Can Mozart Really Make Your Child Smarter?
- Music Education for Kids: Does Music Make Kids Smarter?
- Make Some Music With Your Family
- Can Exercise Make Your Child Smarter?
- Can Playing Music Make Your Child Smarter?
- How Music Can Help Your Child Learn
- Can Smartphones Make Kids Smarter?
Does musical genius start in the womb? The makers of “Baby Mozart” would argue yes. It seems that every classical musician has a hand in making baby toys these days. Every store greets you with a different product for playing Beethoven, Bach, or Hayden, and famous tunes stream out of most children’s musical instruments with the push of a button.
This fairly widespread trend of incorporating classical music in baby toys and products can all be blamed on “The Mozart Effect.” In modern parlance, The Mozart Effect stems from the theory that listening to music, especially of the classical genre, improves intelligence. This concept, believed to have been around for centuries, has apparently been proven by dozens of studies conducted by those who, surprise surprise, would wholeheartedly promote the boom in classical toys.
More music, higher test scores, right? Too bad the truth isn’t so cut and dried.
So what is the truth? The first studies began 1993, when Frances Rauscher, Gordon Shaw, and Katherine Ky published an article in Nature magazine about their research at the University of California at Irvine. In the study, college students were asked to listen to a Mozart sonata, a relaxation tape, and then silence, for ten minutes each. Directly afterward, the subjects were given a test on spatial reasoning. The results were astounding. Students scored much higher on the tests after listening to the Mozart than after the relaxation tape or nothing at all.
Naturally, the results took popular media by storm, with the Boston Globe coining “The Mozart Effect.” After all, if we could all improve our IQs by cranking up the Chopin, why wouldn’t we? And why not improve our kids’ chances by pumping classical music into the nursery as well?
But the road to Mensa is not so easily attained. What the original study didn’t seem to account for were the long-term impacts of music on a child’s brain. According to Dr. Rauscher, there were three limitations to the study that weren’t taken into account:
- It only tested the impact for a limited amount of time—about ten minutes after listening. In fact, later research showed that the effect lasted only for ten minutes.
- The researchers only tested the subjects’ spatial intelligence, which is relevant in areas such as architecture and visual arts, but cannot be a representation of overall intelligence.
- The subjects in the study were not infants, but college-aged. Dr. Rauscher maintains that the results can’t be applied to young children because the music only seems to increase spatial intelligence when the subject listens carefully and actively, which young children often don’t do. (In the original study, the students were even made aware that they would be tested after the listening session.)
Evidence in favor of The Mozart Study was faltering. Since then, a recent study in Australia, published in Music Perception: An Interdisciplinary Journal in 2006, looked at the effects of pop music on 136 fifth graders. The process was similar to that of the original 1993 study, and concluded no evidence of The Mozart Effect in the children.
In 2010, a team at the University of Vienna ran a meta-analysis of 40 international studies and concluded that there was no proof of The Mozart Effect. While this doesn't prove that there are no positive long-term benefits to music listening, it does mean that wafting The Nutcracker Suite into your infant’s crib can't guarantee admission into an Ivy League college.
But don’t throw the baby out with the musical bathwater! Dr. Rauscher still concedes that research has demonstrated that playing a musical instrument can lead to improved spatial reasoning. What has not been proven is that passively listening to music, especially at a young age, has any long term effects on cognition. And if you still spring for the trumpet that blasts “What A Wonderful World”, well, we won’t blame you. Because that toy is plain cool, and you don’t need a scientific study to prove it.


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Archive for the ‘How-to’ Category
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This morning we’re honored to be able to share a prezi by Currier Memorial School educator Susan Gibeault, on fostering students’ global awareness. Gibeault has taught special education, speech and language and elementary education and received the 2012 BRSU Outstanding Teacher award. This presentation is the culmination of a project she undertook with […]
Mark Olofson has put together an online version of the Aurasma presentation we gave at VTFest in November, including shots of the app in action, ideas for implementation and student feedback. Let us know if you use this app in your classroom!
Brought to you by the inimitable Susan Hennessey, who shows here how you can use the Chrome browser extension Kaizena to add voice comments and link students to video resources on a sample writing assignment. Best part: you can assemble a library of video resources and shoot out your favorites over and over. Anyone […]
Sixth grade math educator Laura Botte explains how she’s using a simple Google form to make it easier for students to talk about what’s on their minds.
Vine is a tool where users can craft looping six-second videos for sharing globally, and other users can up-vote them, follow favored Vine-creators (some of whom have one million+ followers) and comment. It’s available for the Android, iOS and Windows platforms, and despite the nominal age-17 requirement for the platform, it’s more than likely that […]
PAML 6th grade educator and all-around good egg Joe Speers returns to the blog to with another #1minutehowto, this time on how he’s using Google Docs to reinforce the difference between formal and informal writing with his students. Joe previously showed us how his students use Corkulous to create vocab flashcards, and how he […]
It’s PAML 6th grade educator Joe Speers, of course! And he’s here to explain how his students are using Explain Everything to share the Best Part Of My Week with their families. Joe previously showed us how his students use Corkulous to create vocab flashcards, and how he uses Google Drive to organize student work.
…a 1-minute iPad how-to from Harwood Union Middle School science educator Brian Wagner, showing you how to save augmented reality “auras” from the popular mobile app Aurasma, to Evernote. Wagner used Aurasma with his students this past spring in creating an augmented reality periodic table, mounted in the community gallery space at […]
Meet Theresa White. She teaches 4th and 5th grade at Roxbury Village School, and this past summer, in preparation for her school going 1:1 with iPads, she took Susan Hennessey’s Emerging Technologies course, and as a result, shared this 5-minute lesson on getting up to speed with Google Drive on the iPad. Bonus: […]


This article focuses on a child’s literacy experiences during one day in second grade. Marco attends an urban school of choice with a whole language philosophy. On this day in March, Marco participated in 30 literacy events involving 27 different texts including literature (fiction, non-fiction, poetry) and instrumental texts (labels, signs, charts, etc.). The social nature of literacy learning is examined by exploring the relationship between Marco’s literacy experiences and his literacy development. Marco, one of the less proficient readers in his class, is profoundly influenced by opportunities to observe and interact with other readers and writers. Marco makes meaning and learns language as he participates in classroom literacy events.
Keywords: Assessment, Diversity, Literacy


Bishop Library has three new e-resources in the subject areas of Social Sciences, Music, and English. You can access these new resources from the Library's webpage at www.lvc.edu/library under Articles & Databases.
ICPSR is the world's largest archive of computer-readable social science data, with over 500,000 files of research in the social sciences. In addition to archiving collections from disciplines such as sociology, political science, history, and economics, ICPSR has seven special emphases: gerontology, substance abuse and mental health, criminal justice, child care, health and medical care, education, and demography. Downloading of data requires the creation of an account. LVC
faculty, students and staff can create an ICPSR account using the login/create account link on the Find Data page.
The Grove Dictionary of American Music is the digital version of the eight
volume print reference resource (2nd ed.), a comprehensive reference resource on American music. Articles include brief definitions, biographies and more in-depth subject examinations such as the history of jazz, musical instruments, music education,
and the history of the orchestra. Over 400 images and 140 musical examples are included.
The Oxford English Dictionary online or
OED is considered the world's most authoritative and comprehensive dictionary of the English language. The OED includes over 600,000 words and is a guide to their meaning, history and
pronunciation. It traces the usage and development of words with the
inclusion of over 3 million quotations from international English
language sources. The OED online is updated quarterly with word revisions and new additions.


Use trumpet in a sentence
- Now single shrill trumpet notes echoed from afar amid the trombones and the dull roll of the drums, the noise increasing every moment.
- The trumpet sounded, the people broke out in shouts of delight, the tilting began.
This page helps answer: how do I use the word trumpet in a sentence? How do you use trumpet in a sentence? Can you give me a sentence for the word trumpet? It may also be related to elementary education, teaching resource schools, secondary school, classes teaching, learn English, exercise, activities, and school k-12.
Example sentences with the word trumpet, a sentence example for trumpet, and trumpet in sample sentence.


More books about music can be found on the fourth floor, in section M.
|Concise Oxford Dictionary of Music||Online only|
|Encyclopedia of Popular Music||REF ML 102. P 66 G 84 2006|
|Garland Encyclopedia of World Music||REF ML 100. G 16 1998|
|Grove Book of Operas||Online only|
|Grove Music Online||Online only|
|Harvard Dictionary of Music||REF ML 100. A 64 2003|
|Music Research: A Handbook||REF ML113 .S28 2009|
|Music Since 1900||REF ML 197. S 634 2001|
|New Grove Dictionary of Music and Musicians||REF ML 100. N 48 2001|
|Oxford Companion to Music||REF ML 100. S 37 2003|
|Oxford History of Western Music||REF ML 160. T 18 2005|
|Penguin Companion to Classical Music||REF ML 100. G 84 2005|
|Performance Practice: A Dictionary-guide for Musicians||REF ML 100. J 29 2005|
|Rolling Stone Encyclopedia of Rock & Roll||REF ML 102. R 6 R 64 2001|
This multidisciplinary database is a great place to find articles about classical and popular musicians and composers, album reviews, music criticism, and more.
This index can be used to locate articles in a wide variety of music topics, from composition to performance.
This journal archive contains articles on all topics in the humanities, and can be used to locate high quality information about music, musicians, and composers.
Project Muse is an archive of humanities journals, and can be used to locate critical information about music.
Created by the Library of Congress, this collection of thousands of historical recordings includes performances by Caruso and Jolson, ethnic recordings, blues, musical theater, opera, yodeling, and much more.
Classical music, six other genres including jazz, blues, World, and Chinese music. All new releases added monthly. CD quality sound and/or near-CD quality, and FM quality.
This database contains more than 20,000 scores, all searchable by composer, genre, instrument, time period, and more.
This online encyclopedia contains biographies and discographies for popular and musicians, composers, and more.
Covers the history and tradition of opera theater.
Collected and maintained by librarians, this site offers links to music associations, biographies, copyright information, information about musical genres and instruments, and much more.
This organization not only contains information about music education, but also lists job and professional development opportunities.
This site contains definitions of technical music terms (scales, time signatures, and so on), with tutorials. Available in multiple languages.
MusRef is a site devoted to music and dance bibliography and reference.
This volunteer-run project offers access to hundreds of copies of royalty-free sheet music.
This site contains information on nearly 5,000 opera composers and more than 25,000 operas. The information includes libretti, source texts, synopses, performance histories and more. This site can also be used to find operas for six or fewer singers.
Created by the Library of Congress, this site is more than an online encyclopedia. It regularly features images and items from the Library's historical collections.
The Petrucci Music Library has posted digital copies of public domain music scores. Browse or search by composer or title.


JOHNSON, HUGH SAMUEL (1882-1942)
Moving westward from Astoria, New York, in the mid-nineteenth century, Samuel Johnston married Elizabeth Mead of Chillicothe, Ohio. While living in Pontiac, Illinois, Johnston, a lawyer, dropped the "t" from his last name in order to distinguish himself from another Johnston practicing law. The Johnsons moved to Fort Scott, Kansas, in 1881, and their first son, Hugh Samuel Johnson, was born a year later on August 5. The family eventually settled in Wichita, Kansas, where Hugh received his elementary education.
Samuel Johnson received an appointment as the postmaster for the future town of Alva, about a hundred miles southwest of Wichita. A week before the Cherokee Outlet land opening on September 16, 1893, he loaded lumber and supplies for the town's post office and the family's household goods on a boxcar that was dropped on a railroad siding at the future town site.
Eleven-year-old Hugh Johnson was left behind in Wichita to bring the family's mule team, wagon, horse, and surrey overland to Alva. He reached Kiowa, Kansas, eighteen miles northeast of Alva, on the afternoon of September 15. He spent the night sleeping on the railroad station platform among hundreds of homeseekers waiting at Kiowa to make the land run. By noon on September 16 the boy had found a spot on a railroad flat car from which he observed the "great horse race" as the train slowly made its way to Alva.
The elder Johnson took the lead in organizing the Alva public school system, and in 1898 the first high school graduating class of two students included sixteen-year-old Hugh Johnson. From 1898 to 1899 he attended the recently opened Northwestern Normal School in Alva. There university president James Ament tutored him to prepare for the United States Military Academy at West Point, New York. In 1903 Hugh Johnson graduated from West Point as the first cadet from Oklahoma.
Hugh Johnson's contact with Oklahoma was limited to short visits after he left for West Point in 1899. In 1916 he served as judge advocate for Gen. John J. Pershing's punitive expedition against Pancho Villa. Before resigning from the army in 1919, he received the Distinguished Service Medal for the successful implementation of the Selective Service Act during World War I.
After his military career he joined George Peek in reorganizing the nearly bankrupt Moline Plow Company. In 1932 he worked with Franklin Roosevelt's campaign team. Because of his demonstrated ability and work in drafting the National Industrial Recovery Act, Roosevelt decided to appoint Johnson as the administrator of NRA, before Congress passed the legislation. He was a very controversial figure as NRA administrator, and Roosevelt accepted his resignation on September 25, 1934. Until his death on April 15, 1942, in Washington, D.C., Johnson remained in the public eye as a public speaker, author, and syndicated newspaper columnist. He was buried in Arlington National Cemetery with full military honors.
BIBLIOGRAPHY: Daily Oklahoman (Oklahoma City), 16 April 1942. Hugh S. Johnson, The Blue Eagle From Egg to Earth (Garden City, N. Y.: Doubleday, Doran and Co., 1935). General Hugh S. Johnson, "My Early Days," Redbook (April 1935). Wayne Lane, Northwestern Oklahoma State University: A Centennial History (Alva: Northwestern Oklahoma State University Foundation, Inc., 1996). New York Times, 16 and 18 April 1942. John Kennedy Ohl, Hugh S. Johnson and the New Deal (DeKalb: Northern Illinois University Press, 1985).
© Oklahoma Historical Society


CBSE and CCE : Confusing everyone
In the past one year, we have seen a lot of excitement in the school education segment in India, with the Central Board of Secondary Education (CBSE) announcing major changes. It started with simple things like doing away with board exams at the Class X (age 16) level and has now reached a stage where everyone’s confused about things like CCE (Continuous and Comprehensive Evaluation)
The idea behind CCE was very simple – to create a system that does away with “Marks”. Most schools in India follow a 100% Mark system where students getting 92% were treated as less equal than those getting say 93%. While some parents and teachers still claim that this system gave a clear indication of where the student ranked, the pressure to achieve maximum marks pushed few students to commit suicide and many others to be constantly harassed by parents and teachers alike. With the forced implementation of CCE this year onwards, CBSE, in its view, hopes to reduce the burden on students.
The new CCE guidelines divide the entire evaluation process into 3 parts.
Part 1 deals with Academic Performance in Scholastic subjects like Science, Maths, English etc. where Grades are given based on year long achievements. The academic year is divided into two sessions, in each session there are Formative and Summative Assessments (FA, SA). The school has some freedom in deciding the number of FA’s and their weightage etc but the end result is that students get a Grade for each subject instead of a mark. So far, so good. What CBSE has also done is that instead of focusing only on the 5 primary subjects, it has increased the scope by adding 3 more subjects to the Scholastic part – Work Experience, Art Education and Physical Education. For these additional subjects, teachers can give grades and a descriptive indicator explaining the student’s performance.
Part 2 deals with Co-Scholastic areas such as Life Skills, Attitude and Values. For each of these, teachers are again required to give a Grade and a descriptive indicator. Schools can expand these, for example, Life Skills can include Thinking Skills, Social Skills and Emotional Skills. Attitude can be judged towards teachers, peers, environment etc. The idea behind this part of the CCE is to let students and parents know that its not just knowledge that’s important, there has to be overall development during the school years of a student.
Part 3 of the CCE deals with Co-Scholastic Activities. The idea behind this part is to give simple grades based on activities performed / participated in during the year. This part is divided into two sections a) Literary / Creative / Scientific / Aesthetic Skills, Performing Arts, Clubs etc b) Health & Physical Education. Teachers are expected to grade students on their involvement with these activities during the year.
The exhaustive evaluation of a student is why the word “Comprehensive” is used in CCE. The only way of making this evaluation is if teachers keep records of student’s performance throughout the year, therefore the work “Continuous”.
While many schools are struggling to create formats and systems for teachers to work on, and I have had the opportunity to look at a few, I was amazed at the simplicity brought about in the whole process by the teachers and Principal of The Air Force School, Subroto Park, New Delhi - http://tafssp.com/ . The have created processes and formats where it would be possible for teachers to quickly evaluate and provide relevant indicators. The design of their evaluation system is simple, at the same time; it meets or exceeds all parameters defined by CBSE. Their formats eliminate chances of errors and make the whole process such that automating the CCE system would now be possible. I hope they get great recognition for their hard work and dedication, which will ease the lives of many student, parents and teachers. CBSE should now standardize these formats and ask other schools to follow.
Posted via email from Anil Sharma


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Strategically planned questioning can engage students in learning by helping them reflect on readings, develop problem-solving skills, form concepts, or simply practice foundational skills. Questioning focuses attention and guides study, reading, writing, communication, visualization, design, development, and other learning activities.
The main goal of this Web site is to:
Provide easy-to-follow, quick-to-read guidance for creating questions of varied types: 1-minute essay, short essay, short-answer, check-all-that-apply, matching, along with the traditional multiple-choice and true-false.
The topic at the bottom of the page link to ideas that will assist in the development of well-written questions.
Overview - definition, characteristics, examples, advantages, disadvantages
Construction - how to write the questions
Check yourself - determine whether you can recognize faults in questions


Learn Numbers - Number Teach
10,000 - 50,000 downloadsAdd this app to your listsTweets por @AppsZoom
Teach your child to count and use maths in a fun, visual and audible way. Fun exercises to help kids to learn numeracy skills.
+ Count numbers up to 20.
+ Learn maximum and minimum numbers.
+ Learn basic addition and subtraction.
+ Set the maximum game number to either 10, 20, 50 or 100, for gradual learning.
+ Includes friendly cartoon pictures and sounds to encourage learning.
Advertisements will appear on the top of the page, so I suggest supervision if your child is using this free version.
Why not send me an email with your thoughts/suggestions/problems?
Please rate. Thank you.
Media used is under public domain or Creative Commons license.
Sound effect by zeuss.
Music by Kevin MacLeod.
Tags: learn numbers, teach number, numbers that teach, number teach for kids, i teach learn number for preschooler.
Fixed 'Max Number' on some devices - Sorry!
Choose maximum number (!)
Updated code/fixed errors
2mb smaller file


5 themes, 60 chapters, 1,797 activities, 75 pictures
covering 4th Grade curriculum in Language Arts
During the fourth grade year, English Language Arts turns to a focus on reading comprehension and writing. Students are empowered with strategies to break reading text down for understanding. Writing skills and the writing process are taught with a focus on main idea, creativity and fluency. State testing of the students’ knowledge in ELA determines advancement into the upper grades and predicts success in junior high.
Loaded with thousands of questions, apps cover official educational curricula & comply with Common Core State Standards.
This app creates great game dynamics and incentives, so that the user always wants to progress further in the application.
Apps embed a blackboard and a calculator for students to write and calculate directly on the screen without having to leave the app.
A lesson summary is attached to each chapter, to underline the core concepts students should know to answer questions.
Move instantly from one screen to the next. Stop waiting for information to load from a server: bandwidth is no longer an issue.
Apps automatically sync in the background in order to load new activities whenever an Internet connection is available.
Are you a school representative who would like to buy iTooch 4th Grade Grade Language Arts for your entire organization? Good news! iTooch 4th Grade Language Arts is eligible for the Apple Volume Purchase Program (VPP) for Educational Institutions. We will offer you special pricing for purchases of 20 apps or more. To take advantage of this offer, you can buy our iTooch 4th Grade app, instead of buying the content as an in-app purchase of our iTooch Elementary School app. For more information about the Volume Purchase Program, you can consult Apple’s website. Have questions in mind? Feel free to contact us.
iTooch 4th Grade Language Arts author, Jennifer Preston, has a BA from Texas A&M University majoring in English with a minor in Speech Communication. She has public school teaching experience in both Texas and Wisconsin. Her experience as a Program Support Teacher for the Bilingual/ESL program with Madison Metropolitan Schools in Madison, Wisconsin allowed for writing and implementing curriculum.
As of 2011, she is certified in English as a Second Language, Elementary Education, Early Childhood Education, English and Special Education. She continues to stay active in the public school system through volunteering both in classrooms and on committees, tutoring and substitute teaching. She enjoys spending time with her family on their Texas farm, raising horses and gardening.
iTooch 4th Grade Language Arts editor, Vann Trotter, has a master’s degree in journalism from the University of Georgia and a bachelor’s degree in English from Piedmont College in Georgia. He has spent the past 18 years as a copy editor at six newspapers across the United States and has won awards for headline writing and recognition for his editing. His passion for newspapers and editing has also enabled his wanderlust, allowing him to live in places as diverse as Athens, Georgia, Key West, Florida, and Anchorage, Alaska. He and his wife, Jane, now call Raleigh, North Carolina, home. They have one child, a 95-pound boxer named Herschel.


Using Phonics to Enhance Reading
Instructor: James Coomber
Spring, Summer & Fall (Ongoing)
Instruction Mode: Internet-Asynchronous (Online Class)
Academic Level: K-12 Professional Development
NDSU Credit Fee: $375
This practical course for teachers defines phonics instruction and its methods, then enables teachers to build a teaching plan for incorporating phonics and related decoding strategies into their classroom reading.
This course will take you through a process that
1. Reviews research showing the efficacy of phonics
2. Provides activities to demonstrate classroom practice, and
3. Analyzes student difficulties and appropriate responses.
Upon completion of the course, you will have the background and practical strategies to meet requirements in many states regarding knowledge of phonics.
Phonics & Major Decoding Strategies
Learning & Applying Phonics
Phonics Plus Book B
Phonics Plus Book C
- Word History: A Guide to Understanding The English Language
Cost for the textbooks is $49 including shipping. Credit cards are not accepted.


Using a 3-D Multi-User Virtual Environment in the Development of Art-Based Skills
In this study, we conducted a real-time, art-based lesson in Second-Life, a 3-Dimensional Multi-User Virtual Environment (3D MUVE) for a class of second year BA Art Education trainee teachers through Problem-Based Learning (PBL) framework. We documented trainees’ experiences, their works and concerns on the use of MUVE in art learning. We believe that trainee teachers need to have positive learning experiences in alternative, virtual environments and be familiar and confident in it before they can conduct similar art lessons for their students in the future. This study aims to augment face-to-face classroom interactions with technology. It aims to situate technology firmly in pedagogy and not merely treat technology as an ‘add-on’. We believe that a 3D MUVE, like Second-Life, has vast potentials that allow for PBL and collaborative learning which might often be limited in an art classroom because of its physical space, cost of materials and maneuverability of objects. Moreover, learning through MUVE caters to the current learning styles of our students, who have grown up surrounded by computers and gaming. In this study, the trainee teachers were able to autonomously maneuver in Second-Life quite quickly and in the process, collaborated with one another successfully in solving problems and learned spatial art-based skills through the development of an expressive and artistic 3D art installation.
Keywords: 3D Multi-User Virtual Environment, Art-Based Skills, Problem-Based Learning, Collaborative Learning, Trainee Teachers
Bee Lian Kehk
Lecturer, Visual and Performing Arts Group
Lecturer, Visual and Performing Arts Group, National Institute of Education, Nanyang Technological Univerisity
Beijing (2008), Nokia Singapore Art - Cyberarts exhibition, Singapore Art Museum, Singapore (2001). 'GRAVITY', Multimedia Art Asia Pacific. Singapore Art Museum, Singapore (2004) and 'Future Cinema', ZKM, Germany (2002).


Between examing the role that Good to Great can have in our schools, I continue to explore what I need to learn about teaching Latino students. In three previous posts, here, and here, I responded to a professional development session in which our staff's effort with Latino students was summarily reproached for its subtly racist undertones. The presentation, though interweaved with some truths, was more for provocation than actual usefulness. I'm tempted to dwell on its need for provocation and not move to the intereweaved truths--I'll refrain for now.
Last year, in my first year at this particular school, I discovered a book, Puerto Rican Students in U.S. Schools, edited by Sonia Nieto. The Daily Grind should fund the purchase of this text, but for now, google books will have to suffice. The truth is that our Latino students do face challenges in finding success within our US schools--we who teach these students should be more educated on those challenges. Yet I can't help but admit that many students of various racial makeup have challenges. Which is why I agree completely with one of Nieto's conclusions about the need for caring teachers--of all the foundational skills needed to succeed with all students, carino, might be the most important.
Nieto concludes, "Care is demonstrated most powerfully through high expectations and rigorous standards, and in teachers' beliefs that students are worthy and capable" (31). The current charter school movement is tapping into the power of carino as a means to improving student learning. We have much to discover about high expectations and rigorous standards.
Sometimes I think teachers of our Latino students, in an effort to care about them, allow themselves to lower their standards and focus too heavily on how the "feel" and less on whether or not they are learning.
She adds that other effective examples of carino include, "...developing strong interpersonal relationships with students and their families, learning about and from them, respecting and affirming their language and culture, and building on these to support learning" (31). At this point, I begin to feel uncertain about what she is proposing. Or, at least start asking far more questions, which would be the better way to describe my uneasiness.
Shouldn't we expect "strong interpersonal relationships" between our teachers and every student? What does "affirming their language and culture" mean?
For instance, in Sweating the Small Stuff, author David Whitman writes that the new paternalistic schools "Street slang, the use of the ‘n-word,’ and cursing are typically not only barred in the classroom but in the hallways and lunch room as well” (38). I know that by "language" Nieto more than likely means Spanish, but what if their "language" is both Spanish and street-slang English? Culture is the learned patterns of behavior, and street-slang falls into that definition.
However, in the end, I agree with Nieto regarding what she more than likely really means. Schools which serve Latino students should be working to create great students. Whitman, in his book, describes Cristo Rey Jesuit High School goal “... to have graduates be bilingual and bi-literate” (139). Not only does this respect their culture, it serves the greater purpose of educating our students to high standards. Now that's real carino.


On the outside, Erin Shank looked every bit the fit athlete.
The 17-year-old runner took pride in the muscles and toned look she gained from track and cross-country training.
Inside, however, she had the bones of a 60-year-old woman.
When doctors treated Shank for stress fractures--five in all--they found she had osteoporosis, or brittle bones. The condition is common in women past menopause but rare in teens.
Asking more questions, they found that Shank fit the profile of a syndrome called female athlete triad, a combination of health conditions that can leave a woman with permanent bone loss and, some doctors believe, fertility problems.
The triad describes three distinct but interrelated conditions: eating problems, a suspended menstrual cycle known as amenorrhea and bone loss.
It starts with eating or the lack of eating.
Many women athletes are obsessed with losing weight. By burning more energy than they take in over a long period of time, their body fat drops below healthy levels, triggering a hormonal reaction in the brain that stops the ovaries from producing estrogen. Without estrogen, a woman's body doesn't absorb enough calcium to maintain healthy bones.
"It's always such a shock to see girls who appear to be in such good condition have this problem," said Dr. Joseph Congeni, who heads the sports medicine department at Children's Hospital Medical Center of Akron. "The brittle bones we see in a woman going through the change of life we see in teenage girls."
As doctor to UA's dance program and women's club soccer team, Congeni has the authority to bench women whose weight is too low or whose body fat percentage falls below the safe range of 10 percent to 13 percent.
No hard statistics exist on how many female athletes may have the triad. But some surveys suggest that between 15 percent and 60 percent of women athletes have some form of eating problems that serve as the starting point to the syndrome.
In mild forms, disordered eating might mean a fixation on losing weight or simply poor nutrition. In more serious forms it becomes an eating disorder, such as anorexia nervosa or bulimia.
Anorexia is a disorder marked by extreme fear of gaining weight that leads to self-starvation. Bulimia is marked by often-secret binge eating followed by self-induced vomiting or the ingestion of large amounts of laxatives or diuretics. Both have large psychological components, often family-related, that defy easy treatment.
Athletes who suffer from the triad are found most often in sports where performance is judged by others or where a slim physique helps--gymnastics, ballet, diving and long-distance running.
Attention given to eating issues and amenorrhea or suspended menstrual cycle over the past decade has raised awareness in women's sports at the college level. Few women who have the syndrome have the stamina to make the cut at the college level anyway, said Marylin Bowman, director of sports medicine at the University of Akron.
Treatment for the triad includes large doses of counseling, estrogen and calcium. Despite aggressive treatment to stop bone loss, girls with the syndrome aren't likely ever to achieve their previous peak bone health potential, Congeni said.
For women such as Shank, the treatment can be more stressful than the syndrome.
The triad delayed Shank's puberty. When her period, never regular, stopped, she was almost glad, because it was simply one less hassle. She didn't associate it with running.
Through high school, "I still had the body of a little girl," she said.
In running, Shank found a way to banish the stress she felt from school, her job and the anxieties of adolescence. Like many girls, the 5-foot-3-inch Shank also was self-conscious about her body. Running helped that way too, by keeping her body toned.
Her weight never dropped below 110 pounds. With the running, her body fat turned to muscle, which weighs more.
Now she's been forced to stop running. Her weight has climbed to 130 pounds. With time on her hands, she started eating more calories than she once burned off running. Shank's body fat level quickly increased to within the normal range.
"It bugs me," Shank said. "I actually went into a pretty bad depression because I was losing everything I'd worked for."
With the added effects of the estrogen treatment, Shank developed the curves of a woman. But Shank said her bones are not improving quickly, and she'll be taking estrogen and calcium for the rest of her life.
"I wouldn't wish this on anybody."
Now 19, Shank is moving on with a different life. After two years at the University of Akron branch campus in Orrville, Shank will start at the University of Cincinnati, where she plans to major in elementary education.
"I think this has made me stronger emotionally."


Summary of AFT Forum on English Language Learners and the Common Core Standards
AFT HOSTS FORUM ON ENGLISH LANGUAGE LEARNERS AND THE COMMON CORE STANDARDS
Trevor Sparks (firstname.lastname@example.org)
October 29, 2010
On Thursday, October 21, the American Federation of Teachers (AFT) hosted a policy forum titled, “Making the Common Core Standards Work for English Language Learners: The Importance of Linking English Language Proficiency Standards to the Common Core Standards,” to examine the role of English language proficiency in the Common Core Standards. The Common Core Standards have been developed to define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school college- and career-ready. Currently, 36 states and the District of Columbia have agreed to adopt them.
• Antonia Cortese (Moderator), Secretary-Treasurer, AFT
• Diane August, Senior Research Scientist, Center for Applied Linguistics
• Kathleen Leos, President and Founder, The Global Institute for Language and Literacy Development
• Susan Lafond, ESL and Foreign Language Teach Specialist, New York State United Teachers
Antonia Cortese introduced each of the panelists and briefly explained the Common Core Standards. Cortese voiced concern, however, for English language learners (ELLs) and how “their needs should be taken into consideration as the Common Core Standards are implemented.” English language learners now constitute more than 10 percent (roughly six million students) of PreK – 12 students.
Policy expert Kathleen Leos began the discussion by providing both broad and operational definitions for English language proficiency (ELP) in order to offer an understanding behind ELP standards. “Language proficiency,” she explained, “is the demonstrated ability of a student to speak, understand, comprehend, read and write in the


As noted in my earlier article, education has made many improvements over the years. These improvements are due to the occurrences of several important people and events. This article will continue my timeline of the history and evolution of education.
1712-1778 Time of Jean Jacques Rousseau. This Frenchman supported finding the goodness of children. He felt that children should be treated as individuals and that teachers should focus on natural abilities.
1743-1826 Time of Thomas Jefferson. Jefferson was a promoter of having free and widespread elementary education. He also supported higher education. He founded the University of Virginia in 1825.
1746-1827 Time of Johann Heinrich Pestalozzi. Pestalozzi was a Swiss educator who promoted a child centered learning environment. He recognized the different learning style of the children.
1751 Time of Benjamin Franklin. Franklin founded the Academy of Philadelphia. This was a private school but began a movement to public secondary schools. He also planned the first state school system.
1776-1841 Time of Johann Friedrich Herbart. Herbart felt that a child’s education should be motivating and interesting. He thought that education should develop moral character.
1781-1852 Time of Friedrich Froebel. This German educator introduced the first kindergartens. He was also a promoter of early childhood based education such as preschools.
1785 The Northwest Ordinance. This called for the support of schools in new towns. It eventually led to land grants for public schools.
1798 Monitorial Schools are developed by Joseph Lancaster. The first school was in New York. A teacher would teach students who would then in return go out and teach classrooms of children.
1817 Time of Thomas Gallaudet. He founded the first school for the deaf.
1821 Time of Emma Willard. Willard established Troy Female Seminary. This was the first school of higher learning for women. This led to training women to be teachers.


Tina Aiko Schaefer
SOC W 513
Provides frame of reference and skills for community-based social work practice. Theories of social change are examined with examples drawn from community organizing and policy advocacy. Offered: Sp.
This is the second of a two quarter course sequence that prepares students for entry-level macro social work practice. Within these two quarters, students using an anti-oppression lens develop foundational skills in assessment, intervention, and evaluation with groups, organizations, and communities; and in policy construction and implementation. These arenas are viewed as both tools and targets for change efforts. This process is driven by the principles of economic and social justice, multiculturalism, and anti-oppression practice and requires social workers to become critical thinkers and reflective practitioners engaged in and capable of facilitating an action-oriented model that reflects social work’s core values. The course will cover the role of social workers as change agents within organizations, critically assess the cultural, functional and structural aspects of organizations, plan and implement interventions at the organizational and systemic levels, and evaluate interventions at the organizational and systemic levels.
Student learning goals
This course targets the following SSW foundation competencies and related practice behaviors: Competency #1: Identify as a professional social worker and conduct one-self accordingly. 1d. Demonstrate professional demeanor in behavior, appearance, and communication. Competency #2: Apply social work ethical principles to guide professional practice. 2b. Apply ethical reasoning strategies to arrive at principled, informed, and culturally responsive decisions. Competency # 3: Apply critical thinking to inform and communicate professional judgments. 3b. Critically analyze models of assessment, prevention, intervention, and evaluation, especially in relation to their cultural relevance and applicability, and promotion of social justice. Competency #4: Engage diversity and difference in practice. 4b. Develop and demonstrate sufficient critical self-awareness to understand the influence of personal biases and values in working with diverse groups. Competency #5: Advance human rights and social and economic justice. 5c. Engage in practices that address disparities and inequalities and advance social and economic justice. Competency #7: Apply knowledge of human behavior and the social environment. 7b. Critique and apply these theories and frameworks to assessment, intervention, and evaluation at multiple system. Competency #8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 8b. Collaborate with colleagues, clients/constituents, and other actors to advocate for social and economic justice to effect policy change. Competency #9: Respond to contexts that shape practice. 9a. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide culturally relevant services. Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Engagement: 10a. Effectively prepare for engagement with individuals, families, groups, organizations, and communities in the context of diverse and multidisciplinary settings. 10b. Use listening, empathy and other interpersonal skills to establish respectful rapport and engagement with diverse populations in diverse contexts. 10c. Develop a mutually agreed-on focus of work and desired outcomes with clients/constituents. 10d. Affirm and engage the strengths of individuals, families, organizations & communities. Assessment: 10e. Collect, organize, and interpret client/constituent/system data. 10f. Assess client/constituent/system strengths, stressors, and limitations. 10g. Identify and select appropriate and culturally responsive intervention strategies. Intervention: 10h. Initiate actions to achieve client/constituent/organizational goals. 10j. Help and empower clients/constituents to resolve problems. Evaluation: 10m. Critically analyze, monitor, and evaluate interventions.
General method of instruction
Class assignments and grading


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Five down, ten to go
In 2000, the global community pledged at the UN Millennium Development Conference to achieve universal primary education (UPE) by 2015—one of eight goals that would represent a comprehensive reduction in global poverty. Five years later, only East Asia and the Pacific, and Latin America and the Caribbean are close to achieving the UPE goal, and sub-Saharan Africa, home to many of the world´s poor, lags far behind. What´s holding up progress? This issue of F&D takes stock of the enormous gains on the educational front over the past century and examines what needs to occur now for education for all to become a reality.
We begin with the results of a just finished multi-year project for the American Academy of Arts and Sciences on universal basic and secondary education. The project co-directors, Joel Cohen (Rockefeller and Columbia Universities) and David Bloom (Harvard University), consider the additional cost of reaching UPE by 2015—estimates range from $6 billion to $35 billion per year—not only affordable but essential for providing economic benefits, building strong societies and polities, and improving health. They also emphasize that reaching UPE is about a lot more than money: many of the chief obstacles lie in the political, cultural, informational, and organizational domains. And they insist this goal isn´t ambitious enough. "The world should aim for, and can achieve, high-quality, universal secondary education, possibly by 2015 but certainly by the middle of the 21st century."
F&D´s education issue also looks at the importance of achieving high-quality education for future economic and social gains—although the rate of uptake of well-established ways of improving schooling remains uncomfortably low. And we explore the successes emerging from India´s quiet revolution in elementary education, the need for sub-Saharan Africa to shift its focus from increasing admissions to reducing dropout rates and improving learning outcomes, how policymakers can create budget space for social outlays and make these outlays efficient, how tertiary education can be funded, and how foreign aid can be made smarter. Several F&D contributors argue that aid must be given in cycles of 5 years, rather than 2 years, and suggest that adopting incentives based on results could boost aid´s effectiveness.
* * * * *
In Straight Talk, IMF Chief Economist Raghuram Rajan tackles one of the hottest issues in international economic circles: how to craft an optimal debt relief proposal for low-income countries. He says that the proposals currently on the table have a one-size-fits-all flavor, but this is unfortunate because "one-size-fits-all proposals, while politically more convenient, are unlikely to benefit recipient countries as much as proposals that tie debt relief and additional aid to a country´s specific situation"—such as whether the government is corrupt and whether it has access to private markets. Incidentally, his previous column on odious debt has generated some strong reactions: see our Letters section.
In People in Economics, we profile Mario Monti, an Italian professor and new think-tank head, who became a prominent European Union Competition Commissioner—known for his clashes with General Electric and Microsoft over issues of market power.


Jae C. Hong/APWhen was the last time you wrote in cursive? Fifty-eight years ago The Saturday Evening Post was already calling America a "nation of scrawlers."
Now, the recently established Common Core State Standards, the standardized education benchmarks for U.S. public schools, omits cursive as a graduation requirement. Indiana and Hawaii waved goodbye to cursive in 2011 and welcomed keyboarding classes to their curricula.
Still, states like California, Georgia, Idaho, Kentucky and Massachusetts have kept cursive instruction in place or allowed individual school districts to decide.
The technique has many defenders, including The National Association of State Boards of Education, which recently compiled evidence that learning cursive makes you smarter.
Below evidence from a NASBE policy brief:
Cognitive and Motor Skills Development: Because handwriting is a complex skill that involves both cognitive and fine motor skills, direct instruction is required to learn handwriting (it is not good enough to just give a workbook to students and hope for the best). However, the result of good instruction is that students are benefited both in their cognitive development and in developing motor skills.
Literacy Development: Handwriting is a foundational skill that can influence students’ reading, writing, language use, and critical thinking. Students without consistent exposure to handwriting are more likely to have problems retrieving letters from memory; spelling accurately; extracting meaning from text or lecture; and interpreting the context of words and phrases.
Brain Development: The sequential hand movements used in handwriting activate the regions of the brain associated with thinking, short-term memory, and language. In addition, according to Virginia Berninger, Ph.D., professor of educational psychology at the University of Washington, cursive in particular is linked with brain functions around self-regulation and mental organization. “Cursive helps you connect things,” Dr. Berninger said in an interview.
- Memory: The act of handwriting helps students (and adults) retain information more effectively than when keyboarding, mostly likely because handwriting involves more complex motor functions and takes a bit longer. One study comparing students who took notes by hand versus classmates who took notes by computer found that the hand writers exhibited better comprehension of the content and were more attentive and involved during the class discussions.
- Written Expression: Elementary-age students who wrote compositions by hand rather than by keyboarding, one researcher found, wrote faster, wrote longer pieces, and expressed more ideas.
- Learning Disabilities: Handwriting instruction can be especially valuable to many students with disabilities. As one professor of occupational therapy has written, “One of the first things educators can do to ensure that students with special needs develop good writing skills, besides teaching them spelling and basic writing processes, is to provide them with formal handwriting instruction.” Students with learning disabilities are more likely to need extra support to improve their handwriting, but improved handwriting can both help improve academic outcomes and help in fine motor skill development.
And you never know when cursive will be useful.
For instance, the technique proved crucial in this year's Florida v. George Zimmerman murder trial. Later acquitted of second-degree murder and manslaughter of 17-year-old Trayvon Martin, Zimmerman's defense team attempted to discredit Martin's childhood friend's testimony. Rachel Jeantel's was forced to admit she could not read the cursive letter she wrote to Martin's parents, bringing into question if she could truly write in cursive.


Careers & Employment Outlook Possible programs students could transfer into at a four-year institution include the following: Studio Art (e.g., painting, sculpture, photography, and ceramics); Art Education; Art Therapy; Studio Assistant; Art History; Graphic Design; Industrial Design. Artists held about 221,900 jobs in 2008. About 60 percent were self-employed. Of the artists who were not self-employed, many worked for advertising and related services; newspaper, periodical, book, and software publishers; motion picture and video industries; specialized design services; and computer systems design and related services. Some self-employed artists offered their services to advertising agencies, design firms, publishing houses, and other businesses. Employment of artists and related workers is expected to grow 12 percent through 2018, about as fast as the average for all occupations. An increasing reliance on artists to create digital or multimedia artwork will drive growth.Median annual wages of salaried craft artists were $29,080. The middle 50 percent earned between $20,730 and $39,120. The lowest 10 percent earned less than $16,290, and the highest 10 percent earned more than $54,550.Median annual wages of salaried fine artists, including painters, sculptors, and illustrators, were $42,650. The middle 50 percent earned between $29,230 and $60,650. The lowest 10 percent earned less than $20,780, and the highest 10 percent earned more than $83,410. Earnings for self-employed artists vary widely. Some charge only a nominal fee while they gain experience and build a reputation for their work. Others, such as well-established freelance fine artists and illustrators, can earn more than salaried artists. For more information you can visit the U.S Department of Labor, Occupational Outlook Handbook.


Ang, Minni K. and Yeoh, Miranda P. (2001) Music Preferences of Malaysian Students and KBSM Curriculum Implications. Pertanika Journal of Social Sciences & Humanities, 10 (1). pp. 43-51. ISSN 0128-7702
Preferences were investigated of a sample of teenage students for ethnic-based and non ethnicrelated Malaysian music, and the effects of selected listener characteristics: familiarity and musical training. Ten excerpts of ethnic-based Malaysian music and twenty excerpts of non ethnic-related music comprising ten popular music excerpts and ten Western art music excerpts were utilised. Ratings of preferences, familiarity, and musical training were gathered from 139 randomly selected teenage students of two public schools in Serdang. The results showed that the teenage students had a strong preference for non ethnic-related music especially popular music. Familiarity proved to be a significant determinant of preferences for both ethnic-based Malaysian music and non ethnic-related music. Implications of these findings include the proposal of new strategies in teaching approaches and preparation of learning materials for the music subject of the Malaysian Integrated Secondary School Curriculum or KBSM.
|Keyword:||Music preference, music education, pedagogy, Malaysian music, teen culture, listener characteristics, music familiarity|
|Publisher:||Universiti Putra Malaysia Press|
|Deposited By:||Nur Izyan Mohd Zaki|
|Deposited On:||25 Nov 2009 07:05|
|Last Modified:||27 May 2013 07:07|
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Math Games Multiplication 1.0
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Date added: 2008-09-07
Publisher: Sierra Vista Software
Math Games Multiplication 1.0 description
Memorizing multiplication tables is an essential part of elementary education. A student who has mastered multiplication gains a solid foundation for achievement in mathematics throughout high school and beyond..
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Children need to have high-quality books become a part of their daily experiences.
The classroom library should be well stocked with a variety of high-quality books and magazines. Children should have the opportunity to select their own books, and the teacher should also suggest books to extend an idea for a classroom activity or to suit an individual child’s interest.
Child Care and Literacy
Increasing numbers of very young children are spending time in day care settings, where the main focus has traditionally been on providing good physical care. Literacy enrichment has not been a high priority.
One major obstacle to high-quality day care is the lack of good books in many day care and preschool settings. In one interesting program, a private foundation, a major city library system, and five surrounding county libraries teamed up with a university researcher, early childhood professionals, and day care teachers to bring literacy to the care of children from infancy through age five. The goal: to increase exposure to print and meaningful language among very young children.
In what they called the Great Book Flood of 1996, 322 child care centers serving 17,675 mainly poor children received large quantities of high-quality books—at a ratio of five per child. They also received materials needed to create book areas and library corners. Teachers received 10 hours of training in early literacy development, storybook reading techniques, book selection, and book-related activities. Libraries participated by offering speakers, activities, and celebrations focused on books.
At the end of the program, teachers reported that they read more frequently and for longer periods to their children each day, in addition to giving them greater access to books in the classroom. Children showed substantial benefits, with improvements in their competence at narration, concepts of print, concepts of writing, and letter knowledge. The children continued to show gains at a follow-up study during their kindergarten year.


148Apps Review SummaryOur Rating: :: MATH MADE FUN :: Read Our Full Review >>
Moose Math includes interactive math exercises children will love exploring.
What's NewUpdates and fixes for iOS7.
To see all ratings and reviews for this app, please select ALL VERSIONS.
App DescriptionIntroductory Price! Moose Math engages kids in a mathematical adventure and teaches counting, addition, subtraction, sorting, geometry and more. While playing 5 multi-level activities in the Moose Juice Store, Puck’s Pet Shop and Lost & Found, kids can earn rewards to help build their own city and decorate buildings. Moose Math introduces a new whimsical group of Duck Duck Moose characters, The Dust Funnies, who help with mastering math skills. Moose Math is aligned with Common Core State Standards for Kindergarten and 1st Grade and includes a Report Card section where parents and teachers can monitor progress and find additional skill-building activities. AGES: 3-8.
PLAY CATEGORY: Early Learning/Curriculum
Moose Math features 5 engaging math activities:
1) MOOSE JUICE: Make smoothies while practicing counting, addition and subtraction
2) PAINT PET: Match the pets by counting the number of dots
3) PET BINGO: Solve addition, subtraction and counting problems to get BINGO
4) LOST & FOUND: Learn and sort through shapes and colors
5) DOT TO DOT: Help the Dust Funny find his way home by joining the dots
Kids will learn the following math skills based on Common Core State Standards:
- Understand the relationship between numbers and quantities
- Solve word problems and algebraic thinking
- Practice number pattern recognition
- Count by 1’s, 2’s, 5’s and 10’s
- Master counting to 100
ADDITION & SUBTRACTION:
- Add and subtract by 1’s, 2’s, 5’s and 10’s
- Add and subtract up to 20
- Learn to add and subtract with numbers, dice and rekenrek racks
- Master geometry at Kindergarten and First Grade levels
- Learn to identify and recognize shapes
- Understand and compare lengths
PARENT REPORTING: Includes a Report Card section where parents and teachers can monitor progress for each child and learn about new skill-building activities.
DEVELOPED WITH EDUCATORS:
- Developed in conjunction with Stanford University Educator, Jennifer DiBrienza, PhD in -
Early Elementary Education and former NYC public school teacher (K-Grade 2)
COMMON CORE STANDARDS: K.CC.1, K.CC.2, K.CC.4, K.CC.6, K.OA.1, K.OA.2, K.OA.5, K.MD.2, K.MD.3, K.G.2, K.G.3, K.G.4, 1.OA.1, 1.OA.2, 1.OA.6
Duck Duck Moose, an award-winning creator of educational apps for children, was founded in 2008 by three parents who share a passion for children, education, music, design and play. To date, we have created 17 top-selling titles and have won 15 Parents’ Choice awards, 15 Children’s Technology Review Editor’s Choice Awards and a KAPi award for the “Best Children’s App” at the International Consumer Electronics Show. We work with educators and play-test with children to ensure our apps are frustration-free for little fingers and full of whimsy, wonder and educational content for all to enjoy.
September 26, 2013 Price Decrease: $4.99 -> $1.99
September 26, 2013 New version 1.0.2
November 30, -0001 Initial Release


Sarawak Independence Day
Sarawak Independence Day is an independence day celebrated on 22 July every year by the state of Sarawak in Malaysia. The holiday has been received widely by the Sarawak state government and citizens only since 2012, after public discontent about Merdeka Day being too Malaya-centric.
Originally, the Kingdom of Sarawak was granted independence by the Sultanate of Brunei in 1841, but came under British protection from 1888 onwards. However, at the time, Sarawak was not "fully" granted independence. After the end of World War II, the territory was administered by the British Military Administration, then became a Crown Colony in 1946. The transferring of the territory to colonial administration has led to the major protest by Sarawakian citizens who wanted the independence of Sarawak to be restored. This led to the assassination of Duncan Stewart, the second governor of the Colony, by Rosli Dhobi, who was captured and subsequently hanged for murder. The position of the Governor was succeeded by Anthony Abell, who also became one of the members for the Cobbold Commission which brought Sarawak and North Borneo into the Federation of Malaysia.
Sarawak was granted independence on 22 July 1963, on the condition that it would join the Federation of Malaysia on 16 September the same year. During the Independence Day ceremony Alexander Waddell, the last Governor of the Colony, left the Astana and boarded a white sampan to cross the Sarawak River, then handed the administration of Sarawak to the Sarawakian citizens, with the Colonial flag lowered and the Sarawak flag raised. Before he left, the Governor appointed Stephen Kalong Ningkan as the first Chief Minister of Sarawak.
- List of the governors of the Crown Colony of Sarawak and the Yang di-Pertua Negeri (archive version)
- SARAWAK CELEBRATES 50 YEARS OF INDEPENDENCE (2013) NAM News Network
Part of a series on the
|History of Malaysia|
- Murray Hunter (27 July 2013). "Sarawak’s "Independence Day"". New Mandala. Australian National University. Retrieved 30 May 2014.
- Bob Teoh (6 August 2012). "Tanah airku - My homeland - 美丽的国家". Sin Chew Daily. Archived from the original on 30 May 2014. Retrieved 31 May 2014.
- "Numerous Events Organised For Sarawak Independence Celebration". Bernama. Sarawak Chief Minister Department. 28 March 2013. Archived from the original on 30 May 2014. Retrieved 30 May 2014.
- Michael Kaung (27 August 2012). "Merdeka ‘no relevance’ to Sabah, Sarawak". Free Malaysia Today. Retrieved 30 May 2014.
- "Sabah, Sarawak: 50 Years in Malaysia plagued by bad politics — Joe Fernadez". The Malay Mail. 7 October 2013. Retrieved 30 May 2014.
- Aloysius Yapp (January 2014). "Borneo Art Education - BAE" (PDF). International Journal of Education and Research II (1): 2. ISSN 2201-6333.
- Khairie Hisyam Aliman (13 September 2014). "No, Sarawak did not gain independence in 1841". The Malay Mail. Archived from the original on 15 September 2014. Retrieved 15 September 2014.
- Patricia Pui Huen Lim; Diana Wong (2000). War and Memory in Malaysia and Singapore. Institute of Southeast Asian Studies. pp. 124–. ISBN 978-981-230-037-9.
- Mike Thompson (12 March 2012). "The stabbed governor of Sarawak". BBC News. Retrieved 30 May 2014.
- Antonia Chiam (22 September 2013). "Farewell to the Crown Prince". The Borneo Post. Retrieved 30 May 2014.
- Frans Welman. Borneo Trilogy Sarawak: Volume 2. Booksmango. pp. 134–. ISBN 978-616-245-089-1.
- "Sarawak ‘brave’ to celebrate July 22 independence day, says Kitingan". The Borneo Post. 22 July 2013. Retrieved 30 May 2014.
- "The day Sarawak was briefly an independent state". The Star. 22 July 2013. Archived from the original on 30 May 2014. Retrieved 30 May 2014.
- Asia Yearbook. Far Eastern economic review. 1964.


Student Writing Prompt
One of the many missions of the US Department of Agriculture is to produce "how-to" publications for farmers, homesteaders and other related parties on topic related to the production, preservation, preparation and transportation of food to assure food safety.
During the 1930's, after getting an advanced education, you became an employee of this government agency. Since you were originally from the Midwest, your supervisor instructed you to write instructions for food preservation in the Ozarks. Write clear step-by-step instructions on how to preserve vegetables both in the winter and in the summer. Include at least three methods for winter preservation when canning is not available. Remember to keep it simple; many people in rural areas only have an elementary education if even that!
Atlas reading: Farm Life segment of Old Timer Remembers


Technology in Kindergarten
Every early childhood teacher extols the value of creative experiences that allow young children the opportunity to explore and manipulate a variety of materials. Physical interaction with the world and the involvement of all five senses—taste, touch, smell, hearing, seeing—is the way young children learn. We can begin to know what they understand and how they perceive their world through their constructions and we use that understanding to design a program that will build their skills. For the young child, the concrete and visible is real. Being able to hold and direct a pencil or paintbrush is not just about being able to form specific shapes that can then be turned into particular letters, but it’s also about gaining control of one’s own movements and making connections to others. It’s also a starting place for literacy and for the knowledge that speech and words are tools for mastering our reality.
It's not clear how manipulation of strokes on a keyboard to produce letters, lines, and graphic images connect to the child's manipulation of real objects. Do children at this concrete stage of development even understand how they can create and participate in a "virtual" world? Or, perhaps the printed paper and screen image is real enough for them. After all, young children are very comfortable with the reality of television and the printed images around them. For this reason, among others, it's important for teachers of young children to ask: What role can technology play in the development of young children’s literacy? Where can computers and other technological devices fit into a kindergarten writing program?
In this collection we feature two stories of good early childhood classroom practice. In one of them, the teacher starts with her own inquiry question about creating digital stories in a kindergarten classroom. The focus is on using technology and learning how it can enhance literacy development. In the second story, the teacher explores using inquiry as a teaching strategy for her kindergartners. For her, technology is an add on.
The first teacher, like other teachers in research cited below, explored computer use with children who are already familiar with computers and technology from experiences in the home. We don't know whether the children in the second story have similar home experiences with technology. We assume that children from low-income families do not have the same exposure to technology. And, thus, we are concerned about using time to teach keyboarding skills or operating basics that would take away from actually using the tools to create, learn, communicate and produce. An important reason for introducing technology at this stage is to begin to even the playing field for all children. If we don’t want to add to the digital gap, we should consider incorporating exposure to technology and basic tech skills at the earliest stages of education.
There are resources that can help us do that. One is The Early Connections website that offers guidelines for using a range of technology in the earliest years. Another is the NAEYC's statement on technology and early childhood. The outlined pointers can serve as useful guidelines for incorporating technology into your instructional program.
However, using computers in kindergarten is not a new issue. Teachers have been asking questions about what this means ever since computers were introduced to the early childhood classroom in the late 1970s. (Shilling 1997). For a look at how a few teachers are exploring the use of technology, particularly computers, with our youngest learners and finding where technology matches up with emerging literacy practices, check out these links to studies carried out with kindergarten students as well as a link to one teacher's experience:
Other print references on using technology in kindergarten include:
Shilling, Wynne. 1997. "Young Children Using Computers to Make Discoveries About Written Language." Early Childhood Education Journal, 24 (4): 253-259.
Young, Dianne and Lynn Behounek. March, 2006. Kindergartners Use PowerPoint to Lead Their Own Parent-Teacher Conferences, Young Children, 61 (2): 24-26.


Occasional Paper 2000: Sara Wilford
From Play to Literacy: Implications for the Classroom
There are many perspectives on the connections between play and literacy. Writers and speakers concerned with this topic include professional educators in the area of literacy development, early childhood education specialists, and child development experts. My own interest evolved initially from my years as a first and second grade public school teacher. Later, as director of the Sarah Lawrence Early Childhood Center I wrote a book for parents called What You Need To Know When Your Child Is Learning To Read (1999), a book that focuses on variations in timing and domain among children as they seek different entry points into literacy: I wanted to emphasize the fact that parents and other good observers of young children can use the individual differences demonstrated by emergent readers and writers to facilitate literacy development. Most recently, my colleagues at the Sarah Lawrence Child Development Institute and I undertook the co-production of a public television documentary called When A Child Pretends (1999). The filming took place at our Early Childhood Center, and at Central Park East I Elementary School in East Harlem. All of these experiences have led me to consider the framework of this paper. To clarify, I define early childhood as spanning birth to age eight, and my definition of play extends past its pure form as exemplified by imaginative play to include active, child-initiated and adult-facilitated experiences characterized by playfulness and the disposition to investigate.
I believe that there are five distinct literacy goals that can be reached by supporting children’s natural inclination towards playful endeavors. To illustrate how these goals may be achieved, I have identified five aspects of early childhood classrooms which value play and playful attitudes and are particularly relevant to fostering children’s literacy. | Read the full paper»


AN INVESTIGATION OF NOVICE MIDDLE AND HIGH SCHOOL BAND DIRECTORS' KNOWLEDGE OF TECHNIQUES AND PEDAGOGY SPECIFIC TO THE HORN
The purpose of this study was to determine novice middle school and high school band directors’ knowledge of techniques and pedagogy specific to the horn. Ten band directors currently teaching middle or high school band and who were in their first through fourth year of teaching were interviewed. Questions were derived from current brass methods textbooks and placed in one of the following six categories: (a) collegiate background; (b) teaching background; (c) embouchure, posture and right hand placement; (d) construction of single and double horns; (e) muted, stopped and miscellaneous horn pedagogy; (f) care and maintenance. Findings from this study indicate that novice middle and high school band directors have varying amounts of knowledge and expertise of the horn and, in general, are lacking fundamental knowledge of specific horn techniques. In addition, it appears that directors have more knowledge and understanding of concepts relating to the horn that are common to all brass instruments as opposed to concepts associated specifically with the horn.
School:Bowling Green State University
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:instrumental music education horn methods classes technique secondary instruments pedagogy brass band
Date of Publication:01/01/2006


For grades 2-3, you can look at Jacob Lawrence's "The Last Supper" and talk
about what we are thankful about; have students brainstorm ideas and write
them on board or flip chart. Students can create their own work of art
depicting what they are thankful for.
>Subject: native american art
>Date: Tue, 21 Sep 1999 11:01:59 -0400 (EDT)
>Help! I am a student majoring in art education at Indiana University of
>Pennsylvania. Currently, I am teaching art at a local youth center to
>second and third graders. I have just introduced a lesson revolving around
>Thanksgiving festival (Pilgrims, Indians, Christopher Columbus, etc). Thus
>far, they have been working on Indian Heedresses using leather straps,
>feathers, sequins, paint, and other odds and ends. The kids seem to love
>I have little experience
>writing my own lesson plans and would greatly appreciate and ideas from
>of you already in the field!
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Music lessons normally run September to June, right along with the school calendar. When students are off from school normally music education takes a break too. But does it have to? Here are some cool things for kids to do around the school breaks to make sure they still have music everyday.
Winter is filled with holiday parties, traveling, gift buying and more traveling. Who has time for anything else?
Simple ways to keep music around:
- Have your kids learn holiday songs to sing and play for the family.
- Sing and play special songs as a family.
- Go to your schools holiday concert.
- Play in a winter concert
Just these simple steps help your child still stay excited about music over the break from school. They now have a special job around the holidays and playing for family becomes a tradition.
Winter and Spring Break-
Sometimes we travel during our February and April break and it is hard to still practice when we are in different places. There are still some great ways to make sure that music is a part of vacation.
-Find local concerts where you are traveling. These don't need to be big names or even expensive tickets. Listen to the music on the streets or see if any museums have any kids concerts.
JWY! Recommends: Musical Instrument Museum
- Sing songs the child has learned or is working on with their music teacher.
-If your traveling out of the country, maybe find some examples of music from that new culture and play these songs for your children. Ask them questions like:
* What kind of instruments do you hear?
* What sounds the same? What sounds different?
* Is this music you would like to learn?
During your vacation, your child may hear a song or an instrument that they would like to learn. Your vacations can be relaxing and inspiring.
Normally every school or private lesson teacher has an end of the year concert. These concerts are a great way for your child to show off what they have learned since September. Every musician should perform and a school setting is a great way to learn.
-Participate in end of the year recitals and concerts.
-Find a cool summer concert to take the whole family to.
JWY! Recommends: Life Is Good Festival
- Sign up for a camp. Most camps have a music program in them and your child may have a chance to play a new instrument and learn new songs. There are also speciality music camps that give your child a chance to spend the summer learning more about music.
JWY! Recommends: Beaver Summer Programs
Music is such a great and important part of life for kids. Help them keep exploring and enjoying music all through the year.


On a recent summery morning, Miska Rynsburger’s son Brayden and his friend Brynn were occupied with their “ant restaurant,” a cardboard tray decorated with an array of condiments, including syrup, honey, apple and ketchup.
The 4-year-olds’ task: to see what the ants liked best.
At the same time, 2-year-old Cameron carried around an egg carton with the cubbies colored different hues to find matching items, such as dandelions for the yellow carton and grass for the green.
Next on the day’s agenda: bug races in concentric circles to see which bug first dashed across the chalk lines.
As children finish up the school year, and summer months stretch lazily ahead, parents and child caregivers may want to be armed with ideas to combat the dreaded phrase, “There’s nothing to do.”
Rynsburger’s got a list of 101 ideas in her new book, “It’s Time to Play Outside,” which she wrote while having her own children test the ideas. Her daughter, Kearia, 6, is the book’s illustrator.
The book offers ways for young children to initiate creative, independent play outdoors using everyday objects found in a typical house or yard. The 37-year-old former West Ottawa elementary school teacher said she first thought of the book’s concept on a rare 80-degree day in October when the kids were outside playing, and she was busy with household chores.
“Three minutes later, they came in and said ‘There’s nothing to do,’” said the stay-at-home mom.
Rynsburger, of Holland, could think of nothing to keep them busy.
“In that moment I was just dumbfounded,” she said.
She decided she wouldn’t be caught off-guard again and soon began her book, using trial and error on the ideas with her own children on creative initiators to get them active outside.
“They’ve learned how to play outside and dig and explore with nature,” she said.
She referred to Cameron and his egg carton.
“The point is he’s outside learning colors,” she said. “It’s a teachable activity that gets him outside and being in nature.”
The health benefits of play outside are numerous, she said, and too often parents allow children to turn to a movie, television or video games to pacify antsy children or pass time. She holds degrees in elementary education and educational leadership, and completed training at the Midwest Brain and Learning Institute.
Kyle Morrison, exercise physiologist for Helen DeVos Children’s Hospital Healthy Weight Center, said getting kids outside exploring and reaching beyond the boundaries of four walls leads to all kind of benefits, from building up resistance to allergens, boosting vitamin D levels, building confidence and letting loose the imagination.
“Having open space and not being confined is also a good challenge for kids. There’s a sense of wonder and adventure when you have woods and stuff like that,” he said.
Even getting used to sweating, something he’s noticed kids resisting, is important developmentally.
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Contextualising Difficulties in Literacy Development
Exploring Politics, Culture, Ethnicity and Ethics
Edited by Gavin Reid, Janet Soler, Janice Wearmouth
Routledge – 2002 – 344 pages
This book provides a range of interdisciplinary and international perspectives on difficulties in literacy development. The high-profile team of contributors provide ethical and policy discussions, as well as contextualising individual and collective strategies to addressing difficulties in literacy development. The chapters break new ground by encompassing a wide range of perspectives related to critical literacy, socio-cultural, cognitive, and psychological viewpoints, to help inform practice, policy and research into literacy difficulties.
Issues addressed include:
*the different ways literacy can be conceptualised through social-science based disciplinary perspectives
*the issues at the centre of current public and professional debates surrounding literacy difficulties and how these have impacted upon pedagogical responses
*the impact of these wider political and social issues on individual students.
This reader forms the basis of the Open University’s Difficulties in Literacy Development course, but will also be of interest to postgraduate students, teachers, researchers, education professionals and policymakers who are keen to address difficulties in literacy development.
'The editors' choices are excellent and the new chapters writtem for the volume add up to a coherent and thought-provoking book on vital issues in literacy … In sum the book as a whole offers a powerful critique of the technicist model of literacy that dominates policy in this country … It elaborates the principles and practices on which effective literacy learning for all can be built, and it is for this reason that I recommend it to all those interested in literacy education: teachers, teacher educators, literacy researchers, education psychologists and especially policy makers.' - Kathy Hall, British Journal of Educational Studies
'strongly recommended to both students and practitioners who are curious about how literacy reflects, and is reflected in, diverse aspects of social life.' - Lyn Layton, British Journal of Special Education, Vol31, 1, 2004


The above chart is for California and whilst it may look impressive at first glance the proportion of readers at 3rd grade who are considered to be proficient in the reading test is only 44%. However, this is still not a true reflection of reading ability as the county results vary considerably :
This exciting new website is designed to encourage younger readers and is packed with features such as quizzes, inspiration sections and downloadable content and reading comprehensions. There are some great tips for both teachers and parents and interesting activities for young children. You can also buy the Read it Yourself books direct from the Ladybird website.
The six book challenge is a new and exciting initiative sponsored by the reading agency. The idea is to support less confident readers and offer them incentives to improve their skills. Participants are asked to keep a diary of six books and then enter these for certificates and chances to win prizes. I think this is an excellent, well supported idea – for example - Mike Gayle will be publishing a story called Men at Work for World Book Day in support of the scheme.
Whilst I may not agree with many of the new Government’s policies there is one I am a strong supporter of – more focus on literacy and in particular reading and even more in a particular literacy assessment. I remember being a child in primary school and pretty much the whole day was taken up with the 3 Rs – Reading, Riting and Rithmatic ! I can still remember the excitement when were able to do something just a little bit different such as history. I think this has been a failing of consecutive Governments – the focus SHOULD be on reading and writing in the early years because without these basic skills how else is a child meant to access the rest of the curriculum. The concept of a test for all 6 year olds is sound – it gives all teachers a standardised assessment of where a child is. A group test – as suggested by the Government also provides an insight into how well groups of pupils are performing in relation to their peers across the country. The output data from these literacy assessments is hugely useful in identifying which pupils need additional support and the effectiveness of literacy intervention strategies being used.
Scientific Learning did some research on tracking literacy development and found that regular testing and intervention with suitable strategies is important. Checkout their video about what they found :
This reading series have had great success in the USA and have been put together by teachers with pupils who do consistently well on standardised assessments. However, there is always a danger that the pupils are being taught to the test and so any standardised data that come from tests that can be seen in advance by teachers should be treated with caution.
Here is a short clip from the Rock and Learn series – maybe you can decide for yourself about their standardised tests.
Mr Andrews has also proposed a literacy and numeracy test for teachers but it is not yet clear if this is for current practising teachers or teacher trainees. The WAG decision is no real surprise as Wales lagged terribly behind many stated in the recent Pisa tests. Interestingly enough, the day after the outrage expressed by WAG about the Pisa results the BBC disclosed a funding gap of over £600 per pupil in Wales compared with England.
So it seems that a new reading test for Wales is on the way – it will be interesting to see how WAG will deal with the bilingual nature of the country in the assessment.
Lindsay Paterson who is professor of educational policy at the University of Edinburgh, said that as things stood, teacher training courses were “simply not intellectually challenging enough”. It is currently understood that the teachers will have to pass literacy tests and writing tests when they apply for teacher training courses.


Behavior Change Slow or Impossible if Process is too Difficult
Texas Tech professor says interventions or processes must have buy-in from consumer to be effective.
Written by Leslie Cranford
Carter says those looking to change their habits must accept the change willingly.
With statistics showing that somewhere around 30 percent of people who make New Year’s resolutions will ditch them by the end of January, it may seem the odds are against long-term behavior change. But common sense and the concept of social validity dictate that the process for change must be one the participant accepts willingly and that the procedure for behavior change be simple, said a Texas Tech education professor.
Stacy Carter, an assistant professor in the College of Education’s Special Education Program, is the author of several research articles on social validity and a recently published a book, The Social Validity Manual. This is the only book ever published on the topic of social validity, which has relevance for several fields of study including psychology, education, social work and health services.
“The traditional way of looking at a behavior change is seeing how effective a treatment is,” Carter said. “Researchers spend a lot of time looking at statistical validity and reliability of the treatments they develop. Social validity is a much more practical look that researchers sometimes ignore.”
Carter said researchers may develop a treatment that has very high statistical validity and is very reliable, but if it is too difficult or time consuming, then consumers won’t use it or practitioners won’t use it in their everyday practice. If it’s something that is going to cause them a lot of effort, or is difficult to implement, then they probably are not going to use it for long.
To measure social validity, the behavior must be observable and measurable.
“The goal is to make people happier with the treatments they are receiving,” Carter said. “If you’re happier with what you’re doing and it’s effective in all these different ways, then you’re more likely to use it and everyone’s going to be happier – the person who has to implement it, the practitioner, the person receiving the treatment.”
Carter offered this example. “What you see a lot in school settings would be off-task behavior – students not working on what they’re supposed to be working on. A typical intervention for that might be something like a token economy – where they get rewards or points for staying on task. That would be something that a teacher could do very easily. They could keep track or even have the student learn to keep track themselves. Also to have their peers monitor them as well.” For the arrangement to work, the teacher, student and student’s peers would all have to have buy-in to the system.
Carter also is working as a consultant with a group of researchers from three German universities. Researchers from Goethe University, the German Institute for International Research and the Sigmund Freud Institute provided support for Carter to travel to Frankfurt in November. He made a presentation and collaborated with researchers who wish to incorporate his “Distributive Model of Social Validity” into their research studies. These German researchers focus on longitudinal research projects within educational settings and hope to improve their social validation procedures.
The Social Validity Manualhas been awarded the College of Education Faculty Book Award and currently is nominated for the President’s Faculty Book Award university-wide.
View his profile in our online Experts Guide.
College of Education
The College of Education at Texas Tech University offers a full range of programs, including eight doctoral degrees, 12 master's degrees and two bachelor's degrees with numerous specializations leading to careers in public or private education as teachers, professors, administrators, counselors and diagnosticians.
Programs in the college are housed in two departments. The Department of Curriculum and Instruction offers undergraduate programs leading to initial teaching certificates and graduate programs in bilingual education, curriculum and instruction, elementary education, language literacy and secondary education.
The Department of Educational Psychology and Leadership offers graduate programs in counselor education, educational leadership, educational psychology, higher education, instructional technology and special education.


Johann Crüger (9 April 1598 – 23 February 1662) was a German composer of well-known hymns.
Crüger was born in Groß Breesen (now part of Guben) as the son of an innkeeper. He studied at the Lateinschule in Guben until 1613, after which he traveled to Sorau and Breslau and finally to Regensburg, where he received his first musical training from Paulus Homberger. In 1615 he traveled to Berlin, where he studied theology at the Berlinisches Gymnasium zum Grauen Kloster. In 1616 he was engaged as a house tutor to the von Blumenthal family; his pupils included Joachim Friedrich von Blumenthal. From 1620 he studied theology at the University of Wittenberg and trained himself further in music through private study. From 1622 to his death, a period of 40 years, he was simultaneously a teacher at the gymnasium Zum Grauen Kloster and cantor of the Nikolaikirche in Berlin.
Crüger composed numerous concert works and wrote extensively on music education. In 1643 he became acquainted with the famous hymn writer Paul Gerhardt, for whom he wrote the music for various hymns. In 1647 he edited the most important German Lutheran hymnal of the 17th century, Praxis pietatis melica. He died in Berlin.Continue reading at Wikipedia... Wikipedia content provided under the terms of the Creative Commons BY-SA license
This artist only has release groups by various artists. Showing official release groups for various artists. Show all various artists release groups instead.


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.


Regardless of the increase in number of institutions in the country, universalisation of elementary education still remains a distant dream because of lack of facilities and qualified teachers, says a recent report.
The report prepared by R Govinda of National Institute of Education Planning and Administration (NIEPA), a autonomous organisation funded by Government of India working on policy and planning in education sector, says that quality of education provided in schools and colleges still remains an area of concern.
Poor infrastructure continues to affect the quality of education. The report says that there are nearly nine lakh lower and upper primary schools in the country. While around 80 per cent schools have a building, nearly 20,000 schools have no buildings at all.
The number of institutions imparting formal education in the country has increased to about ten lakhs. However, 45 per cent of the children joininig schools do not complete their schooling. A whopping 25 lakh children in the age group of 6-14 years are still away from school.
The situtaion is alarming in Assam, Bihar, Chattishgarh,
Himachal Pradesh, Jammu and Kashmir, Orissa and West Bengal. As per norms, a primary school should have at least two classrooms and two teachers.
The Central Government had launched Operation Black Board scheme to ensure that all schools get these facilities. However, a review conducted in 2000 showed that only 25 per cent of the schools in the country conformed to the requirements.