Specific kinds of educational experiences provided for children by both parents and teachers, from preschool through high school, can make a significant difference in their reading ability as young adults. Two national studies have recently confirmed the particular home, school, childcare jobs and extracurricular experiences that impact an individual’s reading achievement over the course of development. These studies analyzed comprehensive data gathered from 3,959 high school students in 24 school districts across the U.S. The first study, the Kindergarten Reading Follow-up (KRF) Study, examined the long-term effects on children of being taught to read in kindergarten (Hanson and Siegel, 1988; 1991.)
The second study, the Reading Development Follow-up (RDF) Study, analyzed the same data to identify the specific kinds of experience, from preschool through high school, that foster high levels of reading achievement in high school seniors (Siegel, 1987.) The results of these two policy studies provide parents, educators, and policy makers with some straightforward guidelines for cultivating literacy development. The implications are quite clear: students who are provided with more of these specific kinds of experiences across their development will have higher reading achievement levels as young adults than those who have less.
Early language and educational experiences for children were found to be particularly critical to adult literacy levels. Although early childhood experiences have long been known to be important in terms of general intellectual development, the RDF Study confirmed that the specific kinds of early educational experiences students have are highly predictive of later reading abilities as well. That is, those high school seniors who were provided with more reading, language, and other kinds of both direct and indirect educational experiences during their preschool years had higher overall levels of reading competency than those provided with less. Such preschool activities as learning nursery rhymes and stories, watching Sesame Street, playing word and number games, being read to, attending nursery/preschool, and participating in special lessons such as swimming, dance, or music were all positively related to students’ reading ability in high school. Finally, later “high stakes” schooling experiences, such as placement in remedial/developmental classes and/or a particular type of high school academic track, could be linked to the students’ level of involvement in early educational experiences.


1916 - 1930;1000 years of education;Millennium Edition
1917 Exam council set up for secondaries: beginning of School Certificate examination.
Conscription causes teacher shortage.
1918 Fisher Education Act raises school leaving age from 12 to 14, ends all fees for elementary education, provides playing fields and swimming baths.
Women over 30 gain vote.
Roman Catholic schools in Scotland put on same financial footing as non-denominational ones.
1919 The Burnham Committee introduces national pay scales for elementary teachers.
Bradford first to use intelligence tests in secondary selection.
1920 State scholarships to universities introduced: 200 initially; 360 by 1936.
Women admitted to degree courses at Oxford.
Board of Education urges full practical workshop facilities in all schools.
National Committee for the Training of Teachers set up in Scotland.
1921 Geddes report on national expenditure leads to £6.5 million cut in education estimates for 1922.
Free milk provided for all children in need.
Bursary system for pupil-teachers ends.
1922 Crisis hits economy. Teachers forced to accept 5 per cent pay cut and to contribute 5 per cent salary to superannuation: strikes follow.
System of half-timers abolished (12 to 14-year-old pupils had been allowed to work in factories for half a day).
1923 Pay for certificated teachers in England and Wales averages £310 for men, £254 for woman.
Association of Preparatory Schools incorporated.
First Northern Ireland Education Act.
First photographs appear in The TES.
Jean Piaget publishes "Language and thought of the child" (English version 1927.) 1924 Ramsay Macdonald's Labour government. Many Geddes economies ended.
Forty new secondary schools approved.
More than 16,000 classrooms in England and Wales still accommodate two or more classes.
Graduate entry rule introduced in Scotland for all male teachers.
AS Neill founds Summerhill.
1925 National Association of Boys' Clubs set up.
Educational broadcasting begins.
1926 Hadow Report on the Education of the Adolescent recommends separation of primary and secondary education at age 11. "Modern" as well as grammar schools to be established.
General Strike lasts eight days in May.
Direct Grant Schools begin.
John Logie Baird, right, demonstrates television.
1927 "The Jazz Singer", the first talking film, is released.
Bertrand Russell starts to run Beacon Hill School with his wife, Dora.
Cyril Burt publishes "The Measurement of Mental Capacities".
1928 Board of Education reports 21 LEAs are using IQ tests for secondary selection: suggests use may be premature. First Cambridgeshire village college opens at Sawston.
Education taking 2.2 per cent of national income (1.1 per cent pre-war).
D H Lawrence, "Lady Chatterley's Lover".
First Mickey Mouse film released by Walt Disney.
1929 Open-air schools popular; 170 classes held in London parks all year round - these were thought to combat tuberculosis and other childhood infections.
Wall Street Crash.
1930 Undergraduate population reaches 30,000.
Youth Hostel Association founded.


Nine-year-olds usually have few frets, but fourth-grade students in Julie Davies' music class have more frets then their peers -- guitar frets.
With a small, left forefinger, students press a plastic string down to the wood of the guitar's neck, between the fret lines, and with the forefinger of their right hand, pluck the first string.
"What is the letter of the note when you press your finger on the first fret of the second string?" Davies asked.
"C," Chris Wacker said.
"That's right," Davies said, then took the class through the notes they have learned since October 2007.
"Reading notes is like learning another language," Davies said. Students must identify the note, know how long to play it, how to finger it and then go onto the next note.
Third-graders start reading music as they play the recorder, a flute-like instrument. Davies thought her fourth-graders might recall the skill.
A few did.
"Reading notes is easy once you get used to it," Samantha Dashney said.
"The hardest thing is remembering which fret to use, but it's fun," Madison Marley said.
The guitar poses challenges the round, light recorder does not.
A few students commented that pressing the guitar strings hurt their fingers.
"It's worth it when I hear the notes come out," Wacker said.
They have learned notes using E, F and G strings, B, C and D are next.
At this level in music education, the students need to understand the concept of practice, versus picking up the guitar and strumming the strings.
"Practicing is staying on task," Davies said.
The time it takes to tune the stringed instruments before each lesson cuts into practice time.
Still, Davies encourages students to think, ‘I'm going to play it again, but this time I'm going to play it better.'
Davies has to balance keeping the interest of students at the basic level and those who have had outside lessons, such as Dillon Robb.
Robb gets to help out and share his knowledge occasionally, because of his outside lessons.
Payson Elementary School purchased guitars with 2006 Credit for Kids money.
Prior to having guitars to play, fourth grade music at Payson Elementary School was "all about maracas and rhythm sticks," Davies said.
To get ready for her new class, Davies, a pianist and flutist, taught herself the guitar over the past summer.
Traditionally, music students learn to read the notes first, but with the guitar, learning chords first is an option Davies may consider for next year.
"My goal, is that if students like playing the From page 6A
the guitar at the end of the year, it I something they will take further," she said.
"Hot Cross Buns" and "B A Rock Star" are the songs third-graders are learning on recorders. Both songs use the notes A and B.
Students learn notes as they appear on sheet music.
Davies also writes the letter of the note on music to help the new language make sense.
They learn the difference between whole, half- and quarter-notes.
Fingering the music on the recorder without blowing helps the children keep their eyes on the music rather than their fingers while Davies calls out the notes and rests.
She encourages student feedback.
"Don't remind us to rest," Reagan Weaver said.
"I like blowing and doing the fingerings and hearing the music," another boy added.
Recorder rule include: left hand on top, elbows off knees and warm, slow air.
Walk into Davies' fifth grade class and you will see students wearing headphones while tickling imitation ivories.
Headphones allow the students to warm up and practice their version of "Mexican Hat Dance" without disturbing anyone else.
"Lift your wrist up a little bit," Davies tells one student. The reason being, it makes it easier to play the correct key.
"Popping, Popping" is the song each student recently composed, their own version of using the C, D, E, F and G notes.
"I wish I had a keyboard at home, now that I've played it here," Alex Miller said.


Music Education students, first and foremost, do study for the PRAXIS! These tests are not inexpensive, and there is no reason for not passing the first time. By way of anecdote, a GC music student recently failed a portion of the PRAXIS. The student then studied before retaking it and did remarkably well the second time. Imagine that! Too bad the studying didn’t happen before the first attempt.
A review of music theory, and music history and literature, will serve you well. Music theory content for MUS 111-212 may be reviewed at http://spider.georgetowncollege.edu/music/burnette/index.html.
You should be familiar with the content of the Georgetown College Teacher Education and Certification Handbook. Below is some information excerpted from that handbook.
PRAXIS Testing Requirements for Kentucky Teaching Certificates
All students must complete and pass the appropriate PRAXIS Tests to receive certification. Please note the following EPSB disclaimer: Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board Website at www.kyepsb.net for current requirements or contact Ms. Jaime Rice at 502-564-4606 or 888-598-7667.
PRAXIS testing requirements for each certificate are specified by the Kentucky Education Professional Standards Board. For the latest information on these requirements by area, consult the EPSB Website: http://www.kyepsb.net/assessment/teachertests.asp
Content outlines for the objectives of each of these tests are presented at the Educational Testing Service Website under the heading Tests at a Glance (TAAG). Go to http://www.ets.org/praxis/taag. At the bottom of the page, click on Tests at a Glance. Then, scroll down to find the music test information: (1) music analysis #20112, (2) music concepts and processes #30111, and, (3) music content knowledge #10113. Reviewing this information will better prepare you for success in taking the PRAXIS.
If, after preparing to take the PRAXIS, you have questions about anything, please contact your advisor or any music faculty member for assistance. We are here to help you!
Should you be unsuccessful in your first attempt to pass any portion of the PRAXIS, you are directed to contact your academic advisor, who will put you in contact with the appropriate faculty member to work on a remediation plan before the test is retaken.


Bring the beauty of winter indoors with this cozy craft that makes great use of those paper snowflakes kids love to make. This is a great way to use the beautiful snowflakes your child makes, and explore the concept of negative space while creating geometric prints on paper. The finished product is a one-of-a-kind holiday decoration worthy of any fridge!
What You Do:
- Have your child make paper snowflakes by first folding a perfect square. To do this, fold the corner of the piece of paper down and line the adjacent sides of the paper up neatly. Crease, and cut off the extra overhang at the end.
- Fold the paper in half diagonally, into a triangle, and then again into a smaller triangle. Cut out little shapes from the triangle until you're satisfied with the design. Then open the paper up, revealing a traditional paper snowflake. All of this paper cutting is great fine-motor practice for those little hands!
- Once your child has cut a few snowflakes, he can select one or two of his favorites and tape onto the sheet of blue paper without having them overlap.
- Put a small amount of white paint on the paper plate and gently tap with the sponge and then all around the edges of the snowflakes.
- Before the paint dries, dust the paper with glitter.
- Once the white paint dries, remove the taped snowflakes from the blue paper revealing the unique glittered snowflake print behind.
Display the snowflake prints alongside the cut snowflakes for a glittering winter display!
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


Loveless, Avril (2008) Valuing individual and shared learning: the role of ICT Education and Information Technologies, 13 (4). pp. 275-278. ISSN 1360-2357Full text not available from this repository.
This special issue supports the conference ‘Valuing individual and shared learning: the role of ICT’ held by the Working Group 3.5 Informatics in Elementary Education in June 2008 in Prague, Czech Republic. The Working Group is part of the Education Technical Committee of the International Federation of Information Processors (IFIP). The group is ambitious in its aims and scope, meeting in conferences and working groups. It is concerned with the role of Information and Communication Technologies (ICT) in elementary education (from pre-school to 13 years). Its mission is to provide educationalists with an international forum where ideas, practical educational experiences, research and project-oriented work can be presented and discussed in a professional way in order to promote the development of elementary education teaching and children's learning.
|Item Type:||Journal article|
|Uncontrolled Keywords:||information and communications technologies; elementary education; working group conference; editorial; role of ICT|
|DOI (a stable link to the resource):||10.1007/s10639-008-9076-6|
|Faculties:||Faculty of Education and Sport > School of Education > Education Research Centre|
|Date Deposited:||04 Jun 2010|
|Last Modified:||08 May 2015 13:30|
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Avatars, Virtual Classroom Aid in Teacher Preparation
Source Newsroom: Southeastern Louisiana University
SOUTHEASTERN USING AVATARS, VIRTUAL CLASSROOM AS TEACHER PREPARATION TOOL
Newswise — HAMMOND – Teacher candidates at Southeastern Louisiana University are working in a virtual classroom before having to experience the real thing, gaining the opportunity to practice what can sometimes be a daunting exercise.
The university is one of a handful of institutions nationwide to tout the innovative program designed to help in the formation of future educators.
The software gives teachers in training the opportunity to respond to multiple situations within the classroom environment through the use of avatars, the virtual, computer-generated “students” who populate the simulated classroom.
“It is a virtual classroom filled with real-time avatars,” said Associate Professor of Education Nicki Anselmo-Skelton. “The students in our lab can talk to the avatars and the avatars respond.”
Researchers at the University of Central Florida control the avatars, which represent sixth grade learners of diverse ethnicities and personalities that are typically encountered in a middle school classroom, Skelton explained. Their behaviors reflect everything from those in a “perfect” classroom to the other extreme where the students may be completely out of control. The virtual classroom and its avatar middle-schoolers are projected from a computer via Skype onto a screen or SmartBoard.
Anzelmo-Skelton brought the technology to the Department of Teaching and Learning through a Louisiana Department of Education grant to be a part of the TLE “TeachLivE” program. The initiative began as a pilot project at UCF in Orlando.
“Our young teacher candidates are able to work on behavior management skills; they are able to work on the pedagogy or the ‘how’ of teaching, and they’re able to implement various instructional strategies,” Skelton said. “The research indicates what you can do in just 10 minutes with the avatars takes an hour to do face to face.”
“The avatar experience was absolutely amazing,” said Ashley Lee, a senior elementary education major from Watson, who is also pursuing a dual certification in special education. “I loved the interaction between myself and the avatars and the fact that the avatars had different personalities, which presented some real challenges. This was just a glimpse of what is yet to come when we get into our own classrooms and good practice on handling behavior problems in students.”
Skelton described the most “powerful” part of this technology as the opportunity for students to refine their instructional skills without impacting real students.
“Young teachers can make the mistakes new teachers are prone to do without affecting the ‘students’ at all,” Anselmo-Skelton said. “It allows for a nice progression. Our young teachers can reflect on their practices and then build their knowledge and confidence with the avatars before moving into the classroom.”
In addition to working on a grant extension for Southeastern from the Louisiana Department of Education, Skelton is also documenting the student teachers’ experience with researchers from UCF and the Bill and Melinda Gates Foundation.
“Soon we’re going to have research under our belts that I believe will say the avatars and the virtual classroom make a real difference in teacher behaviors and in student outcomes,” Skelton said.
Photo available online at www.southeastern.edu/news_media/news_releases
TEACHER PREPARATION IN SIMULATED CLASSROOM – Laurie Leake, a Slidell junior in special education at Southeastern Louisiana University talks to her “class” of five avatars or simulated students as preparation for working in a real classroom. The avatars represent sixth grade learners of diverse ethnicities and personalities that are typically encountered in a middle school classroom.


Read More About
A study conducted in 1985 by the Commission on Reading found that the single most important activity for building the knowledge required for eventual success in reading is reading aloud to children. The BOOK IT! Beginners Program is an eight-week program for children in preschool and pre-k which encourages teachers and parents to begin reading to children when they are very young. "Pizza Hut is deeply committed to devoting more funds and accepting larger responsibility to make this happen," said Eunice Ellis, Director of BOOK IT! Beginners. A recent survey shows that 17 percent of young children are rarely read to, and 28 percent are never read to.
BOOK IT! Beginners makes reading fun. This year's interactive classroom poster shows a squirrel sitting on the branch of a tree reading a book. Each time the teacher reads a storybook or poem to the class, he or she writes the title on an acorn or leaf cutout. One of the children then places the cutout on the poster. The class can keep track of their reading while they watch the tree leaf out and the pile of acorns grow. Parents are invited to participate by reading to their children at home and adding more leaves and acorns to the poster.
There's more fun—and reward—for the children at Pizza Hut¨ restaurants. After each four-week period, during which teachers are asked to read to children at least 60 minutes a week, the teacher gives every child in the class a certificate to take to a Pizza Hut restaurant for praise, a free one-topping Personal Pan Pizza¨ and a fuzzy sticker.
"Praise is even more important than the pizza and sticker," explains Ellis. "It tells children that they are special and that reading is special."
This year's BOOK IT! Beginners Program will accommodate approximately 1.5 million children in 24,000 preschool and pre-kindergarten facilities. That represents about 12 percent of the children in managed child care.
"We planned a 20 percent increase in our program's enrollment this year," said Ellis. "Because the program has been so well received, we expect growth to continue at this pace in the future. Our long-term goal is to reach as many of the estimated 13 million children in managed child care as we can to help them develop a love of books and reading at an early age."
This year, Pizza Hut has joined several early childhood learning and reading initiatives. One is a national media campaign called Child Care Reads. In a second initiative, Pizza Hut will be a sponsor of the Scholastic Early Childhood Today magazine's Early Childhood Professional Awards, recognizing Infant Teacher, Toddler Teacher, Preschool Teacher, Kindergarten Teacher, Family Child Care Provider and Director. The awards will bepresented at the National Association for the Education of Young Children (NAEYC) annual conference in Atlanta in November.
Pizza Hut also sponsors the BOOK IT!¨ National Reading Incentive Program, which began its 15th year in October 1999. More than 20 million students in 50,000 elementary schools are enrolled in this award-winning program.


Fingerplays For Preschoolers
Fingerplays involve some sort of hand or finger movements that go along with the song or activity that the preschoolers or kindergarten kids can try and imitate.
These finger movements get kids using the small muscles of their hands and help with fine motor skill development.
As with other stories and preschool kids songs, there is usually some sort of educational aspect or ‘life lesson’ to learn from the finger play and it’s song lyrics.
The bottom line is that preschool finger plays are fun and children and preschoolers really enjoy watching and learning from these unique songs and lessons. We have a variety of these teaching ideas throughout this section of this children’s preschool website and at the links on the right hand side in the navigation area.
Fingerplays & Activities for Preschool:
Preschool Topic Pages


Volume 27, Issue 1 (1998)
Effective Academic Interventions in the United States: Evaluating and Enhancing the Acquisition of Early Reading Skills
Roland H. Good III, Deborah C. Simmons, Sylvia B. Smith
Abstract: The alignment of assessment, intervention, and meaningful student outcomes is arguably one the most exciting developments in school psychology. This linkage is especially apparent in the areas of early literacy where the convergence of three areas of research and development form a dynamic process of information and feedback to enhance the effectiveness of interventions in preventing and remediating reading problems for children in early elementary grades. In this article, we develop the rationale for early and intensive literacy intervention, review the major implications of the converging evidence in early literacy and reading acquisition, and propose mechanisms to enhance early literacy development through the strategic and timely linkage of assessment and intervention. The major areas of convergence from research regarding what to teach and how to teach it are presented. The contributions and role of assessment information in developing and providing effective beginning reading and early literacy interventions are described.
NASP Members Log in
to download article.


The Art Students took a field trip to the ETSU campus to see artist, Patrick Dougherty, Stickworks .
Click here for Artist Power Point
This event inspired the creation of Kudzu Ants, a contribution for the picnic themed Volunteer Appreciation Dinner for the Mary B. Martin School of the Arts , held on Thursday, April 24th, 2014.
Middle School Art Syllabus
ETSU University School Teacher: Mrs. Ellen Pitts
Our Goal is to explore art using a discipline based art education approach. This will include producing our own unique art works; learning to talk about our own as well as others art by developing an art vocabulary; exploring the historical, cultural, and personal aspects of an art work; and discussing a work of art for the purpose of uncovering it’s meaning.
Class expectations and policies:
Each class period students will need a pencil, an eraser, and lined paper. Students are expected to come to class on time and if tardy they are expected to bring a white slip from the office. Students are expected to do their own work on assignments and projects. Excessive or loud talking, off-task behavior, and infractions of class or school rules will result in receiving a conduct slip. Class rules include staying at one’s assigned area; talking quietly; passing rather than throwing art tools or materials; coming prepared to class; raising your hand to indicate a need to make a comment or ask a question; treating others with respect and courtesy.
In order to create a positive learning environment and to help us meet our goals, the following rules represent my expectations for student behavior.
1. Follow directions the first time they are given
2. Pay attention in class at all times
3. Be prepared with the necessary materials
4. Respect the people, equipment, and furnishings of the classroom.
5. ALWAYS OBSERVE ALL RULES IN THE UNIVERSITY SCHOOL HANDBOOK.
Homework and attendance:
It is important to be present each class. When you miss class ,you are responsible for finding out what needs to be made up the day that you return. You will be given the same number of days to complete the work as the number of days you missed. If you have not corn pleted a project by the time it is due, I will grade it and then return it to you to complete at home if you choose. I will then re-evaluate the project and adjust the grade as necessary. Tests will need to be made up at school.
There may be occasional homework assignments where students will need to bring in special materials, research a topic or sketch in preparation for a project.
We will explore a broad variety of art subjects, artists and styles. Projects will involve a variety of mediums. Art products are a major portion of the grade. Students will have a portfolio in class, in which to keep all projects, warm ups, sketches, etc. Each student is responsible for completing and turning in his/her work on the due date. Work is expected to be done in a neat, and professional manner. Project directions need to be followed.
Tests, quizzes, book assignments, written assignments, and projects will all be given assigned point values. Grades will be calculated by finding the percentage of points earned out of the total number of points possible.
Projects grades will reflect the following criteria:
Effort- putting forth your best work Craftsmanship- making sure your artwork
is neat and professionally handled.
Handling the art media well and as instructed Meeting assignment objectives- completing each project according to instruction.
Demonstrate an understanding of the assignment goals.
Clean Up and materials:
Each student is responsible for cleaning up their own area often due to confined space, one student will be selected to assist in clean up for the table. Each student is expected to use the materials in a professional manner and act responsibly in the classroom at all times.


Inquiry into Earth and Space Science
Kyle Gray, Earth Science, University of Northern Iowa
Inquiry into Earth and Space Science is a semester-long content course developed for pre-service elementary teachers that uses inquiry learning to teach concepts related to rocks, minerals, groundwater, stream flow, weather, climate, maps, and astronomy.
Entry Level:Earth Science Astronomy Course Size
Public four-year institution, primarily undergraduate
This a a required course for a students with a declared early childhood or elementary education major and satisfies the university's general education requirements for physical science. Students from other majors may not take this course. Students are predominately freshmen or sophomore women who have not taken any other required science content course. They are typically science phobic and have not taken an Earth Science course since middle school.
This course covers topics in Geology, Oceanography, Meteorology, and Astronomy. The content within each topic is aligned with state Earth and Space Science standards for K-6 classes with additional material from the 7-12 standards. A follow-up course (Investigations into Earth and Space Science) covers the remainder of the K-12 Earth and Space Science standards.
Currently, students do not conduct any formal field experiences during class time, however they are required to complete four inquiry experiences. These outside activities include finding signs of weathering in a graveyard or observing meanders forming in a recently channelized stream.
For teaching the methods of geoscience, students in my Inquiry into Earth and Space Science course will be able to make observations of the world around them and use the data drawn from those observations to draw logical conclusions or inferences. Students will also demonstrate an understanding that science does not follow a single, experiment-driven methodology conducted by white males with goofy hair and wearing white lab coats.
The nature and methods of geoscience inquiry is addressed multiple times throughout the semester. In week one we explore common misconceptions of science by using the model provided by UC Berkely (wwww.understandingscience.org), a draw-a-scientist activity, and a discussion of what a geoscientist looks like. Throughout the term, students must make observations of target phenomena and use those data to draw inferences and conclusions. Examples of this second type include using stream gauge data to calculate the size of a 100-year flood, observing sediments on a stream table, and observing different types of soils.
This course meets for two hours on Mondays and Wednesdays and one hour on Fridays. Lecture is kept to a minimum with most of the time spent on learning activities. This constructivist approach models the types of teaching that we wish to instill in our graduates by demonstrating a different way of teaching.
Students are assessed throughout the term in a variety of ways. Formal exams containing conceptually-based short answer and multiple choice questions provide feedback on content knowledge. Student reflection papers provide evidence of attitudinal change over the length of the course. In class activities and homework provide formative feedback and short-term projects provide opportunities for students to demonstrate their skills in using the concepts covered in class.
Syllabus for Inquiry into Earth Science (Microsoft Word 2007 (.docx) 602kB May9 12)
References and Notes:
The Good Earth - 2nd edition by McConnell, Steer, Knight, & Owens
Occasional readings from newspaper or magazine articles based on current events. For example, this Spring they read an article describing and debunking the hysteria over the Dec 21, 2012 and the end of the world.


Diagnosing the math plague
Dr. Sherry Mantyka will discuss what's plaguing math students at a public talk on Thursday.
Dr. Sherry Mantyka has spent years testing and monitoring math learners, identifying why they struggle, and formulating strategies to help overcome mathematical roadblocks. Now the director of Memorial University’s Mathematics Learning Centre believes she has formulated effective – though not always popular – strategies that could benefit math students of all ages.
She will discuss these problems and their solutions on Thursday, Sept. 28, during a noon-1 p.m. lecture in room A-1049, Arts and Administration Building, as part of the Cognitive Science Lecture Series.
Dr. Mantyka explains that back in 1988, the province instituted a placement test to confirm or refute the notion that students were graduating high school with inadequate math skills. “The results were unambiguous. There was a huge pre-requisite skill deficit.”
The university subsequently established the Mathematics Learning Centre to give students who did poorly on that test a chance to gain foundational skills through individualized diagnosis and study.
Over time, Dr. Mantyka discovered a consistent trend: students could understand and perform certain mathematical tasks, but when they moved on to a more complex equation, they began to make mistakes in areas they had previously mastered.
Perplexed as to why bright, capable learners with strong achievement in other areas had these problems, she turned to cognitive psychologist Dr. Michael Rabinowitz, who explained that the human brain has large capacity to store information, but minimal capacity for active processing. Therefore, students did better if they learned the skill so well that it came automatically, instead of requiring conscious thought. The two professors set about finding ways to apply the concept of automaticity to math education.
“If students don’t acquire math skills to the level of automaticity, which is measured by accuracy and speed of finding the right answer, then they have trouble,” Dr. Mantyka explained. “Students first have to gain an understanding of the math. Then they have to do repetitious drills to get fast and accurate before they move on to the next level of sophistication.”
Dr. Mantyka has set down the methods that she and her colleagues have found most effective in a book called The Math Plague, set to be released this winter. The book is intended for teachers, parents and students or anyone else who wants to remedy math problems long before the university stage.


Podcasts As Elevator Speeches
June 21, 2013
To create a podcast about Social Media, I researched the definition of Social Media and made sure I was familiar with the vocabulary of the topic. I have used Social Media for years, but I wasted to make sure that I knew that I was talking about and not leaving our any important aspects unknowingly. I also researched Social Media exclusively in the context of education. I was surprised by how few articles there were so I was forced to expand my search to Social Media itself. I was delighted to find an article that discussed music education and Social Media together.
I wrote my podcasts using these article as sources. I chose to write in the first person because of the informal location of these podcasts. An elevator is an enclosed space and a mode of transportation to a final destination. Many people are distracted in an elevator by the various aspects of what will happen when the doors open. Elevators, as media outlets, are also hindered by the short period of time people are in them. Keeping all these qualities in mind, I immediately engaged my listener with a question or a reference to an unusual object, such as a dictionary to draw the audience in.
Next, I browsed for royalty free music that was also downloadable for no charge. This was a little tricky, especially when I was looking for sounds with a “news” theme. I finally found what I was looking for after two days of searching on http://www.freeplaymusic.com. I edited the downloaded mP3s into my Audacity files to create my podcast mP3s. I cut the music to fit in the first and last 5 seconds of the podcast as my introduction music and conclusion music. I also had to add fades to decrease the harsh jump from the music to the spoken voice.
What I learned from this process came primarily from the research portion of the project. I was unaware there was so little research on the impacts of social media on children. I already knew what cyber-bullying was from the deaths of teenagers and the mass media’s reports on them. Of the top five social media sites, I currently use four and primarily favor Pinterest. I knew a lot about these outlets, but not what was happening to teens who use them. I was shocked by the links to depression in children.
After reading and distilling the articles into my podcasts, I understand now why my administration has been so reluctant to allow teachers to use these sites. I was unaware of the damage that could be caused by adding to a child’s time and exploration of social media. After reflecting on these negative side affects, I am also encouraged by the attention brought to this area. I hope there is much more research on the impact of using social media in the classroom and safe techniques for integration. I was also encouraged by the research on music and social media. I would like to find more articles that discuss how music in social media is furthering sharing between people on a global scale.
Lievrouw, L. A., & Livingstone, S. (Eds.). (2002). Handbook of new media: Social shaping and consequences of ICTs. SAGE Publications Limited.
Social media. (2013). In Merriam-Webster.com.
Retrieved from http://www.merriam-webster.com/dictionary/social media
O’Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804.
P.Treagus. (2013, March 11). How can social media be used in education? [Web log comment]. Retrieved from: http://www.socialnomics.net/2013/03/11/how-can-social-media-be-used-in-education/
Salavuo, M. (2008). Social media as an opportunity for pedagogical change in music education. Journal of Music, Technology and Education, 1(2-3), 2-3.
Top 15 Most Popular Social Networking Sites. (2013) in eBizMBA. Retrieved from http://www.ebizmba.com/articles/social-networking-websitesPodcast: Current Issues/Challenges in Implementing Social Media in Education


5 of the Best Free Linux Educational Music Software
Music education is a field of study connected with the
learning and teaching of music. Music is an essential part of the
fabric of our society, and the intrinsic value of music is widely
recognized. Human culture uses music to carry forward its ideas and
The benefits of music education should not be underestimated.
Studies have shown that music education can offer a marked improvement
in a child's reading skills. By receiving training in complex rhythmic
and tonal skills, music education enhances cognitive performance in
reading skills. Music education also helps with mathematics and
science. The skill of keeping a steady rhythm, working out how long a
note is, thinking about complex patterns are just a few examples of how
music helps in this way.
An essential part of learning is to make music lessons fun.
This can be achieved with music games, lesson plans, and worksheets.
To provide an insight into the quality of software available,
we have compiled a list of excellent 5 music learning tools.
Hopefully there will be something of interest for anyone looking to
smarten their ears, heighten their appreciation of music,
learn music theory and language, and above all to have fun in learning.
Now, let's explore the 5 educational music software at hand.
For each title we have compiled its own portal page, providing a
screenshot of the software in action, a full description with an
in-depth analysis of its features, together with links to relevant
resources and reviews.
|Educational Music Software
||Highly proficient ear training software
Music education software to learn music theory and language
||Train sight reading through exercises on notes and
your piano playing skills
||Ear training software
Return to our complete collection of Group
Tests, identifying the finest Linux software. Other education
group tests include Flashcards,
Management Systems, Student
Information Systems, Bibliography
Tools, and Typing
Last Updated Friday, July 03 2015 @ 04:16 AM EDT


A child's long educational journey often begins with a simple tune — "A-B-C-D-E-F-G . . . Now I know my ABC's. What do you think of me?" Since English is an alphabetic language, it makes sense to start children at a young age learning this series of squiggles and lines that, when combined, create something spectacular — printed words. Teaching the most common sound-spelling correspondences helps children understand the alphabetic principle. For some children, this is a tremendous "aha." Reading becomes like a puzzle in which they map a sound onto a letter or letter cluster, and blend the sounds together to read words. For other children, the process requires more practice and time. These children need additional opportunities to hear the sounds, play with sounds and letters, write letters and words, and practice reading simple words using the sound-spellings learned. As children progress through the grades, the teaching of sound-spellings will become even more complex as they encounter longer and more difficult words. Yet, the teaching never stops — from the ABCs to learning the six syllable types in the intermediate grades, it's all important.
This site is designed to help you along this important educational journey. Classroom resources, research documents, model lessons, and games are included. Watch and listen as my colleagues and I demonstrate and discuss key aspects of phonics instruction, including how to best teach your students the skills they will need to achieve reading success. As you teach your students phonics, remember to share your excitement and interest in our sometimes complex, yet always fascinating, written language. Introducing your students to the joys of reading is one of the most important things you can do!
Wiley Blevins has taught elementary school both in the United States and South America. He completed his undergraduate work in Elementary Education at Bowling Green State University and his graduate work in Education at Harvard University. Currently Editorial Specialist for Early Reading at Scholastic, Inc., Blevins is the author of several books on phonics instruction, including Phonemic Awareness Activities for Early Reading Success, Quick-and-Easy Learning Games: Phonics, and Phonics from A to Z: A Practical Guide.
Phonics Books by Wiley Blevins
Phonemic Awareness Songs and Rhymes in the Teacher Store (Grades PreK–2)
Phonemic Awareness Activities for Early Reading Success in the Teacher Store (Grades K–2)
Phonics from A to Z: A Practical Guide in the Teacher Store (Grades K–3)
Quick-and-Easy Learning Games: Phonics (Grades 1–3)
Building Fluency: Lessons and Strategies for Reading Success (Grades 2–6)
Teaching Phonics & Word Study in the Intermediate Grades: A Complete Sourcebook in the Teacher Store (Grades 3–8)


The government seems to have woken up from a long long sleep and introduced the much awaited Right to Education Act that was enacted by the Indian parliament on 4th August 2009 and finally came into force on 1st April 2010. The enforcement of this act made India one among the 135 nations that have made education as one of the fundamental right of every child.
The amendment to Article 21 of the Indian constitution is made by inserting Article 21 A . This Article provides for free and compulsory education for all the children between the age group of 6 and 14. The following are the salient features of the Act.
- Children between the age group of 6 to 14 are entitled to free and compulsory education.
- Until the completion of elementary education no child shall be expelled, held back
- After the completion of the elementary education (up to 8th grade) the child must be awarded with a certificate.
- The teacher student ratio has to be fixed.
- This Act is applicable for the whole of India except the State of Jammu and Kashmir.
- The Act requires that a reservation of 25% for the economically disadvantaged communities in all the private schools for the purpose of admission to the Class One.
- One of the mandatory provision of this Act is the improvement of the quality of Education.
- The Act also requires that the teachers in the school must have an adequate professional qualification.
- The schools are under the obligation of providing proper infrastructural facilities. If this condition is not followed the recognition of the school stands canceled.
10. The financial expenditures will be shared by the Central and the State government in their respective ratios.
I think that the government needs to put in rigorous efforts in implementing this law in the rural areas where there is a limited access to the schools and parents and children prefer working to education. There is a dearth of trained teachers in the rural areas too. Steps have to be taken to provide for good, well trained teachers in the rural areas who can impart proper education to the people. The schemes designed by the government for educating the girl child must be followed on strict basis.
By enacting this Act the parliament of India has taken its first step to provide quality education to the children in India. Let us hope that in the years to come we find that no child is found to be illiterate and deprived of the fundamental right to education.


This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in:
- Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics
- Teaching writing and reading to emerging language learners
- The application of personal and cognitive developmental theories
The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.
This course includes field-based activities that take place in a K - 12 school/district setting.
Course Learning Objectives
- Demonstrate understanding of scientifically based research and effective instructional practices related to K-12 student literacy development in phonological and phonemic awareness, phonics, orthography, morphology, vocabulary development, and meaning-based word identification strategies.
- Demonstrate knowledge of K-12 content standards (e.g., Common Core State Standards) in reading.
- Research relationships among reading, writing, oral language, vocabulary development and the structure of standard English.
- Plan and organize reading instruction based on ongoing assessment of K-12 student learning.
- Implement lessons that are designed to address diverse learning needs.
- Create and implement a lesson plan to teach K-12 students to use multiple strategies to recognize and decode words in print.
- Collaborate with a K-12 sponsor to complete a school-based teacher work sample.
This course requires a Level 1 field-based experience (“clinical practice”), that is, activities that take place under the supervision of a mentor (e.g., a licensed teacher, school principal, other licensed educator) in an approved public K-12 school/district setting.
Candidates are required to engage in clinical practice for a minimum of 25 hours over the eight-week span of this course (an average of 3+ hours per week for 8 weeks). While certain activities are specified by assignments in this course, it is not expected that these required activities will consume all hours of work in the field.
All JIU clinical practice courses culminate in the mentor completing and submitting a formal Mentor Appraisal on the candidate. This is an essential requirement of this course and candidates must ensure that their mentors complete and submit a Mentor Appraisal to pass this course.
For more information about courses that require field-based experiences and mentors, please contact your Student Solutions Advisor.


Phonics and Dyslexia
In my thirty years in the educational field, I have always been an advocate for phonics instruction for children with dyslexia. Phonics is the system of relationships between letters and sounds in a language. When a kindergartener learns that the letter B has the sound of /b/ and a second-grader learns that “tion” sounds like /shun/, they are learning phonics.
Learning phonics will help your students learn to read and spell. Written language can be compared to a code, so knowing the sounds of letters and letter combinations will help students decode words as they read. Knowing phonics will also help them know which letters to use as they write words.
If children do not master the different phonemes, they will be unable to attain fluency, comprehension, higher vocabulary or appropriate spelling (four essential skills developed in later levels of reading).
In addition, the National Reading Panel, composed of experts in fields of literacy was asked by the United States Congress to examine the research on the teaching of reading. What they found had important implications for phonics: they determined that phonics is an essential ingredient in beginning reading instruction and without systematic and explicit phonics instruction, students will significantly lag behind their peers. Interestingly, the panel also found that phonics most benefits children who are experiencing difficulty learning to read, such as those with dyslexia.
About the Author: An acclaimed educator and education consultant, Mrs. Rifka Schonfeld has served the Jewish community for close to thirty years. She founded and directs the widely acclaimed educational program, SOS, servicing all grade levels in secular as well as Hebrew studies. A kriah and reading specialist, she has given dynamic workshops and has set up reading labs in many schools. In addition, she offers evaluations G.E.D. preparation,, social skills training and shidduch coaching, focusing on building self-esteem and self-awareness. She can be reached at 718-382-5437 or at firstname.lastname@example.org. Visit her on the web at rifkaschonfeldsos.com.
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A 21st-Century Model for Learning
What makes ELRA a unique center of early childhood learning is its emphasis on dual-language instruction. The dual-language program provides a comprehensive approach to learning that builds on children’s language development and reading readiness skills.
ELRA’s Preschool Program has bilingual staff and designates three full days per week as Spanish-only instruction days and uses visual aids and creative activities to strengthen students’ vocabulary. Meanwhile, ELRA’s Infant and Toddler Development Program features daily dual-language immersion, with one caregiver per classroom speaking entirely in Spanish.
In the classrooms, children listen to their teacher as he/she speaks the Spanish language to communicate activities, lessons and directions. Children learn to speak Spanish as they listen to word sounds, associate the words they hear with meaning and repeat and respond to their teacher’s instructions.
The goal of the program is for children and families to listen, acquire and interpret, thus learning a second language as they grow throughout our program.
Families are invited to join teachers and staff in speaking both English and Spanish at home and at ELRA. For more information on ELRA’s dual-language program, please contact Jovita Veguilla at email@example.com or (856) 225-2958.


It's important for parents to understand the critical role they
play in their child's language development. A child develops much
of his capacity for learning during his earliest years since this
is the time when the brain undergoes its most dramatic growth.
When parents read, sing, or talk to their child, the child's
brain is filled with words, sounds, and emotions that help make the
brain cells grow stronger. This will have a lifelong effect on his
ability to learn language and communicate with others. In fact,
kids who don't develop basic literacy skills before kindergarten
are three times more likely to drop out of school later in
Ways You Can Encourage
Strong Language Skills:
- Talk to your child. Research shows the more parents talk with
their children, the larger vocabularies those children develop. So,
use everyday moments - in the car, at the grocery store, during
bath time - to talk to your child and teach him about the world
- Be a good listener. As your child begins to babble and say his
first words, be sure to listen, make eye contact, and respond. This
will help encourage him to continue!
- Read together every day. Ask questions as you read and talk
about the pictures. Help your child make connections, such as how
the picture of a cat in a story looks like the neighbor's pet.
- Use repetition as a learning technique. Read the same stories
over and over again to create familiarity with the words and
- Play with your child. Acting out storybooks, drawing pictures,
listening to music, and singing songs are all great ways to
stimulate language and literacy development.
- Stay positive. If your child says a word incorrectly, simply
repeat the word with the correct pronunciation. Offer encouragement
and respond positively to your child's efforts, rather than
focusing on mistakes.


Young people 'prefer to read on screen'
- 16 May 2013
- From the section Education & Family
Young people are now much more likely to prefer to read on a computer screen rather than a printed book or magazine, according to a UK survey.
The National Literary Trust studied almost 35,000 eight- to 16-year-olds.
Its findings suggest a picture of young people who are now immersed in a screen-based culture.
As well as social networking and browsing websites, the study indicates almost a third of youngsters read fiction on online devices.
The study suggests high levels of access to mobile phones, computers and tablet devices now mean that reading is an activity more likely to be on screen than on the printed page.
Of those surveyed, 52% preferred to read on screen compared with 32% who preferred print, with the remainder having no opinion or preferring not to read at all.
"Not only are children and young people more likely to read on electronic devices than they are to read paper-based materials but they also do it more often," said the study.
Researchers found that 39% of the young people read every day on computers and screens, compared with 28% who read each day using printed materials.
Technology is central to the lives of these youngsters - 97% reported having access to a computer and the internet at home, 77% said they had their own computer.
Much of this will be used for activities such as social networking websites, but there were also signs of a switch to the screen for other types of reading, such as fiction, news and information.
About a third were reading fiction on screen, with higher levels for those using tablet computers or e-readers.
And 23% of the youngsters read fiction on their smartphones.
But there has so far not been a complete shift to reading on screen, with 53% still reading novels in printed form.
The girls were more likely to read printed books than the boys - with both having similar levels of reading on screen.
Younger children who read printed books as well as used computers were more likely to have higher reading levels than those who only read on screen, the study said. Although this gap did not apply to those children who used tablet computers or e-readers.
A clearer pattern was visible with the readership of printed newspapers. This has tumbled from 46% in 2005 to 31% in this latest study. In contrast, there are now 41% of these young people who read news stories online.
National Literacy Trust director Jonathan Douglas said: "Our research confirms that technology is playing a central role in young people's literacy development and reading choice.
"While we welcome the positive impact which technology has on bringing further reading opportunities to young people, it's crucial that reading in print is not cast aside."


Science Just Discovered Something Amazing About What Childhood Piano Lessons Did to You... and for you!
By Tom Barnes
If your parents forced you to practice your scales by saying it would build character," they were onto something. The Washington Post reports that one of the largest scientific studies into music's effect on the brain has found something striking: Musical training doesn't just affect your musical ability — it provides tremendous benefits to children's emotional and behavioral maturation.
The study by the University of Vermont College of Medicine found that even those who never made it past nursery rhyme songs and do-re-mi's likely received some major developmental benefits just from playing. The study provides even more evidence as to why providing children with high-quality music education may be one of the most effective ways to ensure their success in life.
"What we found was the more a child trained on an instrument," Hudziak told the Washington Post, "it accelerated cortical organization in attention skill, anxiety management and emotional control."
The study found increased thickness in parts of the brain responsible for executive functioning, which includes working memory, attentional control and organizational skills. In short, music actually helped kids become more well-rounded. Not only that, they believe that musical training could serve as a powerful treatment of cognitive disorders like ADHD.
We need this sort of proof now more than ever. In presenting their findings, the authors reveal a terrifying truth about the education system: Three-quarters of high school students "rarely or never" receive extracurricular lessons in the music or the arts. And that's depriving kids of way more than just knowing an instrument.
School systems that don't dedicate adequate time and resources to musical training are robbing their kids of so much. Prior research proves that learning music can help children develop spatiotemporal faculties, which then aid their ability to solve complex math. It can also help children improve their reading comprehension and verbal abilities, especially for those who speak English as a second language.
Hudziak's research is an important addition to the field because it shows that music helps us become better people, too. One thing is clear: Learning music is one of the best things a person can do. Who knows — running scales may have changed your life. And it could change the lives of future generations too.
h/t Washington Post


July 24, 2014
Bringing Financial Services to Illiterate PopulationsBy Zachary Seaverns
Recent work from CGAP and Continuum Innovation in Pakistan calls extreme illiteracy a “hidden hurdle” to financial inclusion. When people are unable to read or understand digital transactions they are less likely to trust digital products, constraining a viable avenue for access to financial products. In many cases illiterate people have to rely on an agent to complete their transaction and many remain wary of such services. The scale of this challenge is immense: UNESCO estimates the worldwide illiterate population at almost 800 million.
Many researchers have proposed ways to make financial services, and digital financial services in particular, more accessible to illiterate people. One idea comes from Woldmariam et al., who propose a new user interface that allows mobile money users in Ethiopia to identify currency notes on screen.
Photo credit: Renuka Motihar for American Center Mumbai
Although the idea is interesting, increasing access to digital financial services also means working with the technology available to the intended end users. As of August 2013, Ethiopia’s mobile-phone penetration rate was around 25%. Combined with a 2.5% internet access rate, this data suggests even lower smartphone penetration. Woldmariam et al.’s concept relies on phones that can render complex images and respond to swiping gestures; the study uses an iPhone mock-up as an example. While smartphones could become ubiquitous in Ethiopia someday, most of the impoverished and illiterate population living in Ethiopia today have, at best, access only to basic text-based handsets.
To be successful, new digital products must adapt to the circumstances and capabilities of their target consumers. This means putting illiterate individuals at the center of the design process so that the products will work for them. In Pakistan, CGAP and Continuum used in-depth focus groups and human-centered design techniques to make ATMs more accessible for those with no literacy or numeracy skills. They found that photographs showing steps to use a device proved highly effective because they are literal and leave little room for miscommunication.
These two projects are an interesting illustration of how the design approach for a particular intervention shapes its feasibility. Improving financial inclusion and trust through technology is ultimately a human challenge, which requires user interface designers to consider access to technology and technological ability.
A new discussion paper from GSMA on smartphones and mobile money is optimistic about the potential of digital financial inclusion efforts based on smartphones: “Devices are getting cheaper, global alliances are advocating for affordable data access, and mobile operators are investing to develop necessary network capacity and pricing models to manage the inevitable transition from feature phones to smartphones.” Even so, the paper acknowledges that it may still take many years for a billion or so of the world’s poorest people to access the benefits of mobile data and smartphones: “Material gaps remain in mobile penetration and coverage, particularly in markets where financial exclusion is most acute.” Human-centered design can help create suitable services for the last billion, many of whom lack sufficient literacy and numeracy skills.


- Wisconsin School Music Association
WSMA is proud to be a partner with more than 3,500 music teachers and school administrators in the education of more than 100,000 students who annually participate in our activities. The association, including more than 1,000 member schools, is governed by a board of directors consisting of school administrators elected from 10 geographic districts, three elected officers from Wisconsin Music Educators Association, the state music consultant, a community representative and a representative from the Wisconsin Association of School Boards. Under their leadership, WSMA has created a Strategic Plan to guide us as we challenge our youth to achieve excellence through music. Learn more about WSMA and its partnering organizations at the Wisconsin Center for Music Education in the "Understanding Your State Associations & Foundation" presentation (PDF).
In Wisconsin schools and communities, all have access to enriching musical opportunities that assure a lifetime of involvement and enjoyment.
To ensure that all students have opportunities which encourage lifelong involvement in music, Wisconsin School Music Association will provide statewide music programming activities, offer leadership and support for school music programs, and advance music as an integral part of the school curriculum and community life.
- We believe music is a basic human need.
- We believe the study of music develops life skills.
- We believe the study of music is a vital part of every student's education.
- We believe a high-quality, comprehensive, inclusive music curriculum should be offered to all students at all levels.
- We believe a comprehensive study of music involves performing, creating, reading, listening and responding to music and should be available for all students at all levels.
- We believe a music program is most effective when there is sensitivity to scope and sequence of musical knowledge for all students at all levels.
- We believe the study of music develops creativity, self-expression, discipline and teamwork.
- We believe music education positively influences other disciplines and professions.
- We believe a quality music program has a positive impact on school climate and community life.
- We believe participation in school music encourages lifelong learning, involvement and appreciation of music.


A proton is a tiny particle, smaller than an atom. Protons are too small to see, even with an electron microscope, but we know they must be there because that's the only way we can explain how atoms behave. To give you an idea how small a proton is, if an atom was the size of a football stadium, then a proton would still be smaller than a marble.
Pretty much all of the protons in the universe probably got made very soon after the Big Bang. At first there was no stuff, just a lot of loose energy shooting around everywhere in the form of photons (light) and larger particles like photons called bosons. These early bosons had tons of energy and a lot of them broke apart into protons and anti-protons. Most of these protons and anti-protons eventually lost energy and hooked back up into bosons again, but some of the anti-protons seem to have gotten lost somewhere, and all the mass in the Universe comes from these left-over protons.
All protons, everywhere in the universe, are exactly the same, and pretty much all of them are inside atoms. Different atoms have different numbers of protons; what makes an atom be a helium atom, or a gold atom, or an oxygen atom depends on how many protons it has, not what kind they are.
Protons make the nucleus, or center, of an atom. The simplest atoms - hydrogen atoms - have a nucleus made of just one proton. But most atoms have more than one proton, and at least one neutron to go with each proton.
Protons are actually made of even smaller invisible particles, called quarks. Each proton has three quarks, two up quarks and one down quark. A strong nuclear force sticks the quarks together. Most of the mass of a proton comes from this strong nuclear force, rather than from the quarks.
Because a proton has two up quarks and only one down quark, it has a positive charge, like the positive end of a magnet. Two things that have positive charges push away from each other, so the protons in an atom are always pushing away from each other. They need the neutrons to pull them together. The neutrons help to stick the protons together, using the strong nuclear force. The heaviest atom that exists in nature is uranium, with 92 protons. Even the neutrons and the strong nuclear force can't hold together more protons than that for more than a few seconds.
To find out more about atoms, check out these books from Amazon.com or from your library:
Science for Kids home page
Kidipede home page


A new study out today showing that U.S. adults lag those in most developed countries at reading, math, workplace and technology skills reinforces the importance of K-12 education in the U.S.
Basically, if U.S. students don't gain high skill levels by the time they leave high school, they are unlikely to get them later from higher education or the work place, the study found. That is different from other countries with higher levels of excellence and equity than we have, it said.
It detected that because the United States and a couple other countries had lots of young people who did poorly on international tests of reading, math and science given to 15-year-olds also had high proportions of adults who did poorly on the new test, the Survey of Adult Skills, given for the first time by the Organization for Economic Cooperation and Development.
That "suggests that the relationship between social disadvantage and lower skills proficiency may be established early in individuals’ lives," the OECD said in its report on the adult test results.
You may have read about the study on the front page of today's Oregonian.
The report says Korea has figured out how to do better by its young people, while the U.S. has not. Koreans aged 56 to 65 have some of the lowest literacy and numeracy skills of the 24 nations that took part in the test. But the nation's education system has improved and serves almost all young people well, the report says. When comparing the proficiency level of people aged 16 to 24, Koreans come in second to Japan.
The story in the United States is quite different, the report says. "In England/Northern Ireland and the United States, the improvements between younger and older generations are barely apparent. Young people in these countries are entering a much more
demanding labor market, yet they are not much better prepared than those who are retiring," it says.
When it comes to using numbers specifically, young Americans have been shortchanged. Those aged 16 to 24 rate dead last for math skills among all the countries that participated, because other nations' performance levels have risen so much faster than ours.
The report strikes a hopeful note by noting that so many countries have shown so much improvement. But the static skill levels among U.S. generations seems to take the wind out of that sail for American young people.
Does this match your experience?
- Betsy Hammond


A Guide to the Education Scrapbook, 1892-1896
Consisting of newspaper clippings, pedagogical articles, and an administrative report, the Education Scrapbook, 1892-1896, chronicles the methods by which reading was taught in Texas schools during the late 19th century. Loose articles from newspapers as well as the Texas School Journal and Proceedings State Teachers’ Association includes poetry and also concerns a variety of educational issues such as textbooks and music education. The scrapbook proper contains articles on the most effective way to teach reading, a report from the superintendent of Houston schools on the results of a reading exam and poems.
This collection is open for research use.
Education Scrapbook, 1892-1896, Dolph Briscoe Center for American History, The University of Texas at Austin.
Basic processing and cataloging of this collection was supported with funds from the National Historical Publications and Records Commission (NHPRC) for the Briscoe Center’s History Revealed: Bringing Collections to Light project, 2009-2011.
Detailed Description of the Papers


Definition of Gladstone, William Ewart in English:
( 1809–98), British statesman; prime minister 1868–74, 1880–85, 1886, and 1892–94. At first a Conservative minister, he later joined the Liberal Party and became its leader in 1867. Elementary education, the Irish Land and the third Reform acts, and the campaign for Irish home rule were introduced during his administrations.
Definition of Gladstone, William Ewart in:
- British & World English dictionary
What do you find interesting about this word or phrase?
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A special education teacher often has students with varying learning, mental, physical and emotional disabilities. Teachers whose students have mild to moderate disabilities may work with the children in a regular classroom alongside the classroom teacher. In other situations, the special education teacher may have her own classroom. Some special education teachers teach lessons similar to those of regular education students, while other special education teachers teach students independent living skills.
A special education teacher must have a bachelor’s degree and a state license to teach in any of the states. Certification varies by state and by subject taught. Some states require special education teachers to have training in general studies, such as elementary education, while other states allow special education teachers to have a major in a content area, such as communication arts. As part of the training to become a special education teacher, a student spends at least one semester in the classroom learning the responsibilities of a special education teacher.
Special education teachers must be mindful of the rules and regulations imposed on them and their school district by federal laws, such as the Individuals with Disabilities Education Act, IDEA, of 2004. Special education instructors must also protect the privacy of their students under the guidelines of the Family Education Rights and Privacy Act, FERPA. Each special education student in the district has an individualized education plan, or IEP, customized to his disability. The special education teacher serves on the IEP team, along with parents, administrators and other teachers, to see that the IEP’s goals are met.
Resource Room Teacher
The special education teacher’s primary task is to meet each of the goals established in his students’ IEPs. The teacher who works with special education students in a separate classroom creates lessons geared to meet those objectives. The classroom setting, which is sometimes call a resource room, also provides the teacher the chance to work with his students on life skills and behavior modification techniques.
In most instances, IEPs seek to place special education students in regular classrooms as much as possible. In that situation, the special education teacher attends classes with her students. She gives her students modified homework that covers the same topics covered in the daily lessons. The special education teacher may work with small groups of students who may or may not qualify for special education, and she may team-teach the entire class with the regular classroom teacher.
- Jupiterimages/Brand X Pictures/Getty Images


Home school literacy: An ethnographic study of parents teaching reading and writing
This qualitative research on the acquisition of literacy within a home school setting is a case study of one home school family. The term home school literacy was devised to describe the phenomenon of home schooling as a unique process of literacy acquisition and development. Each home school is considered a specialized context for literacy growth, where family members interact as a distinct system of learners. This study explores how two parents teach reading and writing to their child during the last three months of her third-grade year by focusing on how they envision themselves as teachers of reading and writing, and how they enact this self-concept in their teaching.^ The oral and written language of family members provided the primary data to investigate and identify interactions involving literacy teaching. Data were collected through interviewing, audio-recording, video-recording, documents, writing samples, protocol analysis, questionnaires, home visitations, and field notes. The qualitative nature of these data collection procedures involved the researcher and family members relating as co-researchers throughout the study.^ Results suggest that collaborative learning is likely to happen in a home school setting as parents become actively engaged in designing their own literacy development program and become acquainted with their children's individual learning styles. They will probably create their curriculum according to both their own and their children's needs and interests.^ Oral reading was found to be an effective means of sharing prior knowledge and experience while teaching. Also, parents could be models as readers, writers, and learners while teaching in a home school setting. Holistic, natural learning is possible in such a context where the child is the center of teaching interactions and parents discover their ability to teach in both a formal and informal manner at the same time, without time constraints. Evaluation is ongoing and negotiable between parents and children. Such a learning environment nurtures self-inspired knowledge seeking in all home school family members. ^
Education, Language and Literature|Education, General|Education, Elementary|Education, Reading
Elizabeth Baurle Treat,
"Home school literacy: An ethnographic study of parents teaching reading and writing"
(January 1, 1990).
Dissertations available from ProQuest.


There have been many different theories and schools of thought over the years when it comes to reading instruction. Since the majority of the population seems to read automatically and learns to read with little direct instruction, I believe this gives the misconception that systematic reading instruction is unnecessary. Thankfully, studies conducted in the last decade have shown not only the benefits but the necessity of explicit phonics instruction for a solid reading foundation.
In April 2000, the National Institutes of Health released the findings taken from the all-inclusive study conducted by the National Reading Panel. The following is taken from that report: “In the largest, most comprehensive evidenced-based review ever conducted of research on how children learn reading, a Congressionally mandated independent panel has concluded that the most effective way to teach children to read is through instruction that includes a combination of methods. “The panel determined that effective reading instruction includes teaching children to break apart and manipulate the sounds in words (phonemic awareness), teaching them that these sounds are represented by letters of the alphabet which can then be blended together to form words (phonics), having them practice what they've learned by reading aloud with guidance and feedback (guided oral reading), and applying reading comprehension strategies to guide and improve reading comprehension.” The study also gave the conclusions found when addressing the special-learning needs of those with learning disabilities or those who were low achievers: “For children with learning disabilities and children who are low achievers, systematic phonics instruction, combined with synthetic phonics instruction produced the greatest gains. Synthetic phonics instruction consists of teaching students to explicitly convert letters into phonemes and then blend the phonemes to form words. Moreover, systematic synthetic phonics instruction was significantly more effective in improving the reading strategies of children from low socioeconomic levels. Across all grade levels, systematic synthetic phonics instruction improved the ability of good readers to spell.” (To find the full report, go to http://www.nichd.nih.gov/news/releases/nrp.cfm.)
Through current research, more educators and parents are becoming aware of the need for this type of reading instruction, but most still do not know how to teach it systematically and explicitly. This is where training becomes an important component to the effectiveness of this type of reading instruction. Reading Horizons offers FREE online training because we know how important this is, and we want to make it accessible to everyone. We can no longer assume that simply exposing kids to letters and sounds and having them read for the sake of reading will give them the skills necessary to help them become efficient at decoding and encoding. Taking the time to instruct learners in a multi-sensory fashion and giving them transferable strategies and skills will more than pay off. This type of reading instruction gives a solid reading foundation that ensures reading success.
To learn more about teaching reading strategies try our free 30-day online reading workshop today!


Your child can turn chopsticks into fun hair sticks with a couple of simple materials! Chopsticks are an important part of Asian culture, used for eating most meals! But, not only are chopsticks functional, they can be turned into a colorful hair decoration!
What You Do:
- Start by picking up an extra set of chopsticks the next time your family is enjoying sushi or take-out to use for making hair sticks.
- Invite your child to look at examples of decorated chopsticks online and research how chopsticks are made. Chopsticks are often made of wood and are tapered at one end.
- Now your child can select a color of paint for covering her chopsticks. Encourage her to place a sheet of paper over her work area and begin painting each chopstick in any color or pattern she likes.
- Once the chopsticks are dry, she can pick colorful beads to use for decorating the end of her chopsticks. Invite her to wrap the end of the chopstick with craft wire, leaving about two inches to string the beads.
- Now she can begin threading the beads on the end of the wire and when finished, secure the beads by bending and wrapping the wire.
- Now your child can twist her hair up and secure with both the chopsticks!
Did you know: The first chopsticks are thought to have originated over 5000 years ago! They were first fashioned to help grab hot items from the fire and have evolved to the smaller eating utensils we know today!
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


from The American Heritage® Dictionary of the English Language, 4th Edition
- transitive v. To declare (a deceased person) to be a saint and entitled to be fully honored as such.
- transitive v. To include in the biblical canon.
- transitive v. To include in a literary canon.
- transitive v. To approve as being within canon law.
- transitive v. To treat as sacred; glorify.
from Wiktionary, Creative Commons Attribution/Share-Alike License
- v. To establish as a formal, standard rule.
- v. To declare (a person) as a saint.
- v. To glorify; to exalt to the highest honour.
from the GNU version of the Collaborative International Dictionary of English
- transitive v. To declare (a deceased person) a saint; to put in the catalogue of saints.
- transitive v. To glorify; to exalt to the highest honor.
- transitive v. To rate as inspired; to include in the canon.
from The Century Dictionary and Cyclopedia
- To enroll officially in the canon or catalogue of the saints; declare to be a saint; regard as a saint. See canonization.
- To admit into the canon, as of Scripture.
- To embody in canons.
- Also spelled canonise.
from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved.
- v. treat as a sacred person
- v. declare (a dead person) to be a saint
One technique could be described as "canonize and control."
What is it about Purim that compelled the rabbis to "canonize" this drama, requiring every Jewish community to read the Megila twice each year - accompanied by rituals such as mishloach manot, gifts to the poor, and an elaborate banquet?
(supposing it to be a fact,) is but the correlative of the old one; and since it was Eusebius who was the voucher for that, what additional probability do we establish that the inspired autograph of S. Mark ended abruptly at ver. 8, by discovering that Eusebius is consistent with himself, and omits to "canonize" (or even to "sectionize") what he had already hypothetically hinted might as well be left out altogether?
Could be – but lets wait a few years before we canonize him.
The pope will canonize Australia 's first saint Sunday, the co-founder of an order that works among the poorest.
When the Vatican decided to canonize him, their investigation reportedly revealed that the humble Indian lad had actually been a prince, the son of a king of Texcoco, who helped Cortes defeat the Aztecs.
Likewise, the quick rush to canonize the great Pope John Paul II is another example of a beautiful human life declared not sufficiently inspiring unless it is coated in veneration and sainthood.
Angus: Does the BOA still canonize Schafly and Gingrich and beatify the Heritage Foundation?
Does the BOA still canonize Schafly and Gingrich and beatify the Heritage Foundation?
For months, the once-fabulous musical has stumbled like a mouthwash-swilling transient, wandering far, far away from what it has claimed to be about music education in schools to preach about bullying, canonize Kurt, demonize Rachel and pretty much bum us out.


Doctor of Philosophy
Curriculum and Instruction
First Advisor's Name
First Advisor's Committee Title
Second Advisor's Name
Third Advisor's Name
Fourth Advisor's Name
Fifth Advisor's Name
Stereotypes, Standardized Testing, Stereotype Threat, Urban Education, African American, Elementary Education
Date of Defense
Stereotype threat (Steele & Aronson, 1995) refers to the risk of confirming a negative stereotype about one’s group in a particular performance domain. The theory assumes that performance in the stereotyped domain is most negatively affected when individuals are more highly identified with the domain in question. As federal law has increased the importance of standardized testing at the elementary level, it can be reasonably hypothesized that the standardized test performance of African American children will be depressed when they are aware of negative societal stereotypes about the academic competence of African Americans.
This sequential mixed-methods study investigated whether the standardized testing experiences of African American children in an urban elementary school are related to their level of stereotype awareness. The quantitative phase utilized data from 198 African American children at an urban elementary school. Both ex-post facto and experimental designs were employed. Experimental conditions were diagnostic and non-diagnostic testing experiences. The qualitative phase utilized data from a series of six focus group interviews conducted with a purposefully selected group of 4 African American children. The interview data were supplemented with data from 30 hours of classroom observations.
Quantitative findings indicated that the stereotype threat condition evoked by diagnostic testing depresses the reading test performance of stereotype-aware African American children (F[1, 194] = 2.21, p < .01). This was particularly true of students who are most highly domain-identified with reading (F[1, 91] = 19.18, p < .01). Moreover, findings indicated that only stereotype-aware African American children who were highly domain-identified were more likely to experience anxiety in the diagnostic condition (F[1, 91] = 5.97, p < .025).
Qualitative findings revealed 4 themes regarding how African American children perceive and experience the factors related to stereotype threat: (1) a narrow perception of education as strictly test preparation, (2) feelings of stress and anxiety related to the state test, (3) concern with what “others” think (racial salience), and (4) stereotypes. A new conceptual model for stereotype threat is presented, and future directions including implications for practice and policy are discussed.
Wasserberg, Martin J., "Stereotype Threat and the Standardized Testing Experiences of African American Children at an Urban Elementary School" (2009). FIU Electronic Theses and Dissertations. Paper 116.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons, Race and Ethnicity Commons, Social and Philosophical Foundations of Education Commons, Social Psychology Commons, Urban Education Commons


The Life Cycle of a Butterfly : The Life Cycle of a Butterfly By: Sarah Summey Quit Slide 2: Key Term: Metamorphosis (definition)
Life Cycle Picture
Egg / Ova
Larva / Caterpillar
Pupa / Chrysalis
About the Author
Resources Quit Key Term: Metamorphosis : Key Term: Metamorphosis Metamorphosis is a biological process used to develop after birth into an adult that has a significantly different physiology (body shape)!
EXAMPLE:Butterflies do this! Quit The Life Cycle : The Life Cycle Egg or Ova
2. Caterpillar or larva
3. Pupa or Chrysalis
4. Adult or Butterfly Quit The Egg/Ova : The Egg/Ova Female butterflies lay as many eggs as possible so that even just a few may survive.
The eggs a laid in a protected area (on stems, leaves etc) near food for the future caterpillar.
The egg is usually a tiny, round, oval, or cylindrical object. Quit The Larva/Caterpillar : The Larva/Caterpillar This is the long, worm-like stage of the butterfly.
The caterpillar often has patterns of stripes or patches.
This is the feeding and growth stage.
As it grows, it sheds its skin four or more times so its rapidly growing body will fit, because it is almost always eating. Quit The Pupa/Chrysalis : The Pupa/Chrysalis The chrysalis (or pupa) is the transformation stage.
The caterpillar tissues are broken down and the adult insect's structures are formed.
Many species overwinter in this stage.
Meaning they stay in there until spring.
This is where Metamorphosis takes place. Quit The Butterfly : The Butterfly The adult is colorful butterfly.
It is the reproductive and mobile stage for the species.
The adults undergo courtship, mating, and egg-laying.
The adult butterfly is also the stage that migrates or colonizes new habitats. Quit Slide 9: On this website we will watch the animated video on the life cycle of a butterfly.
Click on the picture.
It is at the top of the website. Just click play. Quit Here is a Video on the (Monarch) Butterfly Life Cycle : Here is a Video on the (Monarch) Butterfly Life Cycle http://www.youtube.com/watch?v=9vXmF5W_Wkc&feature=related Quit About the Author : About the Author My name is Sarah Summey. I’m from Sturgis, Michigan. I am attending Grand Valley State University to obtain my bachelors degree in Elementary Education as Language Arts major.
Some day I hope to teach any grades K-3 in a very diverse setting. I have even considered teaching abroad…how fun would that be!
If you have any questions or comments please email me. Quit Resources : Resources Images, video and information


Covers Birth to Age Eight. This new text provides a balance of theory and application to help novices and practicing early childhood professionals understand why and how to set up, arrange, and make changes to early childhood learning environments. Organized largely by chapters on learning centers (literacy, manipulative and sensory, science, mathematics, etc.), the text also covers foundational information such as the emotionally supportive and equitable environment, the role of the teacher, the importance of the environment, design principles, and health and safety. Coverage woven through every chapter includes material for all age groups in early childhood (infants and toddlers through 3rd grade), assessing the environment, meeting the needs of ALL learners, the teacher's role in facilitating learning in the various environments, and ways to address each curricular area outdoors. It is designed for college courses taught at two and four year institutions that focus on quality early childhood learning environments and curriculum.


expert advice MORE
Should My Son Take the SAT or the ACT?
Q: My seventh-grade son has been nominated to the Duke University Talent Search. He can take either the SAT or the ACT. How do I know which test is appropriate for my child? I know the SAT tests verbal and math skills, while the ACT includes science and social studies as well. Is there something else I should know before we make the choice?
A: The SAT and the ACT are the two standardized tests used by colleges in admissions decisions. They can also be used to identify highly gifted students as early as fifth or sixth grade.
The SAT I: Reasoning Test measures verbal reasoning, math problem-solving, and critical reading. It is not designed to measure motivation, creativity, or specialized talents.
The American College Test or ACT measures general educational achievement in the areas of English, math, reading, and science, and assesses the ability of students to complete college-level work. The ACT is also unlikely to identify students who are gifted in specific areas, such as creative thinking, leadership, or the visual arts.
Both the ACT and SAT also have supplementary tests that are designed to assess advanced achievement in specific subject areas. Some colleges prefer one test or the other in their admissions processes, but both tests are good for selecting students for accelerated content-based programs, such as Talent Search. Schools also can compare scores on the two tests. The American College Testing Program, which produces the ACT, and the College Board, which is associated with the SAT, provide excellent websites with additional information about their testing programs. Both have specific links for parents and students. The ACT website is act.org. The College Board website is collegeboard.com.
More on: Expert Advice
Rita Culross is Associate Dean, College of Education, and Adjunct Professor of Psychology and Curriculum and Instruction at Louisiana State University. Culross has served as the consulting school psychologist for a public school elementary gifted program, and has written a book and several journal articles on gifted education.


2001 – Grades 1-3 workbooks and teacher guides first hit the shelves, much to the relief of music teachers everywhere.
2002 – Grade 4 released due to popular demand
2003 - Grade 5 released due to popular demand, complete with Aural CDs for Musicianship. Also released in 2005 were two great reference books, The BlitzBook of Harmony Rules and How to Blitz Key Signatures.
2004 - The BlitzBook of Theory Games and The BlitzBook of Musicianship Games hit the shelves, and revolutionised exam revision!
2006 (May) – new edition of Theory Grade 1 released. The other grades followed at 6-monthly intervals.
2006 (September) - Blitz for Beginners stormed onto the market. An exciting note-reading book designed for musicians of any age, it has been a huge success and is widely used in schools and private studios across the country.
2008 – BlitzBooks branched out from Theory texts to release the Sight Reading and General Knowledge books, which have proven immensely popular and are helping students get so much more out of their music education.
2009 - 2011 – Sight Reading Books 2 and 3 released, after much anticipation from teachers everywhere!


Find great books for preschool, elementary, and middle school children and teens along with ideas of ways to teach with them in the classroom across the curriculum.
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Carol Otis Hurst has teamed up with a special education teacher, a classroom teacher, a speech/language pathologist, and an art education professor to bring you a well rounded view of picture books. Carol and her collaborators have researched thousands of children's books, so you don't have to. The results...Picture Book Guides to help you integrate literature across your curriculum. Each guide reviews 100 of the best picture books, providing a summary of the story, information about the author and illustrator, and a list of activities that support language arts, math, science, social studies, and the arts. As an added feature, books that are available on tape from the National Library Service for the Blind and Physically Handicapped are also noted.
by Carol Otis Hurst with Margaret Sullivan Ahearn, Lynn Otis Palmer, Vaughn Churchill and Bernard G. McMahon. (SRA/McGraw Hill, 1995. Order through Amazon.com) 201 pages.
To order call 1-800-843-8855. Item no. 0-02-686142-9. Call or see Amazon.com for pricing.
by Carol Otis Hurst with Margaret Sullivan Ahearn, Lynn Otis Palmer, Vaughn Churchill and Bernard G. McMahon. (SRA/McGraw Hill, 1996) 212 pages.
To order call 1-800-843-8855. Item no. 0-02-687366-4. Call for pricing.
by Carol Otis Hurst and Rebecca Otis. (SRA/McGraw Hill, 1996. Order through Amazon.com.)
Here are some of our favorite picture books with a wealth of ideas for ways to integrate them with your math curriculum. In the first section we take 50 picture books and provide a short summary and activities for various age levels and math concepts. Section two is a chart listing 211 picture books indicating which of 14 different math concepts they can best be used with. In the last section we address twelve math concepts in depth providing activities which strengthen these concepts which can be used with many different picture books. 152 pages.
To order call 1-800-843-8855. Item no. 0-02-687367-2. Call for pricing or see Amazon.com
Each set will include 24 full-color photographs of favorite authors and illustrators. Photographs are poster size, just perfect for hanging on walls and bulletin boards. Each poster includes personal and professional information about the authors. A Teacher's Guide is included.
For more information on Carol's Products see Products.
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In Times Past
by Carol Hurst and Rebecca Otis
Integrating US History with Literature in Grades 3-8.
Enliven your US History curriculum!
Teach US History using great kids books.
By Carol Otis Hurst!!