area of special education. The California Master Plan for Special Educationl, implemented in 1974, became a national model for meeting the needs of handicapped children. During his tenure, Riles also implemented numerous other programs to meet the needs of underserved populations, including:
As important as these intiatives were, it was his commitment to rebuild the base program for schools that made the longest lasting impact. The Early Childhood Education program, which began a school-site-based reform and restructuring of primary and elementary education, and the continuation of this effort with the School Improvement Program expension into secondary education, made contributions that continue to be felt today. It is not an overstatement to say that these early reforms fundamentally changed the way schools were run in California.
The systemwide changes accomplished by the Riles administration were fundamental and far-reaching. Their impact on the system continues to be felt today. It is important to understand that these could not have occurred without the personal leadership of Wilson Riles. Riles' unique ability to lead diverse, often hostile adversarial groups made reform possible. He was able to work with two totally different governors (Governors Reagan and Brown), widely different State Boards of Education, and virtually all advocacy groups. It was his personal integrity, wisdom and commitment to children that made this possible.
Davis W. Campbell, who has an extensive 22-year background in public education, has been the executive director of the California School Boards Association (a non-profit association representing more than 5,000 locally elected school board members throughout California) since 1988.
Prior to being named executive director of CSBA, Campbell was executive director of the California Institute for School Improvement (CISI), a non-profit organization that provides direct support for schools and teachers, and managing partner of SRA Associates, a Sacramento-based educational consulting firm.
From 1972-1983, Campbell served as Deputy Superintendent of Public Instruction for California. He had a key role in major educational initiatives, including the School Improvement Program which fosters planning at the school site level, a central feature of many educational reform proposals today.
He has served on numerous state and national committees and commissions, including the California Commision on Crime Control and Violence Prevention; California Round Table on Educational Opportunity; the California Interagency Committee on Vocational Education; the California Task Force for the National Board for Professional Teaching Standards; Chair of the subcommittee on the Role of School Boards for National School Boards Association; Policy Analysis for the California Education's School Choice Advisory Committee; and the Institute of Educational Leadership's National Steering Committee to Reform Urban Education Governance.


Hodgskiss, J.A. (2007) A case study: tracing the development of emergent literacy in a Grade R class. Masters thesis, Rhodes University.
The introduction of the new curriculum in South Africa has introduced a new approach to literacy in the early years of the Foundation Phase (Grade R – 1), which has a strong emphasis on emergent literacy. The National Curriculum Statement (NCS) for English – Home Language describes this approach as balanced “because it begins with children’s emergent literacy, it involves them in reading real books and writing for genuine purposes, and it gives attention to phonics”. For many teachers in South Africa, this means moving away from the “reading readiness approach” which held that children were not ready to read and write until they were able to perform sub-skills such as auditory discrimination and visual discrimination, and had developed their fine and large motor skills to a certain level. The purpose of this study was to trace and document children’s emergent literacy development in a Grade R class over a period of two months. More specifically, the intention was to investigate whether it was possible for trained, motivated teachers who have access to everyday resources in otherwise ordinary South African schools, to achieve the Assessment Standards set out in the NCS for Home Language in Grade R. In this school-based case study, the sample consisted of 4 children from 1 preschool in Queenstown, South Africa. The participants were selected according to gender and language because these appear to be significant factors in literacy development. The interpretive approach was used to collect and analyse data. Data were gathered from three main sources; (1) a research journal, (2) semi-structured interviews with the parents of the 4 participants, and (3) samples of the participants’ spontaneous writing. These were then triangulated to give credibility, objectivity and validity to the interpretation of the data. The findings revealed that: (1) Social class, language and to a lesser extent gender emerged as factors which impacted significantly on the children’s literacy development, resulting in some children progressing more quickly than others. In South Africa, language is an indicator of social class. The English-speaking children had a socioeconomic and language advantage which enabled them to make considerable strides in their literacy development. In contrast, the Xhosa-speaking children were disadvantaged by their socioeconomic and language circumstances, which made their literacy progress much slower. (2) The disparities between the English and Xhosa-speaking children in terms of the stability and structure of their families, had a considerable impact on their literacy performance. (3) Finally, teachers in English medium classes need to be aware of these factors. They need to design strategies and interventions to help those children who are learning in their additional language to achieve at similar levels to their English-speaking peers. If this is not done, the gap between the literacy achievements of the English-speakers and speakers of other languages will get wider and wider as time goes by.
|Item Type:||Thesis (Masters)|
|Additional Information:||A thesis submitted in partial fulfilment of the requirements for the degree of Master of Education|
|Uncontrolled Keywords:||reading readiness approach, environmental print, text-rich environment, emergent literacy, reading, writing, phonics, phonological awareness, preschool, language acquisition, South Africa|
|Subjects:||Y Unknown > Subjects to be assigned|
|Divisions:||Faculty > Faculty of Education > Education|
|Deposited By:||Rhodes Library Archive Administrator|
|Deposited On:||23 Jan 2008|
|Last Modified:||06 Jan 2012 16:19|
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Provides readers with a comprehensive insight into multiple facets of the early childhood field, from history and philosophy, to technology, diversity, play, and the role of teachers and caregivers. Francis Wardle brings us this comprehensive introduction to the field of early childhood care and education, infants to age 8. This book addresses a wide variety of programs, including global early childhood education, setting up and maintaining indoor and outdoor environments, and strategies teaching literacy, math and science. Early childhood educators, teachers and childcare providers.
1. The need for child care and early childhood education.
Child care and families.
Setting the foundation for school success.
The needs of young children.
Global child care and early childhood programs.
2. Types of early childhood programs.
A need for child care and early education.
Public school early childhood programs.
Religious early childhood programs.
Head Start programs.
Military child care.
Private school-based programs.
Private early childhood programs.
Campus child care.
Family child care.
3. Important people and movements.
1950s to 1970s.
4. Curricular approaches.
What is curriculum?
Objectives, outcomes, standards, scope, and sequence.
Different early childhood curricula.
Evaluating child care environments.
Should early childhood environments be like home or like school?
Infants and toddlers.
Children age kindergarten to 8 years old.
Environments and children's behaviors.
6. Diversity in early childhood programs.
Diversity, equality, and equity.
Responding appropriately to diversity.
7. Teachers as professionals.
Who becomes a teacher?
Becoming a teacher.
Early childhood teachers in society.
Working with parents.
8. Play as curriculum.
What is play?
Theories of play.
Play and how children learn.
Role of adults in play.
9. Child growth and development.
Other learning theories.
10. Encouraging literacy.
Oral language development.
Development of emergent writing.
Young children and books.
The critical role of the family in language and literacy development.
Use of technology to support emergent literacy.
Role of teachers in literacy development.
Failure to learn to read and write.
Bilingual education and second language acquisition.
11. Encouraging creativity.
Why creative activities are critical in early childhood.
The visual arts.
Music and movement.
12. Guiding behavior: Social and moral development.
Children's self image.
Erikson's psychosocial stages.
Social learning theory.
Working with parents.
13. Math and science.
Theoretical basis for math and science education.
How fundamental math and science skills develop.
How to teach math and science.
Setting up the environment.
Arranging the science environment.
Math for elementary school students.
Science for elementary schools students.
Purposes of assessment, observation, and evaluation.
Types of assessment/evaluations.
Issues in testing.
15. Future issues/controversial issues.
Quality care and early childhood education.
Use of technology.
Males in early childhood.


Brazil - Education
Education in colonial times was carried on first by the Jesuits and then by a few royal schools. Brazil's public school system, always weak, was under the Ministry of Justice and Interior until 1930, when the Ministry of Education and Health was created by Vargas. Responsibility for public education, as defined by the 1946 constitution and the 1961 directives and standards for national education, is divided between the federal, state, and municipal governments. Public elementary and secondary instruction is almost exclusively a function of the municipalities and states, while higher education is the responsibility of the federal Ministry of Education. Public education is free at all levels and nonprofit private schools also receive public funding. The federal government has been active, however, on all three levels through the Federal Council of Education, established in 1961 to coordinate the implementation of the 1961 directives and to advise the Ministry of Education.
The 1961 directives required the federal government to contribute at least 12% of its tax revenues to education, and state and municipal governments were required to contribute a minimum of 20% of their tax revenues for this purpose. The first National Plan of Education, formulated in 1962, called for the extension of compulsory elementary education to five and, eventually, six years, and by 1980 eight years of schooling was required. The 1988 Brazilian constitution allocates 25% of state and local tax revenues to education. As of 1999, public expenditure on education was estimated at 4.6% of GDP. In 1964 there were 10 million students attending school at all levels. Since then, great strides have been made in the Brazilian system of education. In 1998 there were 35,838,372 students enrolled at the elementary level; 6,967,905 at the secondary level; and 1,868,529 at the university level. As of 1999, 96% of primary-school-age children were enrolled in school, while 69% of those eligible attended secondary school. In the same year, the pupil-teacher ratio at the primary level was 27 to 1 in 1999.
There were more than 90 universities in the 1990s, including the Federal University of Rio de Janeiro (founded 1920) and the universities of Minas Gerais (1927), São Paulo (1934), Rio Grande do Sul (1934), Bahia (1946), Recife (1946), Paraná (1946), and Brasília (1961). The federal government maintains at least one federal university in each state. Entrance to a college or university is through an examination called the "vestibular"; students may either earn a "bacharel" degree or, with an additional year spent in teacher training, obtain a "licenciado" degree. There are at least 902 institutions at the post-secondary level.
Adult education campaigns have functioned sporadically since 1933, backed by the federal government with some assistance from social, fraternal, Catholic, Protestant, professional, and commercial organizations. Although millions of Brazilians have received literacy training, adult illiteracy estimates for the year 2000 still stood at 14.7% (males, 14.9%; females, 14.6%), according to estimates by UNESCO.


This is an article called "The Laws of Cartoon Motion" adapted from the
book, Elementary Education by Mark O'Donnell.
The Laws Of Cartoon Motion
by Mark O'Donnell
Any body suspended in space will remain suspended in space until made
aware of its situation.
Daffy Duck steps off a cliff, expecting further pastureland. He
loiters in midair, soliloquizing fippantly until he chances to look
down. At this point, the farmiliar principle of 32 feet per second per
second takes over.
- Any body in motion will tend to remain in motion until solid matter
Whether shot from a cannon or in hot pursuit on foot, cartoon
characters are so absolute in their momentum that only a telephone pole or
an outsize boulder retards their forward motion absolutely. Sir Isaac
Newton called this sudden termination the stooge's surcease.
- A body passing through solid matter will leave a perforation conforming
to its perimeter.
Also called the silhouette of passage, this phenomenon is the
specialty of victims of direct-pressure explosions and reckless cowards who
are so eager to escape that they exit directly through the wall of a house,
leaving a cookie-cutout-perfect hole. The threat of skunks or matrimony
often catalyzes this reaction.
- The time required for an object to fall 20 stories is greater than or
equal to the time it takes for whoever knocked it off the ledge to spiral
down 20 flights to attempt to capture it unbroken.
Such an object is inevitably priceless; the attempt to capture it,
- All principles of gravity are negated by fear.
Psychic forces are sufficient in most bodies for a shock to propel
them directly away from the surface. A spooky noise or an adversary's
signature sound will introduce motion upward, usually to the cradle of a
chandelier, a treetop or the crest of a flagpole. The feet of a running
character or the wheels of a speeding auto need never touch the ground,
ergo fleeing turns to flight.
- As speed increases, objects can be in several places at once.
This particularly true in tooth-and-claw fights, in which a
characters head may be glimpsed emerging from a cloud of altercation at
several places simultaneously. This effect is common as well among bodies
that are spinning or being throttled, and stimulates our own vision's
trailing retention of images. A "wacky" character has the option of
self-replication only at manic high speeds and may ricochet off walls to
achieve the velocity required for self-mass-liberation.
- Certain bodies can pass through a solid wall painted to resemble tunnel
entrances; others cannot.
This trompe I'oeil inconsistency has baffled generations, but at
least it is known that whoever paints an entrance on a wall's surface to
trick an opponent will be unable to pursue him into this theoretical
space. The painter is flattened against the wall when he attempts to follow
into the painting. This is ultimately a problem of art, not science.
- Necessity plus Will provokes spontaneous generation.
Dangerously palpable objects--such as mallets, dynamite, pies and
alluring female attire--can be manifested from what might previously have
been considered "thin" air, but only when the friction of immediate
jeopardy makes the object's appearance imperative. This controversial
"pocket" theory suggests these objects are drawn from unseen recesses of a
character's costume, or from a storehouse immediately off-screen, but this
merely defers the question of how any absolutely apt object is
- Any violent rearrangement of feline matter is impermanent.
Cartoon cats possess more deaths than even the traditional nine lives
afford. They can be sliced, splayed, accordionpleated, spindled or
disassembled, but they cannot be destroyed. After a few moments of blinking
self-pity, they reinflate, elongate, snap back or solidify.
- For every vengeance, there is an equal and opposite revengeance.
This is one law of animated cartoon motion that also applies to the
physical world at large. For that reason, we need the relief of watching it
happen to a duck instead.
Back to my


TED330A Reading and Lang. Arts Methods
Lead Faculty: Dr. Mary Anne Weegar
Includes content, methods and materials for teaching reading in an integrated elementary classroom. Teacher candidates will learn strategies for managing classroom instructional activities to enhance student achievement. Teacher candidates are required to complete five hours of observing and assisting in a public school classroom as directed by the instructor.
- Demonstrate the background and skills necessary to assist with reading instruction and develop instructional materials to create a learning environment that promotes reading in the cross-cultural, linguistically diverse elementary classroom. a) phonics instruction, and concepts about print and letter recognition. b) comprehension strategies (e.g., note taking, outlining, cause and effect, compare and contrast, etc.) to develop lifelong independent readers. c) instruction and guided independent practice using a variety of literary genres.
- Demonstrate understanding of the domains of literacy: phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing.
- Acquire techniques to effectively use technology to access the core curriculum.
- Properly identify students' prior knowledge, select appropriate instructional objectives, and measure student growth.
- Compare and contrast formal and informal methods to assess students' needs and achievements, as well as an awareness of cultural and linguistic limitations of assessment practices and instruments.
- Acquire skills to foster the ability of students to evaluate information found in a variety of texts, to think analytically, and to reach sound conclusions.
- Recognize the importance of fostering a positive self-esteem in all students by providing suitable reinforcement and feedback.
- Demonstrate familiarity with the current practices in assessment.
- Demonstrate classroom management strategies such as organizing and arranging a classroom, managing student work, and maintaining accountability as it relates to the teaching of reading.
- Select and use appropriate discipline models to manage student behavior.
- Establish positive parent/teacher communication.
- Identify a list of web sites that could be used to enhance reading instruction.


Reach Out and Read
Reach Out and Read is a national literacy program designed to encourage parents to read to children and promote literacy, which can help identify developmental delays and promote overall healthy growth. Under Ochsner's Reach Out and Read program, pediatricians encourage parents to participate in the program by giving infant, toddler and preschool pediatric patients a free, developmentally and culturally appropriate book and encouraging parents to read it to their children. Not only is this a tool for children in literacy development, it also allows physicians to further gauge the child's ability to remember stories, count and eventually to read. Reach Out and Read is available at all Ochsner Pediatric sites.
Bee Fit Program
Ochsner and the Hornets have partnered to launch the Ochsner Bee Fit program designed to teach the importance of physical fitness and nutrition in an effort to fight childhood obesity. The online component of the program features demonstration videos with Hornets’ players and Elmwood Fitness Center trainers, recipes for healthy, kid-friendly meals and tips to lead a healthy lifestyle. In addition, Ochsner and the Hornets host Fit for Life Field Days featuring organized outdoor activities that teach the importance of a healthy lifestyle.
Learn more about the Ochsner Bee Fit Program
I Can Do It/On the Move
The I Can Do It! childhood obesity initiative began in 2001 at Ochsner's Elmwood Fitness Center as a program to help at-risk children due to obesity and inactivity adopt healthy lifestyles. In 2007, Ochsner launched its customized mobile fitness unit On the Move to travel the region encouraging healthy nutrition and active lifestyles for all children. On the Move includes strength and cardiovascular circuit workouts, nutrition lectures, and heart-healthy cooking classes and demonstrations by Elmwood's executive chef Marc Gilberti, and is designed to teach parents and kids how to incorporate healthier foods and behaviors into their lifestyle. On the Move engages more than 9,000 children per year at area schools during regularly scheduled visits.


Fine Motor Skills and Gross Motor Activities for Preschool Children
Fine Motor & Gross Motor Skills Activities
Providing children with a solid educational background is important for their overall development and success in their coming school grades and in life. Preschool education and preschool learning should be a variety of well balanced activities and lessons dealing with various subject areas and preschool routines that will help them with various life skills and learning. Fine motor skills and gross motor skills are other essential areas which need to be used with preschool children for their overall physical development.
Fine Motor Skills Activities:
Fine motor skills activities involve the small muscles of the hands. Activities that involve children using these small muscles usually are helpful for contributing towards fine motor development. Activities which involve things like grasping, manipulating play dough and squeezing it with the hands, cutting various paper materials with children’s scissors etc. and many more. On this fine motor skills website we will discuss various activities for development. Be sure to have a look through all our areas for ideas and activities you can use to assist children and preschoolers in their fine motor skills. There are also avariety of finger play activities and lessons that will be added or are currentl on this website. These are great for your childrens finger muscles and small hand muscles etc.
Gross Motor Skills Activities:
Gross motor skills and activities really isn’t the focus of this motor skills website. However, since the 2 both pertain to the overall physical development of children and preschoolers we will also have various activities thoughout the website discussing this as well. Gross motor skills activities have a focus on the larger muscles of the body of children. Activities like running, kicking a soccer ball and riding a bike are activities which focus on these areas. If yo take the time and look through our website, you will discover many ideas and activities for developing your children in both these important areas.
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For two months out of the year- August and September- Florida is graced with the presence of the wild muscadine grape, commonly known as the “scuppernong” (although technically, the term “scuppernong” refers to a specific variety of muscadine grape.) The muscadine is native to the Southeastern states and, while it can be found in the wilderness, it is readily cultivated and quite tolerant to pests and disease, making it an ideal organic crop. The fruit of the muscadine is slightly different from the red and green European grapes found in your local grocery store; the flavor is somewhat muskier, seeds are present in the flesh, and the skin of the grape is much tougher and thicker. They are larger and more spherical in shape than European grapes and the skin can range in color from a dark purple- almost black- to a green-tinged bronze.
When eating muscadines on their own, many people opt to suck the sweet pulp out of the fruit and discard the tart skin and seeds, however, the skin and seeds are full of excellent nutrients. In addition to a variety of essential nutrients, the muscadine skin, seeds, and pulp contain high amounts of resveratrol, a compound found in wine that supports cardiovascular health. (American Journal of Enology and Viticulture (vol. 47, pp. 57-61)) In addition to being a nutritious and tasty fruit eaten whole, the juice of the muscadine is frequently used in the South to make jams, jellies, and wine. In fact, the Florida Grape Growers’ Association hosts an annual wine competition at the Florida State Fair each February, giving business owners and amateur hobbyists alike a chance to showcase their muscadine wine.
If you are lucky enough to find and purchase some locally-grown muscadines, the Florida Grape Growers’ Association has a stock of traditional Southern recipes featuring these unique fruits in everything from jams and jellies to Scuppernong Pie (found here.) Although there are several vineyards in Florida, the closest one to Tallahassee is the Monticello Winery on the Ladybird Organics Farm in Monticello.
Natasha is a violinist and music instructor in Tallahassee, FL. She recently graduated from The Florida State University with her B.M. in Violin Performance and is in the final semester of a B.M.E. in Instrumental Music Education, also at Florida State. Natasha has been playing since the age of three and made her solo debut with the Naples Philharmonic Orchestra at age fourteen. She currently plays for Tallahassee Symphony Orchestra, Pensacola Symphony Orchestra and Mobile Symphony Orchestra, and teaches both privately and for the Tallahassee Youth Orchestras.
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During last week’s second grade art lesson, I introduced the element of VALUE- the relative lightness or darkness of a color.
For a hands on and visual interpretation of value, I had the kids make fingerprint value charts with their watercolors.
Then, I introduced Vincent Van Gogh, an artist whose use of value is readily apparent his works of art.
So many shades of blue in the sky and green in the trees.
The Starry Night. 1889
I always love the “oohs” and “aahs” that come when kids see Starry Night. It is a great example of how the artist uses darker shades of a color (in this case blue), to change the feeling of a painting (from day to stormy night in this case).
Then it was time for some watercolor practice. Only a small handful of kids in each class had ever used them before so I gave some basic instructions about adding water, not smashing the brushes, etc. Then, we worked on creating trees using value to add interest.
The final art project was to create a watercolor landscape, once again using value to create interest, depth and detail.
Even the most rowdy of the kids were quietly engrossed in painting while classical music softly played in the background.
Creativity was flowing, self confidence was building.
The serenity of the scene reminded me once again that keeping art education in the public schools is so important.


Survey of Historic Sites and Buildings
As the first of the off-reservation boarding schools and the model for scores of others, the Carlisle Indian School commemorates the efforts of the 19th-century reformers who attempted to improve conditions among the Indians. In its almost four decades of existence, from 1879 until 1918, the Government-operated institution provided thousands of students with an elementary and practical education.
Richard H. Pratt, Civil War officer and later cavalry officer in Indian Territory (Oklahoma) and Texas, conceived the idea of the school. Between 1875 and 1878 he had been in charge of a group of Indian prisoners at Fort Marion, Fla., and had evolved an educational program for the younger ones. In 1878, when the prisoners gained their freedom, Pratt arranged for some of the young men and a group of western Indians to attend the black school at Hampton, Va. Stimulated by the success of that program, Pratt persuaded the Army to turn over the cavalry post at Carlisle Barracks, inactivated that same year, to the Indian Bureau for a school. The Army authorized Pratt to serve there. Beginning with 136 boys and girls the first year, the school grew rapidly. Pratt, who rose in rank from lieutenant to colonel while superintendent, retired from the Army as a colonel in 1903 and the following year was awarded a brigadier general's star.
Although a popular misconception exists that the school had the status of a universitythanks to its athletic achievements in collegiate competitionit actually offered only a limited elementary education and instruction in mechanical arts, agriculture, and home economics. The length of the term was first 3 and later 5 years. As he had done at Fort Marion, Pratt ran the school on a semimilitary basis. Male students drilled and wore surplus Civil War uniforms. A unique feature of the instruction was the "outing" system, under which selected boys and girls lived with nearby white families and gained practical experience in farming and domestic arts. This program helped each race know the other better. Students from tribes that were traditionally enemies lived and worked together amicably.
The athletic program, notably "Pop" Warner's excellent football teams, won the school much fame. Outstanding among a number of eminent Carlisle athletes was Jim Thorpe, the Sauk-Fox Indian who was an All-American football player and excelled in the decathlon and pentathlon during the 1912 Olympics. Sports writers voted him the outstanding U.S. athlete of the first half of the 20th century.
A number of buildings of the Indian school era are grouped in close proximity near the western limits of the present military reservation. One is the commandant's quarters, once occupied by Pratt and today the home of the commandant of the Army War College, which now has jurisdiction over Carlisle Barracks. Thorpe Hall was the school gymnasium, a role it still fulfills for Army personnel. The Coren Apartments, built immediately after the destruction of Carlisle Barracks by fire in 1863, was a girls' dormitory and is currently an officers' quarters. Armstrong Hall, at present containing the post headquarters offices, served as the school laundry. Quarters No. 2, home of the deputy commandant of the war college, was erected in 1887 as the residence of-the school's assistant superintendent. Washington Hall, another survivor of the school, is a guesthouse. On the eastern side of the post is located a small cemetery where Indian students are buried. Visitors may obtain permission from military policemen to visit the historic buildings and cemetery.
NHL Designation: 07/04/61
Last Updated: 19-Aug-2005


The books in the photo on the left may be selling for only $4 each, but the ability to read them is truly priceless. Poor literacy is often associated with poverty and can create intergenerational cycles furthering the ill effects of poor literacy on families and societies.
To help support literacy, the Institute of Education Sciences awarded $10M to GSU to establish the Center for the Study of Adult Literacy, a national research and development center. The center will investigate ways to improve adult reading and will develop a reading intervention for adult learners.
Daphne Greenberg, principal investigator and associate professor of educational psychology and special education in the GSU College of Education stated here that “There is a need to understand the reading related strengths and weaknesses of adults who have difficulty with reading, and how to best help them increase their reading abilities.” Greenberg also expressed concerns about the intergenerational effects of poor literacy.
The study is a collaborative effort listing the following key personnel:
Maureen Lovett (University of Toronto and The Hospital For Sick Children), Art Graesser (University of Memphis), Jan Frijters (Brock University), Lee Branum-Martin (Georgia State University), Chris Oshima (Georgia State University), Robin Morris (Georgia State University), Xiangen Hu (University of Memphis), Mark Conley (University of Memphis), Andrew Olney (University of Memphis)
Here are a few of the GSU library’s resources related to adult literacy:
Greenberg, D., Levy, S., Rasher, S., Kim, Y., Carter, S., & Berbaum, M. (2010). Testing Adult Basic Education Students for Reading Ability and Progress: How Many Tests to Administer? Adult Basic Education and Literacy Journal, 4, 96-103.
Burke, V., & Greenberg, D. (2010). Determining readability: How to select and apply easy-to-use readability formulas to assess the difficulty of adult literacy materials. Adult Basic Education and Literacy Journal, 4, 34-42.
Nanda, A. O., Greenberg, D., & Morris, R. (2010). Modeling child-based theoretical reading constructs with struggling adult readers. Journal Of Learning Disabilities, 43(2), 139-153. doi:10.1177/0022219409359344
Greenberg, D., Pae, H., Morris, R. D., Calhoon, M., & Nanda, A. O. (2009). Measuring adult literacy students’ reading skills using the Gray Oral Reading Test. Annals Of Dyslexia, 59(2), 133-149. doi:10.1007/s11881-009-0027-8
Ramdeholl, D. (2011). Adult literacy in a new era: Reflections from the Open Book. Boulder, Colo.: Paradigm Publishers.
Reder, S. M., & Bynner, J. M. (2009). Tracking adult literacy and numeracy skills: Findings from longitudinal research ([1st ed.].). New York: Routledge.
Jacobson, E. (2012). Adult basic education in the age of new literacies. New York: Peter Lang.


I grew up in western Canada where jokes about “native” accents are commonplace (click here for one example of this kind of linguistic othering). While my lessons on the relationship between colonialism and stereotypes of “accented” Englishes began at a young age, my research interest emerged roughly ten years ago when I came across a discussion article describing the language needs of speakers of Indigenous English (Englishes spoken by some First Nations and Métis in Canada) in Saskatchewan schools (Heit & Blair, 1993). For more information about these varieties of English, Sharla Peltier, an Anishinaabe speech and language pathologist, provides an in-depth description of the origins, nature, and educational implications of Indigenous Englishes, or First Nations English dialects, in her Strathy guest column blog post here.
As an educational researcher, I’m interested in the ways in which settler schools are involved in producing linguistic homogeneity through school practices. Some examples of the ways in which this production of sameness can occur are: curriculum materials that privilege a national, monolithic, and native-speaker ideal as “standard English”; an absence of teachers who speak minority language varieties of English;teacher referrals to speech and language pathologists of students who are speakers of minority English language varieties; and print literacy programs that do not scaffold learners in their task of developing fluency in a new English language variety. Over the last decade, I’ve explored my research interests in Indigenous Englishes through two classroom-based studies in elementary schools (2003, 2009, 2011) as well as a study of Faculty of Education students’ views of Indigenous Englishes (2010).
My classroom-based studies examined the experiences of Indigenous English-speaking students in Saskatchewan elementary schools. While I did not set out to produce a linguistic description of the English language varieties spoken by the First Nations and Métis students in my study, I did gather examples, through interviews with educators as well as classroom observations of children, of some features specific to Indigenous Englishes in Saskatchewan. The study results indicate that some of the First Nations children of this study speak a variety of English that differs phonologically, morphologically, syntactically, and lexically from “standard” or settler Saskatchewan Englishes. The findings also indicate that many of the settler educators involved in this study demonstrated little awareness of the linguistic characteristics of Indigenous English, constructing these Englishes, instead, as language “deficits” resulting from the students’ homes and families. My 2010 study of Education students’ views of Indigenous English included analysis of student assignments from a required course in language and literacy development. Similar to my school classroom-based research, results from this study found that these pre-service teachers demonstrated deficit views of Indigenous Englishes. Students attributed their views of Indigenous Englishes to their own childhood experiences, both in and out of school.
What my educational research of Indigenous English indicates is that, while schools are sites of linguistic pluralism, English language varieties like Indigenous Englishes can often be viewed by teachers as a detriment, something that gets in the way of students’ development of literacy skills and mastery of subject material. More long term research is needed to determine how to best counter standard language discourses that continue to circulate in schools and society and in determining how these views of language influence educational outcomes in schools and the lives of First Nations and Métis students who are speakers of Indigenized Englishes.
Heit, M., & Blair, H. (1993). Language needs and characteristics of Saskatchewan Indian and Métis students: Implications for educators. In S. Morris, K. McLeod, & M. Danesi (Eds.), Languages and learning: Aboriginal and heritage language education in Canada (pp. 103‑128). Oakville, ON: Mosaic Press.
Sterzuk, A. (2011). The struggle for legitimacy: Indigenized Englishes in settler schools. Bristol, UK: Multilingual Matters.
Sterzuk, A. (2010). Indigenous English and standard language ideology: Towards a postcolonial view of English in teacher education. Canadian Journal of Native Education, 32, 100-113
Sterzuk, A. (2009). Language as an agent of division in Saskatchewan schools. In C. Schick & J. McNinch (Eds.), “I Thought Pocahontas Was a Movie”: Perspectives on Race/Culture Binaries in Education and Service Professions (pp. 1-14). Regina, SK: Canadian Plains Research Center.
Sterzuk, A. (2003). A study of Indigenous English speakers in a standard English classroom. Unpublished master’s thesis, McGill University, Montreal, Quebec, Canada.