Provision for students at extremes of ability.
Use of a Personalised Learning methodology has been specifically chosen for its ability to cater for children with very different learning needs. Teachers will be trained to diversify their lesson plans to provide challenging and stimulating activities that stretch students at all levels. Students with additional learning needs will be directly catered for through the school’s nurture groups and SEN provision.
In addition, there will be a Gifted and Talented register. Students who are gifted and/or talented will be identified via a wide range of ways: teacher observation, parent nomination, peer nomination, self nomination, check-lists of characteristics – generic and subject-specific, standardised test results, National Curriculum Optional Tasks results, early identification, late bloomers, underachievers, IQ tests, World Class Tests.
The gifted and talented students will work closely with their House Tutors and teachers to develop their Learning Pathway. Each department will have its own methods to provide students with opportunities to work at the best of their abilities, either by setting (in Maths),
fast tracking, working with older pupils, or independent study. Heads of Department will be
expected to work together to provide opportunities for collaboration between Gifted and
The personalised learning programmes employed at Wapping High School will be tailored to the abilities of each student. It is recognised that some students will require additional support for some or all of their learning. This support will be deployed both within the nurture groups and with the mainstream provision. A dedicated SEN Department will be established, led by an SEN Co-ordinator. The Principal will have responsibility for ensuring that all SEN related policies and practices adhere to the SEN Code of Practice.
On starting at Wapping High School, all students will be assessed in their literacy and numeracy skills. In addition, the personalised learning methodology employed at Wapping High School will enable individual subject based assessments to identify particular strengths and areas of difficulty. This will inform target setting and help identify students with additional support needs. In the very few cases where students appear to demonstrate complex difficulties, the SEN
Co-ordinator will seek additional advice and services from outside agencies.
Statements of SEN
A number of students at Wapping High School may require the guidance of a Statement of Special Educational Needs. Staff at Wapping High School will work with the families of these students to assist in explaining the implications of the Statement. Where the statement indicates additional support, the school will endeavour to appoint appropriate staff either prior to the student starting at Wapping High School or within one half term of the statement’s issue, as appropriate.
Week by week, monitoring and assessment of the progress of a student with a statement
will occur in accordance with the Personalised Learning framework. In accordance with the SEN Code of Practice, an annual review will take place for students with statements. Parents, carers and other parties involved in supporting the student’s educational progress will be invited to provide evidence or comment. Every effort will be made to include parents and carers in meetings.


Date of Award
Master of Science in Education (MSEd)
Education and Human Development
The purpose of this study was to explore the idea of dramatic play in an emergent literacy classroom. Can dramatic play enhance literacy development? The finding of this research has shown that imaginative play with the students invites them to use knowledge of their play experiences during reading and writing lessons. Students made connections between their play and the characters from the texts. The students also began playing out the story during their free play. As Dyson ( 1997) stated (as cited in Ahn and Filipenko 2007 ) , "Play allows children to both explore emerging ideas and to create 'possible roles in possible worlds"( p.14). By using language during their play students can describe other worlds, events and characters. Young children's worlds are filled with diverse stories and experiences that they can bring into their learning. The students work hard at their play. During this study I observed how they became problem solvers, played make-believe, and grew socially through their play and their literacy development. My reluctant readers and writers became excited about writing and reading with other peers. They wanted to write and draw about the characters and make up new stories of their own. Early childhood teachers must remember, play acts as a powerful learning tool that students can use to develop their physical, emotional and social skill and emergent learning abilities around. Children who are offered playtimes during their school day can expand their reading and other academic skills. By inviting the students to explore these characters and literacy activities, I created rich dramatic make-believe play experiences and literacy lessons that enabled students to bring their prior knowledge 1nake connections to text and real world experiences to life.
Martens, Heather, "First Graders, Superheroes, and Princesses: Bringing Literacy To Life Through Dramatic Play" (2011). Education and Human Development Master's Theses. 33.


September 27, 2010
Signing Made Easy
From video games to cell phone apps, making sign language easier to learn
Put on the gloves. Turn on the camera and...action!
Eight-year-old Thomas is playing a video game called "CopyCat," which is a unique and fun way to learn sign language. Thomas was 2 years old when doctors determined he was profoundly deaf. His mother, Sheryl Nelson, says he couldn't hear the sound of a honking horn from an oncoming truck.
"My first thought when I found out he was deaf was I was never going to hear my son tell me that he loved me," recalls Nelson.
Six years later, Thomas not only signs "I love you" to his mother, she signs back. Nelson is in the minority in her ability to sign with ease. American Sign Language (ASL) is not an easy language to learn. It's equivalent to an English speaker learning Japanese. Studies show as many as 75 percent of hearing parents of deaf children never become fluent signers.
"So that means only 25 percent of the kids are really getting good sign language at home," notes computer scientist and Georgia Tech professor Thad Starner. "They're so behind in learning the language that they're not really learning the lessons in school."
Alarmed by these statistics and with support from the National Science Foundation (NSF) and the Department of Education Institute of Education Sciences, Starner began to develop interactive tools, such as "CopyCat," to make sign language easier to learn for both the deaf and the hearing communities.
For example, Starner and his team are developing a cell phone app called "SmartSign" to help hearing people, such as Nelson, who get stuck on a word. So, let's say she doesn't know how to sign the word "careless." She picks up her cell phone and says "careless" into the speaker and up pops a person signing "careless." It takes seconds to do.
"It gives you the sign," exclaims Nelson. "Wow! That's a huge help. We carry our cell phone everywhere."
There's even a fun quiz that helps parents practice signing almost anywhere. Starner's colleague, Jeff Wilson, is reviewing and practicing sign language while he waits for the bus. "You speak the word you want, it uses voice recognition and it'll just bring up the video right for you," he says.
And, even though his son, Wyatt, can hear, Wilson started teaching him simple signs months before Wyatt could talk.
"Whenever we gave Wyatt a bottle of milk, we would do the America Sign Language sign for milk. Eventually, he would start doing it without any prompting. You don't have them crying. They tell you what they want," explains Wilson. So instead of crying for his bottle, Wyatt knows the sign. Wilson says it makes for less cranky kids when they can communicate their needs.
"CopyCat" is being developed primarily for classrooms. A child like Thomas will put on special gloves with motion sensors and sit in front of a large computer screen. The screen is divided. In one section, there is a person signing a phrase for the child to emulate. A camera tracks the child's hand movements and when Thomas signs correctly, he earns points and moves to the next level. The center of the screen is where the animated action takes place.
"So 'CopyCat' is an educational game where children have to help Iris the cat find where evil monsters have stolen something. Iris is a blue-eyed white cat. Blue-eyed white cats are mostly deaf. Iris is the mascot of the game," explains Starner.
"We've tested 'CopyCat' in three different schools and each time, we're seeing significant results in just two weeks," continues Starner. "The children actually were able to improve their ability to understand sign, be able to generate sign and to repeat sign phrases. This is very exciting. It's a great way to learn."
Starner's team is also developing an English-to-American Sign Language dictionary. And, they're even adding sign language to classic cartoons, such as "The Three Bears," and more recent children's animated literature, such as "Danny and the Dinosaur," to enhance language and literacy development in a fun, enjoyable manner.
For more information about "SmartSign," "CopyCat" and other ASL tools and resources, go to the Center for Accessible Technology in Sign (CATS).
Any opinions, findings, conclusions or recommendations presented in this material are only those of the presenter grantee/researcher, author, or agency employee; and do not necessarily reflect the views of the National Science Foundation.


Want to help your kids build a foundation for critical thinking read our tips for helping children become better problem solvers. Productive thinking occurs when you effectively combine creative thinking and critical thinking strategies for thinking to thinking in education, teaching. Strategies that foster critical reading this guide offers strategies faculty members can use to foster careful reading and critical thinking to teaching famous. 15 strategies to promote critical thinking and active learning connie j rowles, dsn, rn nursing faculty spend a considerable amount of their time planning. Active learning strategies to promote by university nursing teaching faculty are provided15 active learning strategies to promote critical thinking.
5 strategies to grow critical thinking skills through continuous learning and reasoned but rapid analysis, professionals can become better critical thinkers. Critical thinking means thinking about thinking searching making associations (former knowledge) explaining analyzing - looking for options. Critical thinking is one of the most important habits a student can learn brain-based teaching strategies for the digital age building community in the classroom. A website providing a rigorous introduction to critical thinking this page discusses different approaches to teaching critical thinking.
Mathematical teaching strategies: pathways to critical thinking and metacognition dr hui fang huang angie su1 emphasis on teaching for critical thinking. Instructional strategies for teaching critical thinking: an empirical investigation [charoula angeli] on amazoncom free shipping on qualifying offers educators. Incorporating the socratic method and critical thinking in music education in schools involves creativity and a break from traditional classroom teaching.
Strategies for teaching critical thinking we discuss skills related to critical thinking and three specific strategies for teaching these skills: 1. Critical thinking, as it pertains to teaching and learning, can be considered an open-minded process.
Here are some teaching strategies that may prove immediately effective when encouraging critical thinking. · expert reviewed how to teach critical thinking three parts: encouraging students to have an open mind helping students make connections teaching students about.


Our Common Core: Grade 4 Practice Tests provide insight into whether a child is performing at, below, or above grade level in accordance with the Common Core state standards.
Our abbreviated* Common Core: Grade 4 Practice Tests include:
3 Reading (ELA) and 3 Math practice tests with 195 questions aligned to the new Common Core Standards.
Answer keys that identify the exact standards, foundational skills, and topics defined by the Common Core.
The Common Core State Standards is a U.S. initiative in education whose main goal is to align curriculum across states from Kindergarten to 12th Grade. In order to assess such curriculum, states must adhere to standardized testing assessments.
The stated purpose of the Common Core State Standards is to “provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.”
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*Our six abbreviated practice tests should take a total of roughly 3 hours to complete, with each set of tests (1 ELA & 1 Math) taking about 1 hour. The actual Common Core test takes roughly 6 hours to complete over the course of three days. Aristotle Circle has determined which question types will appear with the most frequency on the actual test.


Science: The Perfect Portal to Literacy
This is a repeat from last summer’s science posts, with a few additions. Science is still one of the best ways to engage kids in their world.
Although science is important in its own right, it’s also a wonderful tool for boosting literacy skills. Science has lots going for it:
Science is engaging and can stretch time engaged in learning.
Science prompts questions and sends you to books.
Science makes you want to learn more and prompts more questions.
Science invites writing: observations, cool facts, questions…
Science prompts sharing and conversation: Look what I just found! Listen to this, I just read…
The list could be much longer. So I suggest, how about making this a Science Summer?
Monday’s books can be a good place to start. The links below can be a good place to start, too. Each site offers a ton of ideas in all sorts of science topics. Explore! Experiment! Create!
Growing Readers! Literacy in the Sciences from Reading Rockets (a wonderful resource for all aspects of literacy)
This link includes a long list of Literacy in the Sciences Tip Sheets, including:
Steps of the Scientific Process
STEM Tools at Home
Recording Observations: Journals and Field Notes
Recording Observations: Capturing and Sharing Images
and lots more
ZoomSci: Mix Hot Science with Your Cool Ideas! from PBSKids
This site offers activities in chemistry, engineering, the 5 senses, force and energy, life science, patterns, sound, structures, and water.
Science Activities and Experiments from Education.com
This site offers activities the 5 senses, simple experiments, colors, physical science, earth and space science, life science, plants, animals and the earth, weather and seasons, nature activities, chemistry, and environmental science.
Science for Kids from Science Kids
There are science facts, experiments, games, quizzes, and more science fun.
24 Kids’ Science Experiments That Adults Can Enjoy, Too from BuzzFeed DIY
Projects include making transparent eggs, a lava lamp, dancing oobleck, and more.
Science Activities for Kids from Kid Pointz
There are 169 activities that can be sorted by grade level.
Summer is the perfect time to engage in science activities and explorations. Give it a try!


Indexed, searchable content, including books, magazines, and news articles, with more than 13,000 images and over 1,700 kid-friendly charts and graphs. A perfect way to introduce your youngster to searchable article databases.
Rich collection of educational, interactive games for children in Preschool and early Elementary grades.
Thousands of easy-to-read articles with embedded multimedia for Elementary-age children. World Book Kids offers games, interactive maps, and a tool for comparing different animals and different places.
A Pre-K to 2nd Grade interactive learning environment. Learning Zone is an excellent online solution for early childhood learning--play based activities for learning colors, geography, numbers, shapes, telling time, and vocabulary.
Age appropriate articles illustrated with photos, videos, diagrams, and maps to help students learn to compare text and multimedia resources as they collect their evidence.
Over three million searchable images, rights-cleared for educational, non-commercial use.
Extensive, up-to-date articles on a wide range of kid-friendly subjects. Includes images and videos, daily features, interactive games, and quizzes.
Includes many full issues of National Geographic Kids Magazine, plus more than 200 ebooks and hundreds of downloadable images.
MeL's Kids Gateway is designed to provide resources geared toward students, educators, and families of Pre-K through 5th graders. Topics include Homework Helpers, Storytime, Games & Activities, and About Michigan.
Tutor.com is the world's largest and highest-rated online learning service. The Tutor.com community of more than 3,100 professional experts has delivered more than 14 million one-to-one tutoring and professional development sessions in a proprietary online classroom optimized for learning, since 2001. Available every day from 4:00 PM to 10:00 PM.


William Ewart Gladstone (1809-98) was the greatest British reforming statesman of the 19th century. He was Prime Minister of Britain three times.
Gladstone originally intended to become an Anglican clergyman but, following his father’s advice, he took up politics. He entered the British Parliament in 1832 as a Conservative (or Tory). During the prime ministerships of Sir Robert Peel, George Hamilton and Lord Palmerston, Gladstone became President of the Board of Trade (1843-45) and Chancellor of the Exchequer (1852-55; 1859-66). During these latter periods, he set about cutting tariffs and government expenditure.
Careful husbandry of government monies would be an ever-recurring theme in Gladstone’s political philosophy. “Finance is, as it were, the the stomach of the country, from which all the other organs take their tone,” he wrote in 1858.
In 1867 Gladstone left the Conservatives to become leader of the Liberal Party.
He became Prime Minister for the first time in 1868. In 1870 he established a system of national elementary education (a first in British educational history).
He viewed the British rule of Ireland as the cause of many evils and injustices for the Irish people over a period of centuries. He therefore disestablished the Irish Church (that is, the Anglican Church in Ireland), thereby reducing the power of Protestant Anglicanism in the mainly Roman Catholic Ireland. He also passed the Irish Land Act, which made it more difficult for British landlords to evict their Irish tenants.
He undertook a scheme of parliamentary reform, bringing in secret ballots and extending voting rights to working class males (the latter went a long way towards achieving universal male suffrage).
In his final two periods as Prime Minister, Gladstone tried to bring in Irish Home Rule, another measure designed to end centuries of British misrule in Ireland. However, due to Liberal Party splits, he was defeated again and again on the Home Rule legislation that he tried to push through.
Even though he did not prevail on this issue, he still believed that Irish Home Rule would have to come in due course:
“We are bound to lose Ireland in consequence of years of cruelty, stupidity and misgovernment and I would rather lose her as a friend than as a foe.” (Gladstone as quoted in Margot Asquith’s 1933 book, More Memories.)
Gladstone’s magnificent record of Parliamentary achievements was somewhat tarnished by the death of General Gordon in Khartoum, Sudan in 1885 (an event blamed on the failure of Gladstone’s government to help the general in Khartoum and on Gladstone’s supposed disinterest in foreign affairs) and by Britain’s defeats in the First Boer War (1881).
On the subject of foreign policy, Gladstone certainly had strong views which were often at odds with the jingoism and imperialism of his day. For example, on Britain’s invasions of Afghanistan during the Victorian era, here are the eloquent words of Gladstone in an 1879 speech:
“Remember the rights of the savage, as we call him. Remember the happiness of his humble home, remember that the sanctity of life in the hill villages of Afghanistan, among the winter snows, is as inviolable in the eye of Almighty God, as can be your own.”
(These words, written as they are in Victorian English, still remain painfully relevant during the current NATO intervention in in Afghanistan.)
Like his parliamentary arch rival, the Conservative Benjamin Disraeli, William Gladstone was a magnificent orator. He was also an outstanding classical scholar.
Gladstone was a man of strong moral convictions, who, some say, acted more like a clergyman than a typical politician. These convictions – and thereby the achievements of his political career – were founded on the bedrock of his profound Christian religious principles.
William Ewart Gladstone left a strong legacy, not only in the extensive legislation he proposed, promoted and passed, but in the tradition of more democracy allied with more efficiency and the reduction of unnecessary government expenditure.


Elementary Education is a rewarding field for individuals who like to help others. This program will prepare students to teach grades Kindergarten through sixth grade.
Elementary Education Foundations provides students with skills to do the following:
Apply knowledge of schools, students and teachers today to the classroom setting
Discover how young students learn
Create a positive classroom environment for diverse learners
Build strong relationships with students, colleagues and families
Apply learning theory and management theory to the classroom setting
Apply knowledge of diverse learners
Apply a strong liberal arts background required for the field of education
The Education Training Academy (EdTrAc) was founded in 2005 through support of a National Science Foundation (NSF) grant. The grant provided funding to develop and implement certain courses and services that would meet the goals listed below. Following the expiration of the grant in 2009, Normandale has continued to support the EdTrAc program to ensure the quality foundational preparation of future teachers.
Careers in Elementary Education
Projected Job Growth
According to ISeek.org, the growth rate in the state of Minnesota for Elementary School Teachers is 4.5%.
Types of Jobs
Individuals who take Elementary Education Foundations can pursue careers in:
Elementary School Teacher
Average State Pay
According to ISeek.org, in 2010, elementary school teachers earned a median salary of $57,884 in the state of Minnesota.
Degrees & Certificates in Elementary Education Foundations
The Associate of Science degree in Elementary Education Foundations prepares students for a major in elementary education at a 4-year college or university. It also is excellent preparation for students who wish to work as paraprofessionals or educational assistants in an elementary classroom.
This degree incorporates all Minnesota Transfer Curriculum (MnTC) goals. The degree also includes the requirements for entrance into third-year courses in other 4-year universities offering an elementary education major. Normandale has a partnership which enables students to obtain a 4-year elementary education degree from Minnesota State University, Mankato on the Normandale campus. Completion of the AS in Elementary Education Foundations degree does not guarantee entrance into any particular program.
This degree also provides students with a strong STEM Background. Students take 11-12 credits of sciences and 9 credits of Mathematics. Students are offered the opportunity to take ENGT 1050, Bridging Engineering and Education, which allows them the study how engineering is taught at the elementary level. After completing all these courses with acceptable success, students will receive a STEM content endorsement.
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The Elementary Education Foundation Transfer Pathway (AS) offers students a powerful option: the opportunity to complete an Associate of Science degree with course credits that directly transfer to designated Elementary Education bachelor's degree programs at Minnesota State universities. *The curriculum has been specifically designed so that students completing this pathway degree and transferring to one of the seven Minnesota State universities enter the university with junior-year status. All courses in the Transfer Pathway associate degree will directly transfer and apply to the designated bachelor's degree programs in a related field.
*Universities within the Minnesota State system include Bemidji State University; Metropolitan State University; Minnesota State University, Mankato; Minnesota State University Moorhead; Southwest Minnesota State University; St. Cloud State University; and Winona State University.
Minnesota State University, Mankato offers the Bachelor of Science program in Elementary Education on the Normandale Community College campus.
Individuals who have been arrested, charged or convicted of any criminal offense should investigate the impact that the arrest, charge or conviction may have on their chances of employment in the field they intend to study or on their chances to obtain federal, state and other higher education financial aid.


Women throughout history have given birth in water. With the advent of modern medicine and pain relief options, water birth has became less common. However, in recent years, water birth is experiencing a revival as more women choose this method for giving birth. Here are a few of the benefits to giving birth in the water.
by Patricia Hughes
Water birth is not a new concept. Women throughout history have given birth in water. With the advent of modern medicine, the practice became less common. In recent years, water birth is experiencing a revival as more women choose this method for giving birth. There are many benefits to giving birth in the water.
Benefits of Water Birth
Better relaxation: Water aids in relaxation. There is a reason that many women enjoy a long, relaxing soak in the tub after a long day. As you relax in the warmth of the water, your cares seem to melt away. Relaxation is very important during labor. When the mother is tense, the tension can actually slow the progress of labor. Relaxing through the contractions is much more effective.
Pain relief: Women report that the pain is greatly reduced when they labor and deliver in the water. Some experienced mothers report that the water was nearly as effective as medicinal pain relievers or epidurals. Water works by blocking the pain impulses in the nerves of the body. Water is an effective alternative to pain medications for women wanting a drug free birth.
Reduced abdominal pressure: Much of the pain in labor is caused by increased pressure in the abdomen. As the baby moves through the pelvis, this pressure increases. The natural buoyancy that occurs from being in the water helps relieve this pressure. This results in relaxed muscles and less pain.
Greater involvement of the partner, spouse or coach: The husband or partner often feels pushed to the side during labor and birth. Nurses, doctors, doulas and other personnel seem to take over. This doesn’t happen with a water birth. The laboring mother relies on her partner for comfort and focus. The husband often gets in the water behind his wife to offer support and encouragement.
Easier transition for the baby: Your baby has been living in an aquatic environment for the past nine months. During birth, he leaves the comfort of the womb for the cold air of the delivery room. When the baby is born in the water, the transition is easier for him. Rather than hitting the cold air, he is born into a familiar world, warm and wet. After the birth, the baby is not whisked off to a cold exam table, but allowed to be snuggled by his mother and breastfed. This is a more peaceful entrance for the baby and a special time for the new family.
Not very long ago it was nearly impossible to have a water birth in a hospital. The only way to have this type of birth experience was with a midwife either in a birthing center or a home birth. A growing number of hospitals are offering water births, as the medical community becomes more aware of the benefits and expectant mothers voice their opinions.
If you want a water birth, the health care provider you choose will be essential. When interviewing doctors and midwives ask questions about their feelings about water birth. If the doctor doesn’t do water births or the hospital doesn’t have the necessary facilities, you may want to look for another health care provider.
Patricia Hughes is a freelance writer and mother of four. Patricia has a Bachelor’s Degree in Elementary Education from Florida Atlantic University. She has written extensively on pregnancy, childbirth, parenting and breastfeeding. In addition, she has written about home décor and travel.
No part of this article may be copied or reproduced in any form without the express permission of More4Kids Inc © 2008 All Rights Reserved


The following post originally appeared in the summer 2015 issue of Western Pennsylvania History Magazine.
In the late 1930s, when Jacob A. Evanson joined the staff of the Pittsburgh Board of Education as special supervisor of vocal instruction, folklorists and musicologists were scouring America in search of old songs before they disappeared. The recording expeditions of father-and-son duo John and Alan Lomax, conducted under the banner of the Archive of American Folk Song at the Library of Congress, inspired folklorists across the country to join in the effort to collect and preserve America’s folk traditions.
The Jacob A. Evanson Papers attest to the excitement these developments generated among researchers, musicians, and the public. Included in the collection are hundreds of songs Evanson collected and transcribed from books, periodicals, oral sources, and audio recordings from various repositories, including the Archive of American Folk Song (now the Archive of Folk Culture). Nearly all of the songs include musical notation in addition to lyrics, while Evanson’s annotations and notes provide contextual information regarding song origins and themes.
Evanson, who taught music education at Case Western Reserve University for over a decade before moving to Pittsburgh, wanted to do more than collect Pittsburgh’s folk songs: He wanted to integrate them into Pittsburgh Public Schools’ musical curriculum. Until 1940, the music department was directed by Will Earhart, a nationally respected educator who championed a curriculum that aimed to foster in his students a lifelong appreciation for classical music. While Evanson acknowledged the importance of classical European music, he felt the curriculum should include a regional element to supplement and to contrast the works of other cultures. Regional folk songs — “songs that state the life immediately about them, or of some phase of the past of that life” — would better reflect the students’ own experiences and interests.[i]
Evanson encouraged music teachers to act as “song catchers” in and out of the classroom — to record the music they heard at lunch and recess, at bus stops, and on city streets. By September 1946, nearly 80 songs had been compiled and distributed to every public school in the city. This development caught the attention of the Pittsburgh Post-Gazette, which featured an article that month highlighting the emergent integration of folk songs into the musical curriculum of Pittsburgh Public Schools under Evanson’s supervision, calling it a “revolution.”[ii] Songs included “General Braddock,” “At the Forks of the Ohio,” “Johnstown Flood,” and “Pittsburgh is a Great Old Town” — the last of which, according to Pete Seeger, was first conceived by Woody Guthrie in 1941 and later adapted by Alan Lomax for a radio broadcast.[iii]
Following this exposure, Evanson decided to expand his collecting project by enlisting the help of the public through subsequent articles and notices encouraging readers to contribute to the collection. For more than a year, he regularly received contributions from interested readers with songs to share — songs they remembered from their youth, heard from a friend, and even songs they composed themselves. These contributions were supplemented by Evanson’s fieldwork, which consisted of house call to Pittsburgh residents who recited songs that had been passed down from previous generations. The songs Evanson compiled were performed before public audiences by student choirs throughout his tenure as supervisor until his retirement in the mid-1960s.
Evanson presented his research and compilations at folklore conferences and in several publications, and in 1959 he supplied the liner notes to Vivien Richman Sings Folk Songs of West Pennsylvania, an album issued by Smithsonian Folkways Recordings. Such a recording could not have been made without the efforts of Evanson and his many song catchers, whose trove of songs comprises the bulk of the Jacob A. Evanson Papers, available for research at the Detre Library & Archives.
[i] Jacob Evanson to J.S. Duss, November 29, 1946. Jacob A. Evanson Papers, Detre Library & Archives, Sen. John Heinz History Center.
[ii] “‘Revolution in Pittsburgh’ And That’s No Musical Joke, Son,” Pittsburgh Post-Gazette, September 17, 1946.
[iii] Jacob A. Evanson, “Folksongs of an Industrial City,” Pennsylvania Songs and Legends (Philadelphia: University of PennsylvaniaPress, 1949), 440-441.
Nicholas Hartley is a former Heinz History Center project archivist.


What happens early matters for a lifetime as parents, educators, and legislators we need to provide a strong continuum of early childhood education so all children have the opportunities and skills to achieve their dreams. ECE program helps to create an environment for the infant/toddler to work in groups with friends they take turns and help each other figure stuff out.
What is Early Childhood Education?
ECE is a branch in an educational field that describes the way of teaching young children till the age of about eight. It is not just about English alphabets A, B, Cs, and colors, it’s about developing critical thinking, problem-solving, and fine motor skills.The first five years of life are full of discovery and though some days might seem repetitive to you. For a child, there’s always something new to explore.
Early Childhood Education Definition
It is a teaching methodology through which and ECE educator helps children develop the ability of problem-solving, critical thinking and motor skills.
Science tells us why studies show that the brain develops quickly? During these first few years and the more that you keep that brain busy, the better it will develop, and be ready for school. When the time comes simply put busy babies become better students. The first few years of life are very important in terms of brain development, in terms of the structural development of the actual brain itself as well as functional. So, what kind of environment the child is exposed to during those early years will impact that child’s intelligence as well as the child’s personality later in life. ECE is an education program which must become popular among countries.
Benefits of Early Childhood Education
Only a small percentage of students get benefits of ECE programs. The best way to narrow the gap is to prevent it from forming high-quality early childhood programs that have the potential to level the playing field for low-income children and prepare them for success throughout their school years are essential yet they lack funding and reach view. The achievement gap starts out as an opportunity gap. I suggest you search for affordable colleges for ECE.
Learn How to Collaborate
ECE helps students to learn that how they collaborate. It is not just a play, It’s purposeful play. Sadly, only a few percent of four-year-olds are enrolled in a high-quality program that prepares them for kindergarten. This is where the achievement gap begins.
Achievement and Opportunity
Researchers have found that by age four low-income children who cannot access good quality early childhood programs are already 18 months behind their more advantaged peers but there is hope researchers have found that as much as 50% of the achievement gap can be closed by effective early learning.
It’s not just about preschool preparing children for kindergarten. It’s about ensuring one has an effective pathway for learning. So he/she’s great by eight without a strong continuum of early childhood learning from age three to grade three. The gains children make from high-quality preschool start to go away and eventually fade out.
Stimulating Brain Development
Whether it’s drawing, building, or even talking it’s all play to them. These activities are actually stimulating brain development and it’s these activities that give parents the chance to make sure their child is developmentally on track. It’s really important for parents to be aware of the fact that their kids have developmental milestones that by certain ages they are supposed to accomplish certain tasks and be able to do certain things. By age three your child will likely learn how to feed themselves, walk up stairs with alternating feet or they will listen to stories attendant, brush their teeth, and play well with other children.
Children who undergo ECE are so successful because they reaped the benefits of a strong continuum of early childhood learning. Providing ECE opportunities is good for the individual, the community, and the economy. Did you know that we save seven dollars for every dollar invested in ECE? Anyone can see this is a no-brainer. Every child deserves the same opportunities as others. A strong start equipped students with the skills they need to pursue their dreams.
We also support a strong continuum of childhood education from age to grade for every child.
If you like feel free to share with others.


PDF pending restoration
ERIC Number: ED220335
Record Type: Non-Journal
Publication Date: 1977
Reference Count: N/A
Design Lab. USMES "How To" Series.
Donahoe, Charles; And Others
The major emphasis in all Unified Sciences and Mathematics for Elementary Schools (USMES) units is on open-ended, long-range investigations of real problems. Since children often design and build things in USMES, 26 "Design Lab" cards provide information on the safe use and simple maintenance of tools. Each card has a large photograph of the tool or tools on the top. The first frame on most cards is a photograph of a child holding the tool, providing the user with an understanding of how the tool is held. Remaining frames describe important skills in using the tool. Primary grade students or older students with reading problems should find the large photographs/illustrations useful in understanding the material presented with little reliance on accompanying word descriptions. Tools described include: electric tools (saber saw, electric drill, glue gun, soldering gun); handsaws (crosscut, coping, keyhole saws and hacksaw); other hand tools that cut (files, circle cutter, wood chisel, block plane, hand drill); holding tools (pliers, "C" clamp, screwdriver, hammer, size of nails); and measuring tools (combination square, rafter square, level). Additional cards provide instructions for maintaining a saber saw and electric drill and for making a sawhorse, tri-wall slot, and bend in a tri-wall. (Author/JN)
Descriptors: Elementary Education, Elementary School Mathematics, Elementary School Science, Hand Tools, Instructional Materials, Interdisciplinary Approach, Language Arts, Learning Activities, Mathematics Education, Problem Solving, Process Education, Science Course Improvement Projects, Science Education, Social Studies, Unified Studies Curriculum, Woodworking
ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1200 Chambers Rd., 3rd Floor, Columbus, OH 43212 ($1.75).
Publication Type: Guides - Classroom - Learner
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Unified Science and Mathematics for Elementary Schools, Newton, MA.; Education Development Center, Inc., Newton, MA.


1. To provide a warm, nurturing environment that encourages the development of the "whole child."
2. To provide strong early childhood learning experiences in phonics, writing, science, social studies, arithmetic, art and music to foster the intellectual development.
3. To encourage social development by providing opportunities for sharing, taking turns, making friends, resolving conflicts, solving problems, helping others, recognizing and accepting others, cooperating on projects and building self-esteem.
4. To encourage emotional development through verbal expressions of thought and feelings, experiencing rules and limits, experiencing kindness, justice and empathy and recognizing and accepting emotions in others. To develop a respect for individuals.
5. To stimulate the physical development of large motor skills through outdoor and indoor games and activities, as well as fine motor development through the use of writing tools, manipulative toys, blocks and puzzles, and other small objects.
6. To create an environment that encourages creativity by offering many kinds of materials and frequent experiences in music, art, drama, literature and oral speech skills.
7. To foster the development of language through stories, puppetry, music, secondary languages, science materials, dramas, housekeeping corner and critical thinking.
8. To provide excellent communication tools that will keep parents up to date on the progress their students overall development.
9. Meeting the highest standards of a clean and safe environment.


Main Barriers to Education
- Gender discrimination
- Overcrowded schools
- Lack of trained teachers
Interventions to Barriers
- Community mobilisation
- Teacher training and support
- School rehabilitation and construction
Since the adoption of the constitution in 1950, the goals of universal education have been a chief priority of India’s government and embodied in development planning. To demonstrate the country’s commitment to the EFA Framework for Action, India has attempted to link its national education agenda with those of EFA global targets. Concretely, the country produced a ‘National Plan of Action for Education for All’ in 2002, contextualizing EFA in India and elaborating policy strategies to that end.
Though progress has been made regarding the universalisation of elementary education, India’s education system still faces significant challenges. Specifically, the education sector is burdened by high dropout rates, low-level learning outcomes and outstanding gender disparities in literacy.
In an attempt to address the remaining gaps in India’s education sector, EAC has partnered with the Bharti Foundation, Educate Girls and Gyan Shala on multiple initiatives. Specific project strategies to increase access to quality-primary education include: supporting enrolment drives and community campaigns to raise awareness on the importance of education; enhancing teaching quality through training and support; augmenting the capacity of school management committees; building girl students’ motivation and self-esteem; and creating and relaunching single classroom elementary schools.
Geographic Location: South Asia
Languages: English, Hindi, Bengali, Telugu, Marathi, Tamil, Urdu, Gujarati, Malayalam, Kannada, Oriya, Punjabi, Assamese, Kashmiri, Sindhi and Sanskrit
An estimated 1.6 million children in India remain out of school despite significant increases in access to primary schools through the government’s Education for All Movement. EAC and its partner Gyan Shala are working to decrease the number of OOSC in Bihar State, India by 226,664 through the implementation of the Bihar-SCERT Program for OOSC.
With EAC support, the Gyan Shala Urban Slums Classrooms project is working to reach a substantial number of children in India’s urban slums who remain out of school despite significant increases in access to primary schools through the government’s Education for All Movement.
In India, EAC is supporting the Bharti Foundation over four years to reach 48,200 out of school children in India through its flagship program, the Satya Bharti Schools Program.


May - August: What is the connection between language and literacy development in the first and second language? How will you help immigrant students get on a path to learning English in your classroom?
Each language has its own unique aspects in any specific culture. Take for example, the Arabic language; it does not have the sound “b” as English does and so Arab learners have a difficult time with differentiating words with the sound “P” and “B”. This is when ESL teachers come in to play and help lower level students with letter formation and the phonemic awareness of each indusial sound of the alphabet.


Phoneme awareness is the ability to identify phonemes, the vocal gestures from which words are constructed, when they are found in their natural context as spoken words. Children need phoneme awareness to learn to read because letters represent phonemes in words.
Moms, dads, or grandparents can play simple word games with kids to increase their ability to recognize and use letters and sounds. Try these games the next time you're on the go.
Phonemic awareness is the ability to identify, hear, and manipulate the individual sounds in spoken words. Manipulating the sounds in words includes blending, stretching, or otherwise changing words.
Identifying a reading problem is a challenge without a sense for what typical literacy development looks like. Find out what language accomplishments are typical for most children at the age of three to four.


What is Colourstrings?
Colourstrings is a world-renowned approach to music education. It was developed in Finland in the 1970s by Dr Géza Szilvay, a Hungarian-born violinist, as an approach to string teaching. This evolved to form Colourstrings Music Kindergarten, a method of teaching young children music, which is used worldwide today.
Colourstrings music education is based on the principles of Zoltán Kodály, a Hungarian composer, educator and ethnomusicologist who developed a systematic approach to music learning through singing and folksong.
Kodály believed that children should learn the fundamental elements of music through singing games and rhymes, before learning an instrument.
What makes Colourstrings different?
“He who begins life with music will have this reflecting on his future like golden sunshine.”
- Zoltán Kodály
"Colourstrings is a family-centred and a child-centred educational philosophy, programme and technique which, with the help of music, desires to strengthen a happy childhood."
- Dr. Geza Szilvay, founder of Colourstrings
“Colourstrings classes have been a lovely way to introduce my daughter and son to different kinds of music, beat and rhythm. Yvonne has a great rapport with the children (and parents!) which makes for a relaxed, fun atmosphere. We’ve all really enjoyed singing, playing various instruments and dancing our way through these classes - I’ll definitely be taking my youngest daughter along to Colourstrings too.”
- Jill, mum to Olivia, Ruairidh and Francesca


It's inevitable. At some time during your child's elementary education, a math problem is going to request that your child find the median. And no, the textbook isn't looking for that concrete strip running down the center of a divided highway! In math, the median (a word that just means midpoint) represents the middle number of a data set (any group of numbers). Follow these steps to learn the median.
Begin by identifying the data set. This is the group of numbers for which you're asked to find the median. The data set can include any amount of numbers. Numbers may be repeated within the data set. In word problems, the data set may represent things like the ages of a group of children or the numerical scores of a class on a math test.
Put the numbers in the data set in order by value, from lowest to highest. For example, you are given a data set like this: 15, 8, 47, 2, 36, 4, 21. You'd put them in order by value this way: 2, 4, 8, 15, 21, 36, 47.
Look for the number that falls in the exact middle of the data set once the numbers are ordered by value. In the example given above, the number 15 is in the middle position. There are three numbers to the left of 15, and three numbers to the right, therefore the median is 15. Of course, it's easy to find the exact middle when the data set contains an odd number, as the example does. If your data set contains an even number of entries, go on to Step 4.
Use a different calculation to find the median when a data set contains an even number. For example: 2, 4, 8, 22, 22, 42. There are six numbers in this data set, so there is no number that falls exactly in the middle. Instead, you calculate the median by locating the two numbers that fall in the middle. Add the two numbers together (in this case 8 and 22) and then divide the total by 2 (8 plus 22 equals 30 and 30 divided by 2 equals 15). The result is the median.
Pat yourself (and your child, if you're offering homework help) on the back. You've just found the median!
Remember that it doesn't matter if numbers are repeated in a data set. Each number counts separately, no matter how many times it's repeated. When finding the median of a data set containing an even number of entries, you won't always get a whole number. If the sum of the two middle numbers is an odd number, dividing it by 2 will leave you with a mixed number (x.5). That's fine. Wondering what good knowing the median is, anyway? The median often gives a more accurate representation of the data set than simply finding the average (or mean) might. If your three kids have $2, $3 and $25 in their piggy banks, respectively, each child would have an average of $10. But the truth is, only one of the kids is a double-digit saver. The $3 median more accurately represents the reality of the piggy-bank data set.
Don't confuse the median with two other math terms it hangs out with: the mean and the mode. The mean is the average of the data set. To find it, you add all the numbers together and divide the total by the number of items in the set. The mode is simply the number that occurs most frequently in a data set that contains repeated numbers.


How can technological creativity be taught in the Saudi Arabian elementary school context?
Alqarni, A. A. A. (2013). How can technological creativity be taught in the Saudi Arabian elementary school context? (Thesis, Master of Education (MEd)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/7841
Permanent Research Commons link: https://hdl.handle.net/10289/7841
Teaching technological creativity in the Saudi Arabian school context can support the inclusion of technology education in general education. To support this view, the thesis proposes that technological creativity be a topic taught in the elementary school context. The intention is to assist pupils aged six to twelve years to learn how to be creative through planning and carrying out activities. The thesis attempts to introduce the concept of technological creativity to gain insights that can help to enlighten pupils technologically in a way that aligns with Islamic culture. A Critical Interpretative Synthesis (CIS) methodological approach was conducted to identify, select, synthesise, and analyse integrated papers on teaching technological creativity at the elementary school level from 21 developed countries. Papers from a variety of sources, 135 altogether, were selected for the synthesis and to develop a synthesising argument (theoretical framework), derived from constructs generated in the papers included. The text of each of the papers was treated as data and objects of inquiry. This makes CIS different from meta-ethnography (ME) in that it does not aim only at aggregating or summarising findings from studies but rather at developing a clear argument around the chosen topic in order to produce a mid-range theory based on a large, diverse body of literature. The analyses were performed in two major stages: identification, inclusion, analysis and the appraisal of papers; and developing a synthesising argument derived from the synthetic constructs embedded in the integrated papers dealing with the question, how can technological creativity be taught in the Saudi Arabian elementary school context? The synthesising argument provides a new model of interpretation developed from the findings of CIS and the synthesis process. The thesis argues that a true understanding of the benefits of this topic can be achieved through a consideration of the findings of this thesis based on the critique of relevant papers drawn from the research literature of a number of developed countries. The research study seeks to encourage the education of pupils through teaching them creative processes and helping them both appreciate and enjoy technology education. Thus the aim includes developing their personality and sense of self-worth. It is also hoped that this research will be of interest to teachers in elementary education, curriculum developers, Saudi scholars and future researchers of technology education.
University of Waikato
All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
- Masters Degree Theses


NewsPage address: http://www.mnsu.edu/news/read/?id=1448463501&paper=ed
Refugee Stories Become a Classroom
By Trey Mewes firstname.lastname@example.org
Fartum Ali was only 12 years old when she was separated from her family.
A bomb had gone off inside her family's home in Somalia during the night, about eight years ago. After that, she and a few other family members walked on foot from Somalia to Kenya with several relatives. The month-long trip was done entirely at night.
According to Ali, soldiers roaming the countryside would have killed her and her family had they seen them during the day.
That's not a normal childhood for a typical American adult.
Yet that's why Ali and several of her Adult Basic Education classmates shared their stories of growing up as refugees and immigrants Thursday with Minnesota State University students.
"It's useful for my students," said Elizabeth Sandell, elementary education professor at MSU.
Sandell's class, Human Relations in a Multicultural Society, is a prerequisite for would-be teachers to show them how to be culturally competent — not to become an expert in various cultures, but to learn how to be receptive and accepting of people from different backgrounds.
To that end, she and Bette Blaisdell, an ABE teacher for Mankato Area Public Schools, put together an idea exchange over the past few weeks.
About 15 of Blaisdell's students came to MSU to discuss their experiences as refugees or immigrants from Africa and the Middle East. MSU students learned from them and then took the ABE students on campus tours to highlight what an MSU education could offer them.
To read more click here.


What's one thing that's going right in Florida?
Science Roadshows! My Science National Honor Society members present Science Roadshows to our local elementary schools. The high school students visit the elementary schools in the evenings and provide four hands-on, inquiry-based science activities to elementary students and their families. The science activities are designed for two groups: K-2 and 3-5. Each of the four activities teach physics, chemistry, environmental science, and biology using household products that can be purchased at local grocery and hardware stores.
The intent of these activities is to motivate young children to enjoy science, to engage parents to offer these science activities at home, and to demonstrate to elementary teachers that science lessons can be integrated into their daily curriculums across various disciplines. The high school students earn community service hours and the elementary students learn science. It's a win-win situation for all!
Science must be taught as early as kindergarden if not earlier. If we look at American colleges and universities and identify who are our science and engineering majors are, unfortunately, they are not Americans. This is a threat to both our national security and democracy. We need to begin early turning youngs minds onto scientific thinking! Waiting until middle school years to introduce daily science lessons is too late. We must re-structure elementary education programs to integrate science vocabulary and curriculum into the daily reading, writing, and math lessons.
As a mother of three, a wife, a science teacher, an administrator, a college professor, a tennis coach, a sponsor of Future Educators of America and Science National Honor Society and Girl Scout leader, 2011 Florida delegate Dr. Marilyn Zaragoza is an achiever, successfully balancing many different hats.


All children have creative potential. Any child who has an interest in making art is welcome at the studio regardless of their talent or skill. Not all of our students will grow up to be famous artists, but they all do have the potential to learn about art and to make art that is meaningful to them. A famous Italian educator, L. Malaguzzi, says that children have a hundred languages. At this studio, we recognize art as one of the many languages of children.
We believe that Art education involves the "whole child" and engages them in developing cognitive, emotional, social, and physical skills. Our art activities engage not just the creative part of the child's brain, but also engages the child in a cognitive process that involves reasoning, imagining, exploring, experimenting, and problem solving while they create their art work. Classes are designed to meet the individual needs of students while challenging them to try new ideas and improve their skills.
The number of projects completed may vary as students are encouraged to work at their own pace, to take time to think about what they are doing, and to experiment and explore with art media. Projects that may not seem successful by adult standards can never-the-less provide important learning opportunities for students. No studio artist creates a masterpiece the first time or without some practice and experimentation with ideas and art media!
- • Encourage all children to explore their artistic abilities.
- • Encourage all children to develop basic skills related to visual art.
- • Provide an environment that supports and challenges children as they develop their creative abilities.
- • Provide curriculum that supports creating projects that are meaningful to the child.
Our goal is to help children develop good studio art habits. Artists not only think of creative ideas, but have to know how to research, plan, sketch, explore media, and experiment in ways that help them turn creative ideas into a finished work of art.
Daydreamers Art Studio is located in a renovated space in downtown Salem, Ohio. The hardwood floors and tin ceilings are original to the building and provide a pleasant space to spend time making art. The studio is designed to meet the needs of young artists. We have planned for the physical comfort of various ages with adjustable tables, various sized seating, and an easily accessible clean up sink for even the smallest artist. Students have access to paint, pastels, clay, various papers, wire, feathers, beads, and numerous other art supplies necessary to completing their art work.


Impact of Art
Arts Education in schools has been slipping for more than three decades due to tight budgets, increased state mandates in core curriculum and a public sense that the arts are lovely but not essential in school.
The Center on Education Policy noted in 2006 that 44% of schools have increased instruction in English and Math, and the class time for Music and Art has been reduced by 34%. Programming for Art and Music does vary from state to state and by individual school corporations and districts.
Student achievement improves when the arts are included in a students overall education. According to Americans for the Arts, children who receive regular art and music exposure are four times more likely to be recognized for academic excellence, to participate in a math, science fair or essay contest. These children are also three times more likely to be elected to a class office or leadership role. There have been numerous studies that show how frequent art exposure can lead to higher academic test scores and grades.
Art teaches children to be creative and innovative. It encourages and values individuality and creativity and children find art to be a safe venue to express their dreams and ideas. According to the National Art Education Association (NAEA), innovation and originality help children learn to form mental images to solve problems. This is helpful for all occupations and professions. Art really does help children develop valuable life and career skills that carry over into their education and throughout their lives.
According to the National Art and Education Association, art helps children think globally, which is essential in today's world. In viewing, creating and performing art through a variety of mediums, children gain exposure to diverse cultures and viewpoints. This helps children accept differences in their peers and in different cultures. In today's world such acceptance and awareness are invaluable traits that every child can utilize throughout their lifetime.
Art projects also engage higher-level thinking, which promotes an increase in problem-solving skills. Art projects force children to create action plans, (knowingly or unknowingly), to allocate their time, materials and individual skills to create and finalize their art masterpiece.
Art does not have to be complex or difficult. Kids love utilizing a variety of materials to create their projects. These projects are an expression of the individual, their creativity and these masterpieces serve as lasting memories which bring value to a child's life and learning experience.


26 November 2010: An Australian Catholic University (ACU) collaboration aimed at improving numeracy among Indigenous students in Victoria has received $947,000 as part of a Federal government effort to close the education gap.
The Extending Mathematical Understanding (EMU) project is a collaboration between ACU, the Department of Education and Early Childhood Development, the Catholic Education Commission of Victoria, and Independent Schools Victoria.
EMU is a research-based intervention program focusing on the early years of schooling, developed by Dr Ann Gervasoni, education lecturer at ACU’s Ballarat Campus.
“The EMU Program is a series of intensive and personalised mathematics lessons for small groups of students who are taught by a specialist teacher,” she said “The program is successful in accelerating students’ mathematics learning and for increasing their confidence and enjoyment of learning mathematics."
The project builds upon the findings of the DEEWR funded Bridging the Numeracy Gap for Students in Low SES and Indigenous Communities project being conducted by ACU and the Catholic Education Offices of Ballarat, Sale, Sandhurst and Western Australia.
“The focus of the new project is whole of community support for Aboriginal students who are at risk of not achieving early numeracy outcomes,” Dr Gervasoni said. “It involves a series of specialised lessons for small groups of students by a specialist teacher and a broader strategy to build capacity across the school context and in partnership with families, Aboriginal educators and the broader community."
Naomi Wolfe, Academic Coordinator for ACU’s Jim-baa-yer Indigenous Unit, said it was great to see Aboriginal and non-Aboriginal educators collaborating together to make a real difference.
“This project will directly assist Aboriginal kids and their families with the numeracy skills that they need in ways that are culturally appropriate,” she said.
Federal Education Minister Peter Garrett said the $24 million in funding for 15 new projects was designed to help halve the gap in literacy and numeracy for Indigenous children by 2018.
“To improve the literacy and numeracy skills of Indigenous students is a big challenge and there is a real need for schools, communities, organisations and governments to work closely together,” he said.


Early child learning is said to be the most important of a child’s education. Are you aware that the Japanese government is currently working on making free early childhood learning available to the Japanese population? Although this program will be helpful since raising a child in Japan is quite expensive, there are still a lot of issues to deal with before the program can be implemented. In this article, we will cover the basics of the controversial free early childhood learning program.
The Japanese Ministry of Education is hoping to implement free public education for children 3-5 years old who are attending public daycares and kindergartens by 2020. Last year (2015), the government considered offering free education to families with children who are 5 years old that have an income less than 3,600,000 yen but the program was overlooked because it would be hard to accumulate the required financial resources. Instead, the government decided to lower the tuition for families with kindergarten age children that have an income of less than 2,700,000 yen. Although there are still concerns regarding whether the government will be able to accumulate the required financial resources the Ministry of Education is still working on moving toward offering a free childhood learning program.
Although the basic concept seems like it will be positive for parents of young children, there are mixed arguments around the country. Positive arguments include “my child will be able to experience early childhood learning even though our family is short on funds”, “it is a good way to overcome the decreasing population problem in Japan”. Negative arguments include “before Japan offers free learning programs the government needs to increase the number of daycare centers and kindergartens”, “the government needs to start by improving the working conditions and salaries of daycare and kindergarten workers”. In addition, families where both parents work feel that that having an income restriction is unfair.
The income restriction is an issue that has to be solved before the government can go forward with the program. In order to make education for 3-5 year olds totally free the government needs more than 7,900 million yen from taxes. As a result, it will be hard to make education free for the entire age group at once. However, the government has also considered starting with only 5 year olds but this alone will require 2,600 million yen in taxes. The income restrictions were added because the government has realized that it will be impossible to raise these funds.
The government is planning on increasing the number of combined kindergarten/daycare centers in Japan. Also, government policies that will make education mandatory for 5 year olds and require schools to offer the same programing so that all children have the opportunity to receive a high quality education from a young age.
Early childhood learning has a large impact on their future learning and also their personalities. It is important to encourage children to try new things and challenge themselves when they are young no matter what your financial situation. Therefore, it would be beneficial if the Japanese government can provide a high-level educational program for everyone.


Adult language, literacy and numeracy
The right to literacy is an inherent part of the right to an education. All adult Australians, regardless of their employment or social status, should be supported to fully develop their language, literacy and numeracy skills.
Modern workplaces require workers with high levels of language, literacy and numeracy, and the capacity to problem solve in technology-rich environments.
Results from the Program for International Assessment of Adult Competencies (PIAAC) survey found that around 1 in 7 Australians (14%) have very poor literacy skills and 1 in 3 (30%) Australians have literacy skills low enough to make them vulnerable to unemployment and social exclusion (refer policy 4).
Today Australians need proficiency in complex modes of communication and high levels of digital literacy. A lack of language, literacy and numeracy impacts all aspects of an adult’s life and has intergenerational effects on families, children and communities.
In order to compete in the global knowledge-based economy and to maintain the level of prosperity and social cohesion that Australians need and expect, the language, literacy and numeracy levels of the adult population must be at the forefront of public policy.
ALA is calling for:
- recognition of the contribution of non-accredited language, literacy and numeracy courses for both personal development and social capital through funding support
- opportunities for adults with barriers to learning to develop their language, literacy and numeracy skills to build their confidence and contribute to our diverse and changing society and economy
- investment in a national family literacy strategy focussed on socially and economically marginalised Australian communities and schools with large numbers of Indigenous students
- a funded workplace English language, literacy and numeracy program that addresses workforce LLN requirements
- funded ACE environments that support adults with low digital and health literacy.
- Policy platform
- Fact sheets
- Let’s get serious about adult literacy and numeracy
- Language, literacy and numeracy network


What is Musikgarten?
Musikgarten is a highly acclaimed early childhood music programmes from the USA with 30 years of research on child development and psychology and they are the leader in early childhood music education – for children and teachers. Through its comprehensive educational program, children from newborn to 6 years old will develop a deep affection for music and possess the ability to express it.
Songs, dances, rhythms and stories are repeated appropriately, building on what each child has mastered, thus making successful learning easier. Moreover, family packs that include CDs with songs sung in class and age-appropriate instruments. Such materials help to bring lessons into the home environment, thus involving the whole family and enhancing parent-child interaction.
Children are instinctively drawn to music and learn best through music and movement. The Musikgarten curricula are adopted to enhance their learning abilities.
Upon completion of the final module, your child would have:
• Good aural skills (well prepared for Aural Tests in music exams).
• Improved memory and good listening habits.
• Developed sight-reading and sight-singing skills.
• Learnt how to do simple composition, transpositon, improvisation and dictation.
• Been familiar with harmony, chord progression & forms in Music as well as Composers & music of different periods.
• Enhanced social skills through family interaction, including parent/child bonding.
• Acquired the proper keyboard / piano skills.
IN SHORT, YOUR CHILD WILL BE WELL PREPARED AND READY FOR INDIVIDUAL MUSIC LESSONS.
For more information on Musikgarten, please visit the website: www.musikgarten.org


Happy holiday season, Inclusion Lab readers! In today’s post—our last before our short winter hiatus—we’re sharing some quick tips for encouraging young children with autism to imitate and use words and sounds. Adapted from Autism Intervention Every Day! by Merle J. Crawford & Barbara Weber, these strategies are also a great way to boost the language development of any young child, with or without autism. At the end of the post, you’ll get the link to download the full tip sheet with 15 suggestions (a good resource to share with parents of young children).
GROOMING AND HYGIENE
When brushing the child’s hair or teeth, sing a song and pause for the child to fill in words, such as “This is the way we brush your ______.” Ask “Now what?” when the child knows what comes next.
As you approach the automatic doors at the grocery store, library, or post office, say “open” and model signing open. If the child does not say the word, assist him or her to make the sign.
Tell the child what you will be doing and model corresponding environmental sounds, actions, and words. When getting ready to vacuum, say “Time to vacuum,” make the whirring sound of a vacuum, and pretend to push a vacuum before turning it on.
Give choices of food and drink for the child to select. Playfully sabotage situations such as giving ice cream but not a spoon to a child who typically uses a spoon. If the child does not request a spoon, ask the child “What do you need?” Give the child small portions so the child must ask for more.
For some pictures, ask the child questions that are appropriate for his or her level of language comprehension. For example, begin with “What’s that?” and “Who’s that?” to target nouns, and when those are mastered, progress to “What is he doing?” to target actions with –ing endings.
When playing with tub toys, model sounds such as “b-b-b-b” for a boat, and words such as “quack-quack” for a duck. Wave and say “hi” and “bye” to toys when putting them in the tub and putting them away.
Pat the child’s stuffed animals and tell them “Night-night.” Help the child to do the same. Put your fingers to your lips and say “Shhh” or “Night-night” to the child.
The full tip sheet has 15 suggestions for boosting language development. Download and share it with colleagues and parents!
Today’s tip sheet is from the free ebook From Babbles to Books: Supporting Language & Literacy Development in Early Childhood. Download the whole ebook for dozens of practical tips and strategies!
SEE YOU IN JANUARY!
Happy holidays and a very happy new year to all of our readers! Thanks for tuning in every Tuesday for ideas and advice from our experts on how to make classrooms truly inclusive and welcoming. Hope we gave you some helpful tips this year on how to support all students in reaching their full potential.
We’ll be back on January 16 for a whole new year of helping you reach and teach all learners. In the meantime, if there’s any topic you’d like to see us cover in 2018, send an email to Jen, the Inclusion Lab editor, at jlillis AT brookespublishing DOT com.


In Kumon, parents play a very important role
It is important to develop daily study habits
Students go to a Kumon Center twice a week, while worksheet study is carried out daily at home. By doing so, parents’ attention to children’s study at home is essential in assisting students in nurturing good study habits and progressing smoothly. In the Kumon Method, parents play a very important role.
Kumon is a home based education system
The Origins of the Kumon Method began with a series of handwritten materials on loose-leaf A5-sized sheets that a high school mathematics teacher, Toru Kumon, created for his son Takeshi. Now, Kumon students go to a Kumon Center twice a week while worksheet study is carried out daily at home, so that they can nurture good study habits and progress smoothly.
Homework, which students can solve on their own is assigned
While studying at a Kumon Center, children follow a simple routine that supports their study at home. The Instructor’s role is to observe their study behavior, particularly when doing repetition and studying new content. The Instructor carefully assigns homework, so that students can think through and solve problems on their own even at home.
Parents' support is important during Kumon Time at home
Parental support at home is very important in the Kumon Method. Same as in sports or music education, it is essential to continue the worksheet study everyday. For example, setting Kumon Time for doing Kumon homework everyday before dinner will become a daily routine for the child, thus allowing the child to progress smoothly through the program.


Education has the power to transform the lives of children, now and for generations to come. However, in South Africa still has massive inequities in learning opportunities amongst children. The realisation of many other rights depends on access to quality education as it has a multiplier effect bringing lasting benefits to all.
Given this panorama, we base our actions on the realization of our main objective: that all children have access to a basic education of good quality, especially those who are in the most vulnerable conditions.
Education is linked to all development goals, such as supporting gender empowerment, improving child and maternal health, reducing hunger, fighting the spread of diseases and poverty, encouraging economic growth and creating peace.
What is Save the Children South Africa doing?
All children should have access to equal education opportunities
- We are fighting for an inclusive education system where all children, especially those with disabilities, have equal opportunities.
- We are innovators, transforming our existing Crèche Centers into Centers of Excellence so that children under the age of 5 experience a safe, stimulating and quality early living and learning environment.
- We are working with school governing bodies to provide guidance for school policies that promote all children’s rights.
- We are mobilising communities to engage with school management structures, provide better support to leadership and teachers, and hold schools accountable.
- We are advocating a national funding model to address inequalities in the education system.
Learn more about our Holistic Early Child Care and Development programme.
We need improved literacy and numeracy for learners by the end of Grade 3
- We are championing access to quality literacy and numeracy education within the Foundation Phase.
- We are developing effective interventions to enhance Foundation Phase reading and numeracy.
- We are mobilising communities to support development of these basic skills and to hold schools accountable.
- We are working with parents, caregivers and communities to provide opportunities for reading, learning and studying.
Learn more about our Literacy Boost project.
Our ideal picture for South African education:
- Increased parental involvement in education.
- Improved community resources for developing reading and numeracy skills.
- Increased numbers of learners ready for Grade R.
- Increased numbers of Grade 3 learners competent in basic literacy and numeracy.
Every child in South Africa should receive quality basic education. Help us make this a reality by setting up your donation TODAY!
Our priorities focus on:
- Early Childhood Care and Development
- Increase access to Quality education
- Boosting reading skills
- Book Sharing
Through our Education programmes, it is being achieved not only that more children have access to schools, but also that the education they receive is of quality.


St. Mary's School
St. Mary's School
In 1870 Father Camillius Maes of Saint Peter Parish erected Saint Mary's school on this lot, adjacent to the Church. When the grammar school opened in that year, it was the first Catholic school in the city and in Macomb County. Three nuns from the Immaculate Heart of Mary Convent in Monroe were chosen to teach the students, eighty in the first year. The school was a two-room, two-story wooden structure. The boys were taught in one room and the girls in the other. All received instruction in basic elementary education subjects and chuch doctrine. By 1882 Saint Mary's numbered about 170 students. The first class -- all girls -- was graduated in 1885. The boys had their first graduation in 1909. The sisters of the Immaculate Heart of Mary taught at the school until 1986, when lay teachers look over the instruction.
When the original portion of the present Saint Mary's School opened in 1889, the Mount Clemens Monitor called it "one of the most substantial and best finished buildings in Mount Clemens." Built in the Second Empire style, it was a square, towered, three-story building with classrooms and offices on the first two floors and an auditorium on the third floor. The third story burned in 1957 when a fire at Saint Peter's Church caused the steeple to topple onto the school roof. Fortunately only the third floor auditorium was lost. The school's four distinct stages of construction typify the evolution of schools as the grew to serve an ever increasing population. In 1903 an addition was erected on the back of the original building. A high school wing was built in 1911, and an addition to it was constructed in 1921.
Registered Site L1939
Mount Clemens, Macomb County Topics:SchoolsHome
Latitude: 42.600920, Longitude: -82.879648


How music lesson can grow your children’s lifespan?
Childhood is an exhilarating, full of joy and challenging period of life. Every involvements an opportunity for your children to learn and grow. Childhood is the most serious time for building the physical, mental and emotional foundations that will support for the rest of lives. Parents should endeavor to give their children the tool to build a successful life and one of the best choices they can make for their children is giving them the gift of music. They should inspire their children as early as possible to listen and make music. In addition, to improving their creativity, learning music cultivates many skills that will continue to be useful for their children throughout their lives. Music lessons improve children’s learning skills, attentiveness and self-discipline. Many researchers found from an infrequent study published in the journal of Neuroscience, they found that the children who took music lessons for two years didn’t just get better at playing the trombone or violin but also playing music helped the children’s brain process language. They believe that music training actually creates new pathways in the brains. Furthermore, learning the do-re-mis can help the children excel in ways beyond the basic ABCs. The following are some basic skills which can be developed at the result of taking music lessons:
- Attentiveness: Music School Sydney will help your children to develop concentration, as children must focus on a particular activity over extended period of time. Through this way, developing the concentration will also help them to pay attention on other subjects at the school.
- Harmonization: music lessons also improve hand-eye harmonization as practicing the music instruments and your children can develop important motor skills when they playing music just as they do when playing different sports.
- Moderation: music therapy is more being used to complement more traditions forms of medicine. Many researchers found that certain types of music can aid moderation by lowering heart rates and blood pressure also reduce stress level and increase peace of mind.
- Patient and salvation: in order to learn a music instrument, children need to develop patient and salvation that will help them later in their lives when they must tackle many difficult challenges.
- Self-assurance: music lessons also increase the level of assurance in the children as the act of learning and playing an instrument, reassurance of the teacher and passion of proud of parent; all will help your children to build the sense of pride and self-confidence. Furthermore, children who practices self-expressions and creativity often become better communicators later in their lives.
Well, most of the researchers found that there is a significant relation between music lessons and positive performances in different areas as reading comprehension, spelling, mathematics, listening skills, mental abilities and motorized skills of children. Music has proven to provide many more benefits to children than simple entertainment but it is important to understand that music does not make one smarter as many intrinsic benefits of music education being the part of music world and managing the performance of your children. That is somewhat parents can be proud of their child.


Department of Music
Gender differences in instrumental learning among secondary school students in Hong Kong
This paper examines the extent of gender differences, and discusses the role of gender in musical instrument learning. It focuses on the collective instrumental experiences of 1493 Chinese students (774 boys and 719 girls attending grades 7-13) within Western and non-Western musical traditions in Hong Kong. The discussion draws attention to gender differences in the learning of Chinese and Western musical instruments, in musical interest and instrumental learning, and in the reasons why students learn or do not learn musical instruments. The paper argues that, while female and male students exhibit different attitudes towards the types of instruments learnt, significant correlations exist between their interest in music and parental support for their instrumental learning. Gender is brought to the fore by the pedagogical actions of the teacher, the mass media and by parental efforts to reduce gender bias and stereotypes through school, public and family education. © 2009 Taylor & Francis.
Gender differences, Hong Kong, Instrumental learning, Music education
Source Publication Title
Gender and Education
Taylor & Francis
Link to Publisher's Edition
Ho, Wai-Chung. "Gender differences in instrumental learning among secondary school students in Hong Kong." Gender and Education 21.4 (2009): 405-422.


ERIC Number: ED438363
Record Type: Non-Journal
Publication Date: 1999-Dec
Reference Count: N/A
Success for All/Roots & Wings. Summary of Research on Achievement Outcomes.
Slavin, Robert E.; Madden, Nancy A.
This report examines the current state of research on the achievement outcomes of Success For All, a program built around the idea that every child can and must succeed in the early grades, no matter what this takes. Success For All uses everything known about effective instruction for students at risk to direct all aspects of schooling and classroom organization toward helping prevent academic deficits from appearing at all; seeks and intensively intervenes with any deficits that appear; and provides a rich curriculum so students can build on their firm foundation in basic skills. Success for All is committed to seeing that all children become skilled, strategic, and enthusiastic readers while progressing through elementary school. This review describes research on Roots & Wings, a program that adds to Success For All in mathematics, science, and social studies. Evaluations of many Success For All schools in districts nationwide clearly show that the program increases student reading performance. In every district, Success For All students learned significantly more than matched control students. Significant effects were not seen on every measure at every grade level, but the consistent direction and magnitude of the effects show unequivocal benefits for Success For All students. (Contains 73 references.) (Author/SM)
Descriptors: Academic Achievement, Bilingual Students, Elementary Education, Elementary School Students, English (Second Language), High Risk Students, Mathematics Skills, Program Evaluation, Reading Ability, Science Process Skills, Social Studies, Special Education
For full text: http://www.csos.jhu.edu.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.


Successful physics teacher preparation programs share certain key elements, and exist within a supportive institutional context. These contextual and programmatic components build on one another to provide teachers with a complete educational experience, from recruitment through training in pedagogy and content to induction and mentoring.
Follow the links below to learn more about the individual components, as well as strategies that specific institutions have used to build and improve their programs.
- Early Teaching Experiences
- Pedagogical Content Knowledge
- Learning Assistants
- Induction & Mentoring
Elementary Teacher Education
Many institutions that are leaders in high school physics teacher preparation have also improved the physical science course taken by elementary education majors.


Bachelor of Music Performance: Strings
The Music Performance in Strings curriculum prepares students for a life in music. Graduates hold positions in all aspects of the music industry, including performing in the nation's top professional and military ensembles, composing and arranging for the industry's leading artists, touring internationally, and serving as leading pedagogues in music education.
- Prepare a solo of appropriate difficulty. Auditions
should display musical maturity through expression, technique and stylistic
interpretation. Solos need not be memorized but should reflect a high degree of
familiarity and careful preparation by the performer. The use of an accompanist
is optional, but recommended.*
- Auditionees will be asked to perform major and minor
scales and arpeggios in various keys.
- Auditionees will be required to sight-read.
- Auditionees will be expected to demonstrate knowledge
of common musical terms and symbols, keys, and time signatures.
- Upon arrival to UNF, accepted auditionees who
submitted recordings must demonstrate abilities required by items 2, 3 and 4


Many Achievements of Former PM Atal Bihari Vajpayee!
December 25th, 2015
Image Courtesy: modibharosa
Ninety-one years ago a man was born who would become one of the most influential leaders in Indian history. Atal Bihari Vajpayee’s tenure as India’s 11th Prime Minster would be historic. As the first non-Congress politician to complete five years as Prime Minister, Vajpayee’s Premiership was as significant as it was eventful. For many observers Vajpayee’s successful navigation of what was called an “unwieldy coalition” was his biggest achievement; others praise his optimistic foreign policy while others applaud India’s economy under his rule. His tenure cemented the rise of coalition politics in India and witnessed events which would redefine Indian secularism and diplomacy.
On his birth anniversary, The Logical Indian briefly documents the Premiership of Atal Bihari Vajpayee.
2001 Gujarat earthquake: A 7.7 earthquake hit southwest Gujarat on 26 January 2001. The disaster killed nearly 20,000 individuals, injured 167,000 and caused massive infrastructure and economic damage. The Indian Army led relief efforts and the Government called for $1.5 billion in international loans to deal with the devastation.
Foreign policy: In the post-Cold War world, Vajpayee boosted trade and bilateral relations with the United States. In 2000, Bill Clinton became the first American President to visit India since Jimmy Carter’s visit in 1978. Vajpayee also championed a diplomatic solution to the land disputes between India and China.
Foreign policy regarding Pakistan: Vajpayee’s greatest foreign policy efforts lay in his approach to Pakistan. In 19 February 1999, he inaugurated the Delhi-Lahore bus service by travelling in the same to meet his counterpart Nawaz Sharif in Pakistan. This incident became an iconic symbol of international diplomacy and Vajpayee was lauded globally for his pragmatism. The two Prime Ministers agreed on a historic treaty on 21 February 1999 called the Lahore Declaration. The Declaration put forth common goals of peace and bilateral friendship between the two countries and had several contents including nuclear non-proliferation and increased trade relations. However, for all its hype and promise, the Lahore Declaration fell flat after the Kargil War began in May 1999. Hope for a diplomatic solution rose during the Agra Summit between Vajpayee and Pakistani President Pervez Musharraf in July 2001. The Summit failed to transpire into action. After two successive attacks on Indian sovereignty – first on the J&K Legislative Assembly and then the Parliament – the 2001 – 2002 India-Pakistan military standoff brought the two nuclear weapons States dangerously close to war.
Gujarat riots: For almost a period of three months, Gujarat reeled under communal rioting following the death of 59 pilgrims in Godhra after the burning of Sabarmati Express. Over 1000 people died and thousands were displaced. The Vajpayee Government was widely criticized for inefficient handling of the violence.
India’s economy during the Vajpayee years: Building upon the 1991 economic reforms, the Vajpayee administration privatised many State-controlled institutions. To increase employment and bolster infrastructure, the National Highway Development Project (NHDP) was launched, spearheaded by Golden Quadrilateral – the largest highway project in India. The Government encouraged foreign investment and approved the Delhi Metro Project. Indeed, the fact that Vajpayee maintained steady economic growth at 6% – 8% in spite of natural disasters, the Gulf War, the oil crises, 9/11, the War on Terror, the Kargil War and the Indo-Pak military standoff is an applaudable achievement.
Indian Airlines hijack: On 24 December 1999, Indian Airlines Flight IC 814 was hijacked by five terrorists and flown to Taliban-ruled Afghanistan. The hijackers demanded the release of certain terrorists held in India. The seven-day-long hostage crisis ended after India agreed to release three militants in exchange of the passengers.
Kargil War: Between May and July 1999, India and Pakistan engaged in armed conflict for the fourth time since 1947 after Pakistani soldiers and Kashmiri militants infiltrated into India across the Line of Control. It remains the only major military conflict between two nuclear weapons-holding States.
Nuclear tests: Under Pokhran-II, five underground nuclear bomb explosions took place on May 1998. The tests, which collectively were called Operation Shakti, were controversial and resulted in sanctions by the US and the European Union. The sanctions resulted in slightly declining foreign investment but largely failed to impede the economy.
Social programmes: Vajpayee began the Sarva Shiksha Abhiyan or Education for All Movement to provide universal elementary education. His administration initiated plans for providing overseas citizenship to NRIs. He encouraged scientific research and increased Government spending on R&D. He passed the Chandrayaan-I project which enabled India to reach the moon in 2008.


. . . .Teachers say the standardized tests have created opportunities for professional development, fostered more collaboration among teachers and helped some plan lessons.
But those benefits could have been achieved through cheaper means and some teachers add EQAO is of limited or no use for informing parents about their child's progress in school, or assessing the quality of the education system as a whole.
The report suggests the goal of making all children capable of performing to a specific level in EQAO is at odds with the Ministry of Education's goal that learning should be geared toward a child's specific needs.
Teachers say EQAO testing means non-test subjects such as arts, drama, music and even science get less attention than the subject areas of the tests, which focus on literacy and numeracy skills.
Teachers also say the pressure on students, particularly those in Grade 3, is too much.
"They are starting to think of school as a series of hoops to jump through," one participant was quoted as saying.
The standardized tests also have "huge drawbacks" to special-needs and English-as-a-second-language students, as well as those from different cultural backgrounds, students with behavioural issues or learning disabilities, and highly gifted students.
And despite the tests being "standardized," the report claims EQAO tests are not uniformly administered, putting test results, comparability and tracking over time into question.
According to the teachers, schools administer tests differently, and the standards of marking have changed over time, as have the difficulty of the tests.
Finally, there is the cost -- in both class time to prepare and resources spent to administer the EQAO tests.
"School boards are always cutting back and saying 'we can't afford this' -- things that I would say are essential, like educational assistants and more personnel, yet they're willing to put tons of money into EQAO," says another participant.
The study says most teachers think the testing should be eliminated. Otherwise, they recommend the government reduce the scale of the test to reduce pressure on students and teachers, consider random sampling, and take steps to reduce the importance of EQAO testing in the eyes of the public as the best or only way of evaluating a school. . . .
Tuesday, August 17, 2010
Ontario Teachers Call For 2 Year Moratorium on Standardized Testing in Grades 3 and 6
Which one of the prostituted and top-heavy U. S. teachers' unions will be the first to follow the ethical and pro-student lead of British and, now, Canadian teachers? From the Ottawa Citizen (ht to Monty Neill):