Education/Newsletter/June 2014/Wikipedia Primary School Project
Wikipedia Primary School Project
The Wikipedia Primary School project is an endeavor which seeks to understand whether or not Wikipedia articles meet the needs of primary school education.
This research aims to define and select relevant articles which address primary school curriculum, to facilitate the production of high quality new content which will be compatible with Wikipedia, and to assess existing articles linked to primary education, with a focus on Africa. The project will involve the Wikipedia community, partners, volunteers, scholars and experts in the field of education.
While numerous research projects have looked at Wikipedia contents and have consulted the Wikipedia community, this research utilizes methodology that involves a number of external people and entities.
The research is being conducted by two teams of researchers: one from SUPSI in Switzerland and one from the University of Cape Town. The programme partners are the Africa Centre and Wikimedia Switzerland (WMCH).
Various school systems were evaluated to understand how they work and to determine the differences between them, with the idea that what children study in African countries can be different than what children study in European countries. The point is understanding the main topics which primary schools teach in the countries that were observed.
The research team seeks to find out if content on Wikipedia answers questions that children, parents, and teachers ask in context of primary school learning. For example, Wikipedia has articles about continents and countries, but do those articles adequately cover climate, geography, biology, history such that there is sufficient information to support students in their studies?
The teams will compile a list of articles, both existing articles as well as articles that have not yet been created. Academic journals will peer review existing articles or issue calls for papers for experts to write articles in their fields and release them under a free license so that the information can later be made available for use on Wikipedia. The results of the peer review will be published in the project journal which will be linked to on the assessed articles' talk pages. The teams will not be publishing any information directly on Wikipedia, but they will notify the community of their availability, should they wish to refer to them. Documentation is available on Meta.


- About Us
- Outreach and Training
- Beaver Classic™ Cheese
Food Science is Fun!
Whether your students are Kindergarteners or Seniors, food science is a wonderful way to add excitement to the classroom. Universities and food scientists from across the nation have worked to provide you with experiments and teaching tools to help you illustrate a wide variety of scientific principles using food science.
Below are links to some resources we hope will be of value to you as well as information about campus visits.
Please note that tours and campus field trips now must be scheduled through the Office of Precollege Programs and not directly with the department.
Resources for K-12 Teachers
Institute of Food Technologists—Knowledge Center - What is Food Science & Technology?
Access Excellence - IFT Experiments in Food Science Series - Food Chemistry Experiments
Penn State University - Youth - Food Science for Kids of All Ages!
Want to Visit Campus?
The Office of Precollege Programs annually hosts K-12 students, teachers and parents for a day at Oregon State University through our Campus Field Trips program intended to encourage and inspire youth to go to college. Groups spend between 2-4 hours at OSU: they may tour campus, eat lunch in a dining hall, visit a cultural center or stop by an athletic facility, and have a presentation and participatory or hands-on activity presented by a faculty member, staff, or students meant to enhance school curriculum as well as expose students to potential majors or careers. Each visit is different based on the ages and interests of the group and provides students a key college-access experience.
In order to provide your students with the best possible visit, please register for an OSU Campus Field Trip 4-12 weeks in advance. We prefer groups of 60 maximum so as not to overwhelm the campus community. Larger groups may need special tour accommodations and arrangements will be considered on a case-by-case basis. We will do our best to accommodate your group but cannot guarantee availability or specific activities. Contact Precollege Programs for more information (email@example.com, 541-737-9424)


- Do you have children aged between 6 and 12 years old?
- Do you have children at school taking their Math SATS (Key Stage 2) or equivalent?
- Do you or anyone you know need to practice your times tables, maths mental reasoning or numeracy skills?
- Do you have one of the new Android Tablet devices (such as a Motorola Xoom, Kindle Fire, Asus Transformer, Samsung Galaxy Tab etc)?
Then this is the one application you need!
Being parents ourselves we understand that it is vital for kids to learn solid arithmetic skills at an early age. The school curriculum for most 6-10 yr. olds focuses on three key math skills: Times Tables, Mental Reasoning and Numeracy (addition, subtraction, multiplication and division).
Our app focuses on the same core pillars and features times tables testing, mental reasoning, build-your-own-test, flash cards and much much more!!
Using the same techniques that our children are taught in school, MTK will give them a great tool to practice all these skills.
It’s important for kids to learn the times tables from 2 to 12 as early as possible to gain a solid foundation in early math. Monkey Math Tablet Edition is designed to let Mr. Monkey help teach the times table skills your kids will need. Monkey Math not only features a standard multiplication table test, but also the option to practice addition, subtraction, and basic division.
Monkey Match Pro is a great educational tool for kids. Match cards in turn to complete the chain and find Mr Monkey! Feat. multiple packs (inc. numbers, shapes, letters and animals), multi-player support and high score tables!
High res graphics and sounds will entertain and educate them in key pattern matching skills.


What's in the GED Math Test?
A Closer Look: GED Math
Most students when they consult with me wonder what the GED Math test covers? And I always tell them the the following. The GED test, Mathematics, will test your ability to solve word problems using graphics, basic computation, analysis, and reasoning skills. I also give them the following list. It looks overwhelming but if the student has a reading level of at least 10 (I use TABE, Test of Adult Basic Education) and a math level of 9 or above- they should not have too much difficulty passing the test with some study. Almost all the students I serve are great with whole numbers, but it is the fractions, percents, algebra, and geometry that need reviewing.
If you are wondering if you should start with basic math foundational skills, or you are ready to go full blown into the GED math book, check out this great Pre-GED assessment. If you receive a 70% or above- you are ready for GED math material, if it shows less than 70% you might want to consider a basic math skills book for now. Good luck!
>>Will test your ability to apply your knowledge of math in mathematical problems.
>>Will test your ability to apply your knowledge of math in everyday situations.
>>Will test your ability to analyze mathematical drawings, diagrams, charts, and graphs.
>>Number operations and number sense includes knowledge in the following: whole numbers, fractions, decimals, percents, ratios, and proportions.
>>Measurement and data includes knowledge in the following: length, perimeter, circumference, area, volume, and time. It also includes knowledge of square roots, exponents, and scientific notation.
>>Basic algebra includes knowledge in the following: variables, equations, algebraic symbols, coordinate grid, factoring, ordered pairs, and slope.
>>Basic Geometry includes knowledge in the following: lines, angles, triangles, quadrilaterals, and Pythagorean Relationship. It also includes knowledge in finding perimeter, circumference, area, and volume.


Family Support Services are offered FREE through the Family Resource Centers of the Tempe Elementary and Kyrene School Districts. Parent Liaisons work within the Resource Centers as a direct contact for parents in their community.
Research indicates that early language abilities are directly related to later reading abilities. In other words, building those skills which are a precursor to reading is very important. The interactions that young children have with such literacy materials as books, paper, and crayons, and with the adults in their lives are the building blocks for language, reading and writing development. Early literacy experiences support the critical processes occurring in your young child’s brain.
According to Zero to Three, a nationally recognized leader in early childhood,” Early literacy skills are essential to literacy development and should be the focus of early language and literacy programs.” Thrive to Five offers several educational opportunities for parents and caregivers to learn and understand how to help develop their child’s early literacy skills.
Ever wonder if your child’s development is on track? Families who are wondering about any aspect of their child’s development can complete a brief screening called “Ages & Stages” with one of our screening staff. The questionnaire takes about 10-15 minutes to complete. The screener will score the survey and discuss with you right away. The survey can accurately identify infants or young children who may be in need of further assessments. Most often, parents are relieved to learn that their child is absolutely average!


The Bunker Interpretive Center staff teaches families about the native plants and animals of west Michigan.
On a rainy afternoon in late October, more than 20 three-to-seven-year-olds and their caregivers arrived at the Bunker Interpretive Center for the second week of Critters and Company. Nancy McIntyre, a veteran nature center volunteer, who has worked with the Bunker staff since fall 2009, introduced the day’s subject: ants.
To discover what ants eat and whether or not they will brave the rain to find food, the class would conduct an experiment: They would carry a plate covered in shaved coconut, sugar and salt to the edge of the Ecosystem Preserve’s prairie and watch the results.
Becca Hibbler, an elementary education major who writes the lesson plans for Critters and Company, had prepared a few other ant-related activities for the class: reading a picture book about the life cycle of ants, role playing the life of an ant colony and crafting ant sculptures out of egg cartons.
Teaching and serendipity
Back inside, the kids drew a ten-legged creature on the white board, their approximation of what an ant looks like. Then McIntyre read them a picture book about the insect’s metamorphosis and daily habits, and when she had finished, she tested their knowledge: “Who can tell me how many legs an insect has?” A girl at the back of the room raised her hand. “Maddison?”
“I have an ant on my card,” Maddison said, holding up her name tag.
McIntyre called her up, and the other kids grabbed magnifying glasses from a nearby bin and took turns examining her find. McIntyre pointed out its six legs and three body segments, and the kids reconsidered their drawing.
Michigan by the season
Critters and Company focuses on teaching about nature through sight, touch and smell. The following week incorporated taste, as the staff brought in a spread of Michigan-grown apples for the class to sample. McIntyre believes that teaching through the senses helps children remember what they learn.
In order to help kids experience nature firsthand, Jeanette Henderson, program manager of the Ecosystem Preserve, tries to bring them out into the woods and prairie as much as she can, even if the weather is less than clement. This opens the door for unplanned lessons like the one learned that afternoon.
As the class tramped out to the prairie, Henderson stopped them. She had spotted a troop of Shaggy Manes Mushrooms that had popped up overnight. She picked one, and the kids crowded around to get a look at it. “What does it feel like, Lilly?” Henderson asked.
“Squishy,” she replied.
“What does it smell like?”
The winter and spring series are structured around the same principle—learning through experience. In the spring, attendees examine frogs, wildflowers and birds, and in the winter, trees, snowflakes and animal camouflage. For many of the young students, enduring the cold or rain appears to be a reasonable price to pay for being outside.
Parents and children
Before class began, Andrew, a preschooler sporting a pair of fire truck Wellies, was sorting through the contents of his “nature treasure bucket.” The two-gallon ice cream tub was filled with the twigs and seeds he had collected the week before.
According to his mother, Cathy, Andrew “spends all of his time outside, even during a blizzard,” making Critters and Company a good match for him. On top of that, Cathy said, “it’s a really reasonably priced class—it’s ridiculous. And it’s interesting.”
In the fall, winter and spring, Henderson runs up to three classes concurrently, depending on demand, and the program’s popularity is on the rise, she said: This season 45 kids and 29 parents attended Critters and Company, the highest number for the fall series yet.
The focus of the program, Henderson explained, is not simply education. “It’s not a school program,” she said. “We want to parents to learn with them.”
Henderson sees society becoming increasingly alienated from the natural world as technologies assume an ever larger even in the lives of children. By basing Critters and Company on a caregiver/child model, Henderson wants to encourage what she calls “a lifestyle of being outside, connecting to the world around us …, connecti[ng] with other families that care about God’s creation.”


Now that I teach full time, a lot of my best “parenting'” work happens with other people’s children. I’m not sure what that might mean for the future of homeshuling (school-shuling just doesn’t have the same ring to it) but I thought I’d share a blog post from my Gan blog. I think this activity could be just as successful at home as it was in my classroom.
When I began teaching young children I made a vow that I wouldn’t do “cookie-cutter” art projects – those notorious items that kids tote home from pre-school and kindergarten that all look exactly the same. I’m not the least bit artistic. However, I had the good fortune of taking an art education class in graduate school with Cathy Topal, co-author of the amazing book Beautiful Stuff, and to take a two-day teacher workshop in the art studio at the Eric Carle Museum of Picture Book Art, both of which helped me figure out how to set up a classroom and design activities that would support creative, open-ended art-making.
Sometimes, of course, cookie cutter projects are designed that way in order to reinforce a particular teaching point, and are a perfectly good use of student’s time and energy. One example is the pasta rendition of the life cycle of a butterfly. Yes, every child’s looked more or less exactly the same, but it was a fun way to assess their understanding and recall of the central idea of our monarch butterfly unit, and to send them home with an artifact of the unit. I just didn’t consider it art, really.
This Hanukkah, I wanted to create a lesson that was both open ended but also reinforced one of the learning goals for Kindergarten – understanding that the definition of a kosher hanukkiyah – that a Hanukkah candelabra has eight branches of equal height and one, the shamash, that is either higher or lower that the rest. (While children make and decorate their own salt dough hanukkiyyot, that activity isn’t really suitable for concretizing the “all the same height” idea, because it’s almost impossible for Gan children to acheive this result with salt dough. Which, of course, begs the question – should I rethink the medium for that activity?)
I decided to have the children make collage hanukkiyot, drawing from some of the wide range of materials that live on our art shelves. However, instead of making the collages completely open-ended, I draw pencil lines for each of the eight branches, in order to ensure that they would, in fact, be even. I also drew a tall shamash, but let children know that it was fine to make their shamash lower, instead of higher, if they preferred.
I was really delighted with how the project turned out. We started with these materials
Children visited the materials table, and chose items to explore. I set very few parameters – they had to use at least two materials, and no more than 9 pom poms (simply because I didn’t want to run out and suspected they would be very popular.) Also, they couldn’t have glue until they had tested out a few arrangements on their cardboard.
Children could choose between Elmer’s glue in a tube and our mini-tubs of glue with brushes. They worked independently to attach the materials. Some students finished in half an hour or so, and some worked for close to an hour. I think you can see how hard they are concentrating!
And I loved the end results – don’t you?
In an ideal world (or a world with 4-5 extra hours a day) the children would also discuss and perhaps write about or draw their own collages. Even without these follow up activities I think both the project and the display accomplished what I set out to do – teach a lesson using art without any cookie-cutting.


The Office of Bilingual Education (OBE) was established in 1969 as the unit within the New York State Education Department (NYSED) which provides support to districts in developing and implementing educational programs for limited English proficient (LEP) students. Under the guidance of OBE more than 520 districts currently implement educational programs and services for the nearly 220,000 LEP students in the state. These students come from over 170 language backgrounds. In early 2006, Foreign Language Studies (FLS) was added to the department title and today the department is known as the Office of Bilingual Education and Foreign Language Studies (OBEFLS).
CR Part 154
Part 154 of the Commissioner's Regulations holds all school districts accountable for identifying and serving LEP students. Districts are required to adopt a policy on the education of LEP students, plan and provide appropriate services for them, evaluate and report their academic achievement. Instructional programs for LEP students are funded primarily through local funds but are supplemented by State LEP Aid, known as State Bilingual Categorical Funds. NYS authorizes additional funds that are administered by OBEFLS to address current critical needs identified in the state. To guide and support districts in providing better services to LEP students, OBEFLS has undertaken several initiatives:
- addressing the needs of LEP students in early childhood education;
- providing resources and technical assistance to school districts to prepare bilingual and ESL teachers to raise standards and achievement levels for LEP students;
- identifying instructional strategies for LEP students with interrupted formal education;
- developing resource documents to support literacy development for LEP students.


Level 3: First Semester
Adventures of the Superkids
This level steps up students’ phonics instruction by teaching more complex letter-sound relationships, such as digraphs and long-vowel sounds. Instead of focusing just on individual letter-sounds, children learn to use word families and whole-word patterns to help them decode and encode. They also learn how to read and spell six new Memory Words—high-frequency or sight words—in every unit. The decodable stories children read in this level are longer and more complex than those in kindergarten. Lessons for each story help guide children’s understanding and explicitly teach comprehension skills and strategies. Lessons also teach and have children practice using fluency skills, such as reading with expression and natural phrasing. Explicit and systematic instruction in expressive writing teaches children how to write a wide variety of products and introduces them to the writing process.


One of the main purposes of this network is to share ongoing research and professional development resources for building system-wide capacity to meet the instructional needs of academic English learners.
This website from Jefferson County Schools in Tennessee offers academic vocabulary lists for grades K-12. In addition to lists of vocabulary for specific content areas, there are lots of games, with downloads for the game boards and content word cards.
Catherine Snow's powerpoint, "Intervening to Increase General Academic Vocabulary." This PowerPoint was featured at the CREATE Conference in 2008. It includes information on the Word Generation program that was created in response to her research on explicit vocabulary teaching and academic content learning. Includes study information and description of how the Word Generation program works.
Catherine Snow's new website provides information and resources for educators who would like to learn more about Word Generation and how it is implemented. Includes links to comprehensive academic word list that students need to master to comprehend academic content.
Math word list for a 3rd grade math word wall from the Union County School District in South Carolina. This list may also be very useful for ELLs in higher grades with lower literacy and numeracy skills as well.
Helping English-language learners develop proficiency in academic language has always been a priority for K-12 educators, and its importance has only been heightened with the advent of the Common Core.


A Picasso or a Pre-schooler? : ways of seeing the 'child as artist'
Boone, Danielle J. (2007) A Picasso or a Pre-schooler? : ways of seeing the 'child as artist'. In 2007 Philsophy of Education Society of Australasia Conference "Creativity, Enterprise and Policy - New Directions in Education", 6- 9 December 2007, Wellington, New Zealand.
Children’s art is a commonly featured in early childhood classroom and care centres. Adults readily display the art of young children in prominent locations for others to admire. This practice of displaying young children’s visual art poses several questions about the child and his or her artistic expression. Are these children likened to professional artists? How do children feel about their own art being displayed? What methods of display are appropriate, if any?
A review of early childhood art education literature offers ways of seeing the "child as artist." Artistic learning is complex in and of itself, and to complicate matters art education has not progressed in a linear fashion and lacks a unified organizational structure. However, the place of art in the curriculum and the best way of teaching art to young children are central debates within the field of early childhood art education.
This paper draws on doctoral research that attempts to explore ways of seeing the "child as artist" within the context of early childhood art education and presents an argument for new understandings of young children’s experiences with the display of their own visual artwork.
Impact and interest:
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|Item Type:||Conference Paper|
|Additional Information:||For further information, please contact the author: Dr Danielle Twigg, Faculty of Education, School of Education and Professional Studies, 176 Messines Ridge Road, MT GRAVATT QLD 4122, Queensland, Australia. Telephone +61 (0) 7 3735 1021. Email: email@example.com, Room: M10_4.02C, Griffith University - Mount Gravatt, www.griffith.edu.au|
|Keywords:||early childhood, art education, display of children's artwork|
|Subjects:||Australian and New Zealand Standard Research Classification > PHILOSOPHY AND RELIGIOUS STUDIES (220000) > HISTORY AND PHILOSOPHY OF SPECIFIC FIELDS (220200) > History and Philosophy of Education (220202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > OTHER STUDIES IN CREATIVE ARTS AND WRITING (190999) > Studies in the Creative Arts and Writing not elsewhere classified (199999)
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2007 Danielle J. Boone|
|Deposited On:||14 Feb 2008|
|Last Modified:||09 Jun 2010 12:55|
Repository Staff Only: item control page


Writing is a terrific way for children to express their thoughts, creativity, and uniqueness. It is also a fundamental way in which children learn to organize ideas. And learning to write well helps children to be better readers.
When engaging in writing, young children often mirror what they see around them – adults and older children writing lists, notes, text messaging. They are observing the way writing is used in our everyday lives.
Writing at home
Here are some suggestions that engage your child in the writing process:
- Have your child write instructions for taking care of the family pet. These will be useful as you plan your summer vacations!
- Write a letter or thank you note to a relative. Talk through what your child wants to say before writing begins.
- Talk about the presidential election and write a description of the kind of president you want.
- Find a picture in the newspaper and write an article to accompany it.
- Start keeping a personal diary, a household guestbook, or a baby book for a younger sibling.
Early attempts at spelling are not the random swings they sometimes appear. Children's “invented spelling” gives us a window into what they understand about written language. A good teacher will be able to tell the difference between the misspellings that indicate normal literacy development and those that suggest a possible learning disability. If you have questions, talk to your child’s teacher or reading specialist.
What should I write about?
Help your child get their thoughts together in an organized way. Especially when a child starts writing, he may need help planning out what he wants to say.
If your child avoids writing, use materials and tools that support both the thinking process and the physical act of writing:
- Use wide lined paper which helps kids line up and space their letters
- Use a whiteboard, which allows them to easily erase and try again
- Use a keyboard, which also allows kids to easily edit


Information by Country
Girls demand equal access to education
Each of the secondary school-age girls at the workshop attended school for at least 5 years despite strong opposition from their families and communities. They spoke of the battle they had faced while trying to go to school; education, they said, had freed them from chains that had seemed unbreakable and given them lives and opportunities that they had once only dreamed of.
Among those present at the workshop were India’s Secretary for Elementary Education and UNICEF’s Executive Director, Carol Bellamy, who applauded the girls for their steadfastness and determination. She encouraged them to continue advocating the value of education to their families, communities, and the government, and reiterated that quality education for girls is key to transforming societies.
The proportion of girls who are able to attend school in India continues to remain low in comparison to that of boys their age. Approximately 70% of girls between the age of 6 and 10 attend primary school in India as compared to 76% of boys in the same age group. The situation is worse at the upper primary level where only 40% of girls attend school. The main factors influencing this disparity include poverty and the continuing hold of social and cultural beliefs that discriminate against girls.
This call for an equal education coincides with a crucial deadline set by the UN’s Millennium Development Goals: that gender parity in primary and secondary education be achieved this year, 2005.


CliffsNotes Praxis II: Middle School Social Studies (0089)
- Subject reviews of every topic covered on the test
- Includes two full-length practice tests with detailed answer explanations
- Other titles by Jocelyn L. Paris: CliffsNotes Praxis II: Elementary Education and CliffsNotes Praxis II: Fundamental Subjects Content Knowledge
Chapter 1: Overview of General Content 7
PART I: CONTENT CATEGORY AREAS
Chapter 2: United States History 25
Chapter 3: World History 67
Chapter 4: Government and Civics 99
Chapter 5: Geography 119
Chapter 6: Economics 147
Final Thoughts and Tips 161
PART II: ASSESSING YOUR KNOWLEDGE
Chapter 7: The Essay Portion of the Exam 165
Chapter 8: Practice Test 1 179
Chapter 9: Practice Test 2 211
Appendix A: Resources 245
Appendix B: Glossary 247
Jocelyn L. Paris, M.Ed., is certified in AZ Elementary Education (K-8) and holds her Montessori (primary) endorsement. She has taught in a multitude of settings, ranging from private to charter to public to state-run, as well as taught a diverse assortment of learners, ranging from pre-school to high school, gifted and talented, special education, sensory impaired, and at-risk.
Do you think you've discovered an error in this book? Please check the list of errata below to see if we've already addressed the error. If not, please submit the error via our Errata Form. We will attempt to verify your error; if you're right, we will post a correction below.
Please click on the Downloads tab to view the latest errata document.


Parents would like the government to introduce lessons to improve young people’s understanding of online privacy and the value of their personal reputation, with 69 per cent of parents calling for compulsory lessons to be introduced as part of compulsory school lessons, according the Digital Literacy Report 2009.
There is a growing concern among parents about their children’s online activities , according to the YouGov poll of 2,050 adults.
Almost half (48 per cent) said they were worried that their children’s online actions of social networking sites like Facebook , Bebo and YouTube will “destroy their future chances of getting into a chosen university or getting their first job” and more should be done by the government and schools to help young people safeguard their future prospects.
The research also found that 44 per cent of parents did not check the content their children are accessing or what they are posting online. Parents said children accessing sites through their mobile phones instead of family PCs, made it harder to them to monitor their children’s behaviour.
Louis Halpern, chief executive of Halpern Cowan, a digital communications company, who commissioned the survey, said young people did not understand threats online.
He said: “Policy-makers on the other hand are showing themselves up as being stuck in the dark ages by failing to recognise these pitfalls that British children are regularly exposed to, and parents have already begun to admit defeat in watching what their children do online.
“If we do not proactively teach young people about the impact of their online activity how can they better protect and promote themselves? We want to see a generation of digitally ‘literate’ adults emerge in years to come, and it is our responsibility to ensure it.”
The report also found that 28 per cent of 18-35 year olds admitted they have posted inappropriate content on sites like Twitter, which they have later regretted.
Mr Halpern added: “We can expect to see young British professionals losing out in business and in their personal lives unless this apathetic approach to the internet is properly addressed.
At the end of March 2009 following a review of the UK primary school curriculum, recommendations were put forward to teach children under 11 how to use social networking sites, blogs, webcams and podcasts.
Sir Jim Rose, a former director of inspections at Ofsted, advised young children needed to develop an understanding of different ways to communicate online. However campaigners have said that more was needed to warn children of the dangers of the internet.


Born: 1907 - Kiel, Germany
Died: July 30, 1990 - Westport, Connecticut, USA
The German-born conductor and violinist, Klaus Liepmann, began studying the violin at 6. After attending grammar school in Kiel until 1919, he went to Hamburg, where for the next six years he attended high school, received private instruction in violin, viola, and piano; and studied ensemble playing at the Hamburg Conservatory of Music. He continued his studies for five more years at the Academy of Music in Cologne, then in 1931 he became concertmaster of the Berlin University Orchestra and Director of Hamburg University concerts. Being a Jew deprived by the Nazi authorities from performing, he left Germany in 1933.
After coming to the USA in 1933 Klaus Liepmann took several positions in the New York City school system. He came to Yale University in 1936 for further study and research, and from 1939 to 1944 he directed the Yale Symphony Orchestra and conducted ensembles. During the latter part of the war he was Music Advisor of the Army's First Service Command, in which capacity he supervised music education and recreation in all Army camps and hospitals in New England.
Klaus Liepmann became Massachusetts Institute of Technology's first full-time professor of music in 1947 and, during the next 25 years, built a thriving music program at the university. He was considered the "Father of Music" at MIT. He was the first to bring music to the humanities department there and became the first full-time director of music and conductor of the MIT Choral Society and MIT Symphony Orchestra. In addition to starting the first band at MIT, he also hired other key professors who contributed in their own ways to music at MIT, including John Corluy and John Oliver. Liepmann also help establish what is today known as the Lewis Library for Music at MIT. Before his time, students only had a lounge where they could listen to music. Liepmann retired in 1972 and programmed J.S. Bach's St. John Passion (BWV 245) as a final farewell to his beloved MIT musicians
Klaus Liepmann also performed as a solo violinist and appeared as guest conductor of orchestras in London, Paris, Hamburg and Munich, and the Boston Symphony Chamber Orchestra, Boston Pops Orchestra and Berlin Philharmonic Chamber Orchestra.
Klaus Liepmann is the author of "The Language of Music" (1953). He also wrote an autobiography "Fifty Years in America," as well as a biography of his father, Moritz Liepmann. He died of an abdominal aneurysm at his home in Westport. He was 83.


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The constitution and other laws and policies protect religious freedom.
The constitution provides for the right of individuals to choose, change, and practice the religion of their choice.
The Secretariat of Religious Affairs aims to promote better relations among religious denominations and ameliorate interethnic tensions. The secretary general of religious affairs appoints six national directors to lead the offices of Christian affairs, Islamic affairs, pilgrimages, places of worship, economic affairs and the endowment, and general inspector.
The government coordinates with the Interreligious Council, which is composed of members from Anglican, Catholic, and Protestant churches, and the Secretariat of Religious Affairs.
By law, the Secretariat of Religious Affairs must approve all religious groups, which must then register with the Ministry of Territorial Administration and Political Affairs. Registration entitles religious groups to value-added tax (VAT) exemptions on incoming shipments and to select energy subsidies. Once registered, each religious group must present the government a report on its affairs every six months.
Unregistered religious groups are not entitled to VAT exemptions and other benefits. By law, the government can shut down unregistered groups and expel foreign group leaders. There is limited opportunity for legal appeal of these penalties.
Religious groups and political parties may not own private radio and television stations, but the government permits religious and political broadcasting on privately owned commercial radio. The government allocates broadcast time during the week on state-owned national television for both Islamic and Christian programming, including Sunday mass, Islamic religious instruction, and Friday prayers from the central mosque.
The compulsory primary school curriculum does not include religious studies. Islamic schools are prevalent throughout the country and are the traditional forum for religious education. Some Islamic schools are private, while others receive local government support. Islamic schools, particularly common in the Fouta Djalon region, teach the compulsory government curriculum along with additional Quranic studies. Christian schools, which accept students of all religious groups, exist in the nation’s capital and most other big cities. Christian schools are private and include prayers before school. Although they do not receive government support, Christian schools teach a curriculum that fulfills the government’s compulsory primary school education requirement.
There are several madrassahs, usually associated with a mosque. Unlike Islamic schools, they do not teach the national primary school curriculum, teach in Arabic rather than French, and focus on Quranic studies. The government does not recognize madrassahs, which are not linked with the public school system and do not fulfill compulsory curriculum requirements. Funds from Saudi Arabia, Kuwait, and other Gulf states support some madrassahs.
There are seminaries to train Catholic priests. Persons wishing to become imams may train with a local scholar or travel abroad to Senegal, Egypt, Saudi Arabia, or other Muslim states.
The imams and administrative staff of the principal mosque in Conakry are government employees.
The government observes the following religious holidays as national holidays: the Birth of the Prophet Muhammad, Easter Monday, Assumption Day, Eid al-Fitr, Tabaski, and Christmas.


What is edTPA?
"edTPA is a preservice assessment process designed by educators to answer the essential question: 'Is a new teacher ready for the job?' edTPA includes a review of a teacher candidate's authentic teaching materials as the culmination of a teaching and learning process that documents and demonstrates each candidate's ability to effectively teach his/her subject matter to all students" (AACTE, 2013, p. 1).
edTPA for New York State
View the edTPA guidelines.
"edTPA is a student-centered multiple measure assessment of teaching. It is designed to be educative and predicting of effective teaching and student learning. Stanford University faculty and staff at Stanford Center for Assessment, Learning, and Equity (SCALE) developed edTPA. They received substantive advice and feedback from teachers and teacher educators" (NYSCTE, 2013, p.1).
edTPA at SUNY Cortland
The edTPA subject assessments at SUNY Cortland are offered in connection to all initial teacher certification programs at SUNY Cortland at the Graduate and Undergraduate levels. The current edTPA areas at SUNY Cortland are:
- Early Childhood Education
- Elementary Education (Childhood 1-6)
- English as an Additional Language
- K-12 Health Education
- Secondary (English Language Arts, Mathematics, History/Social Studies, and Science)
- K-12 Physical Education
- Special Education
- World Languages
edTPA Support Team at SUNY Cortland
Supporting candidates continued development toward effective teaching is a priority within all teacher education programs at SUNY Cortland. The SUNY Cortland education community understands that the edTPA has been created to "help teacher candidates develop confidence and skills they need to be successful in urban, suburban, and rural schools" (About edTPA Outcomes, 2013, p. 1), an established goal at SUNY Cortland.
The edTPA has also been designed to strengthen beginning teachers' understandings of planning, instruction, and assessment. in support of the edTPA process an edTPA SUNY Cortland Advisement Team has been appointed to help engage in continued dialogues with faculty, supervisors, and teacher candidates toward effective practice of the edTPA in our teacher education programs.
- Dr. Andrea Lachance, Dean of School of Education, email@example.com
- Dr. Chris Widdall, Assistant Professor Childhood/Early Childhood Department, firstname.lastname@example.org
- Dr. Matthew Madden, Professor Physical Education Department, email@example.com (Lead Advisor for the School of Professional Studies.
- Ms. Valerie Behr, Lecture II Childhood/Early Childhood Department, firstname.lastname@example.org (Lead Advisor for the School of Arts and Sciences).
- Ms. Kimberly Kennedy, Adjunct Instructor Childhood/Early Childhood Department, email@example.com, (Lead Advisor for the School of Education).
edTPA Support Links
Free Resources and Materials: edTPA.AACTE.org
Registration, Submission, and Scoring Information: edTPA.com
New York State Teacher Certification: edTPA for New York State
Resources for SUNY Cortland Users: edTPA at SUNY Cortland
Integrated Submission Platform: Taskstream


(Note: All results displayed in both tables are statistically significant at the 5% level or higher.)
The tables above show selected statistics from the paper Global Sex Differences in Test Score Variability (see summary here), published by two economists, one from the London School of Economics and the other from the Helsinki School of Economics. Analyzing standardized test scores in reading and mathematics from the OECD’s "Program for International Student Assessment" (PISA), a survey of 15-year olds in 41 industrialized countries, the authors found that:
Our analysis of international test score data shows a higher variance in boys' than girls' results on mathematics and reading tests in most OECD countries. Higher variability among boys is a salient feature of reading and mathematics test performance across the world. In almost all comparisons, the age 15 boy-girl variance difference in test scores is present. This difference in variance is higher in countries that have higher levels of test score performance.
Sex differences in means are easier to characterize: It is evident from the PISA data that boys do better in mathematics, and girls do better in reading. This has a compositional effect on the variance differences as well. The higher boy-girl variance ratio in mathematics comes about because of an increased prevalence of boys in the upper part of the distribution, but the higher variance in reading is due to a greater preponderance of boys in the bottom part of the test score distribution. Because literacy and numeracy skills have been shown to be important determinants of later success in life (for instance, in terms of earning higher wages or getting better jobs), these differing variances have important economic and social implications.
We therefore confirm that 15-year-old boys do show more variability than girls in educational performance, with specifics that differ according to whether mathematics or reading are being studied and tested. These results imply that gender differences in the variance of test scores are an international phenomenon and that they emerge in different institutional settings.
1. The results above show that for both the U.S. (Table 1) and the global group of 41 countries (Table 2), the mean math test scores for 15-year boys are significantly higher than the average score for girls, but the reverse is true for reading test scores: girls score significantly higher than boys on average in reading.
2. For both the U.S. and the 41 countries in the global group, the variability of boys' test scores for both reading and mathematics is significantly greater than the variability of girls' test scores (at the 1% level in all cases), suggesting that there are more boys in the upper and lower tails of the test score distributions.
3. Looking at the top 5% and the bottom 5% of test scores, we can see that boys are overrepresented in almost every case:
a. In the bottom 5% of reading scores, there are 245 boys for every 100 girls in the U.S. (220 boys for every 100 girls for the world group), and in the top 5% of reading scores there are 167 girls for every 100 boys (172 girls for the global group).
b. In the bottom 5% of math scores, there are 121 boys for every 100 girls in the U.S. (94 for the global group), and in the top 5% there are 172 boys for every 100 girls (170 girls for the world group).
In other words, the results indicate that boys' test scores are significantly more variable than girls' test scores, resulting in boys being significantly overrepresented in both the bottom 5% and the top 5% of students in the U.S., and these outcomes are a global phenomenon.
Bottom Line: Can Larry Summers get his job back as president of Harvard, for saying basically the same thing?
"It does appear that on many, many different human attributes- height, weight, propensity for criminality, overall IQ, mathematical ability, scientific ability - there is relatively clear evidence that whatever the difference in means - which can be debated - there is a difference in the standard deviation, and variability of a male and a female population."?
See related CD posts here, here and here?


“Pentatony is an introduction to world literature: it is the key to many foreign musical literatures, from the ancient Gregorian chant, through China to Debussy.” – Zoltan Kodály
Any music educator who has taught songs or musician who has improvised melodies using the pentatonic scale knows the power of the five tones. The five-tone pentatonic scale has been called the most universal of scales, because of its substantial use in music cultures around the world, including West African music, Sami joik singing, Hungarian folk music, Indonesian music, Appalachian folk music, Celtic folk music, Chinese music, and Andean music, to only mention a few. The pentatonic major and minor scales are commonly used in jazz, blues and rock music, and the blues scale predominantly derived from the minor pentatonic scale. In classical music, the pentatonic scale was used by Western impressionistic composers including Claude Debussy.
In this interesting video from the World Science Festival 2009 Bobby McFerrin uses audience participation and the pentatonic scale to demonstrate neural programming, as part of the event “Notes and Neurons: In Search of the Common Chorus”. At the end of his “pentatonic brain hacking” McFerrin mentions that regardless of where he is, anywhere, every audience gets it. Aside from the fact that the pentatonic scale seems to be used in music cultures around the world, interesting questions arise. Why does it seem that the pentatonic scale is universal? Is our brain programmed to “think pentatonic”?
Perhaps it is. A Belgian research found the pentatonic scale could be heard in the vocal interaction between babies and their mothers. And whoever has listened to children on a playground, can recognize the so-mi / la-so-mi patterns in their chants. This natural use of the pentatonic scale by children lead music educators including Zoltan Kodály and Carl Orff to largely use the pentatonic scale for pitch-matching and improvisation in their music education approaches. Not only babies and children seem to gravitate towards pentatony though: military cadences, used to keep soldiers in step while marching or running, also typically use pentatonic scales.
So where did the pentatonic scale come from? Doug Goodkin writes in Play, Sing, & Dance – an Introduction to Orff Schulwerk (2002):
“Some people (Leonard Bernstein among them) have theorized that the universal quality of the pentatonic scale comes from a subconscious sounding of the overtone series. A string produces a sound based not only on the vibration of the whole string, but also on vibrations of that string in halves, thirds, etc. Each division produces a soft, but audible tone called the overtone that becomes a part of the texture of the fundamental tone. This is not only true of strings, but any vibrating body, be it a tube of air or metal gong or drumskin.”
I find it interesting to theorize about the universal quality of the pentatonic scale or about our brains being wired for music, but what counts for me in the end is that it actually works. No matter what age, no matter what cultural background, be it with people who are completely new to music/singing or with music professionals…the pentatonic scale can always be used. In my singing workshops I often use pentatonic songs from various cultures and music styles, and base a lot of my vocal improvisation and ear training exercises exercises on the pentatonic scale or pentatonic modes – often combined with accompanying drones or ostinato melodies.
Some musicians and music educators dismiss the pentatonic scale as sounding one-dimensional. Before you dismiss these powerful five notes, try exploring beyond the major pentatonic scale. Also, in honest my opinion, whether a scale sounds one-dimensional or not does not only have to do with the scale itself. It also has to do with how we use our instrument (in my case, the voice). A pentatonic improvisation can either sound like a “somewhat boring children’s song” or “sound like magic” depending on how the singer uses rhythm/timing, sound color, volume, etc. and on how the accompanying vocals are built up. Perhaps more about that another time. For now, let yourself be inspired by Bobby McFerrin and his “pentatonic brain hacking”!
By Katja Maria Slotte


Clark the caterpillar is our guide through music and emotion in this Class Notes video, our standards-based series of fun, short movies about music education.
Watch Clark as he navigates Minneapolis, Minn. to the tunes of Bernard Hermann, Claude Debussy, Frederic Chopin and Gustav Holst, evoking joy, sadness, fear, and calm along the way. Then download the curriculum for this video to extend your learning in the classroom.
This video offers four vivid examples of classical music that will induce highly recognizable emotions in most listeners. The examples were chosen to illustrate Minnesota elementary academic standard 220.127.116.11.2 Describe how music communicates meaning.
We hope you enjoy the video, both in, and outside of, the classroom, and watch the Music for Learning page at ClassicalMPR.org/education for more videos in the coming weeks.


The Hanson Method is an innovative penmanship program which makes cursive writing easy to teach and learn. This method was developed and streamlined over a period of 14 years. It has proven to be efficient and highly effective for all students. It is the best way to teach and to learn cursive writing.
The Teacher's Manual contains 40 logically sequenced daily lessons that take only ten minutes each to complete. The letters of the alphabet are designed to ensure legibility and proper connection from one letter to the next. The Student Workbook contains practice pages for both classwork and homework. In just 8 short weeks, students will be able to write legibly.
Give students the vital lifelong cursive writing skills they need. Order The Teacher's Manual and The Student Workbook—Cursive Fluency Now! I look forward to being of service and helping preserve the art and skill of cursive penmanship.
Sincerely, Ms. Hanson
Former Consultant U. S. Department of Education, Author, Creator of The Hanson Method, B. A. Elementary Education, M. A. School Administration, Educator.
Teacher's Manual $21.95 • Student Workbook $23.95. For large quantities, email or call to request discounted shipping cost. Hanson@CursiveFluency.com • (323) 333-1756
What is cursive?
Cursive is the joining together of the printed letters. It sounds simple, but without The Hanson Method it can become very complicated and challenging for most students. There is a best way to teach and learn cursive—The Hanson Method!
Why learn to write cursive?
A person can be identified by their writing. One’s signature on a document is legally binding. Writing in cursive is faster than printing. Writing personal cards and letters is a pleasure, a symbol of an educated person, and with cursive comes a sense of etiquette.
Why learn to read cursive?
Valuable cultural resources and historical documents such as the United States Preamble, Constitution, Gettysburg Address and many other valuable historical documents are written in cursive. With the disappearance of cursive writing skills, who in the future will be able to read our country's most historic documents in their original form? What will become of historical letters, and documents like private communications from historic leaders? writings of great public importance?
Also wills and land deeds are recorded and filed in our public records offices throughout America; millions have been written in cursive. Many of those records will remain legally significant for a very long time. Additionally, many towns, villages, and counties maintain record books of public meetings, and public business over the decades and centuries, all written in cursive. Who will keep, maintain, and interpret those irreplaceable records?
Experienced Teachers Say:
• These books make learning cursive fun! • Now all of my students love penmanship!
• Each daily lesson makes so much sense! • It's thorough, effective, simple, and fun! • It is a revolutionary handwriting system! • I wish my son's teacher had these books!


New updated files for teaching strategy araling panlipunan
Teaching Strategy Araling Panlipunan
Latest Teaching Strategy Araling Panlipunan Updates..
The American occupation was responsible for teaching the ... Science: 1 hour 20 min daily, 2 unit credits MAKABAYAN o ... Multiple Intelligence Learning Environment Strategy) ...
Teaching methods and learning activities The curriculum plan (learning competencies) does not present teaching methods and learning activities that teachers must follow in ...
Weekly teaching minutes per subject in the 2002 elementary education curriculum 12 ... At the elementary level, Makabayan serves as practice environment for holistic learning ...
Likewise, process skills may be developed in Makabayan subject like Sibika at Kultura. Teaching Science and Health will formally start in Grade III using English as medium ...
... 2004-2010 ACTUAL ACCOMPLISHMENTS 2004-2007 REVISED MEASURABLE OUTPUTS/TARGETS 2008-2010 science education Training of science and math teachers Developing science and math teaching ...
The commitment of administrators and the quality of both the teaching and the ... World Health Organization (WHO) Global Strategy on Diet, Physical Activity Health.
... to be in power to be empowered in using and teaching ... of all subjects areas like Math, Science, Makabayan, and ... of the language and literacy program strategy. (Italic ...
... teachers found in 20 divisions Conducted training on the use of existing Makabayan ... that will promote self reliance and long-term sustainability 10 science and math teaching ...
... and curriculum makers will take a very specific strategy. ... terms of time allocation, makabayan, or citizenship ... dimension will depend on team teaching, and team
... and locally suitable initiatives to address constraints on quality teaching and ... Improve strategy for supporting secondary school enrollment. DepEd should consider the ...
... Case No.5: Education as a Strategy for Psychosocial ... IN THE EDUCATION SECTOR IN THE PHILIPPINES 12 Teaching ... to around 50,000 Science and Social Studies (Araling Panlipunan ...
For example, a teacher may be using the latest fashionable teaching strategy, yet not really knowing or understanding what or how kids are learning. be a higher-order ...


Diego Rivera, artist and man of fire, celebrated with Google Doodle
Diego Rivera wasn't just a brilliant artist, he was also a compelling man whose life held violence and controversy. Google celebrates the muralist with a Google Doodle on Thursday that mirrors Rivera's style.
"If I ever loved a woman, the more I loved her, the more I wanted to hurt her," Rivera once said. "Frida was only the most obvious victim of this disgusting trait."
He referred to artist Frida Kahlo, whom he married in 1929. Theirs was a stormy relationship filled with extramarital affairs and fighting.
But stormy relationships were a habit with Rivera. He famously sliced Russian-born lover Marevna Vorobieff in the neck, and she later did the same to him.
On Dec. 13, 1886, Diego María de la Concepción Juan Nepomuceno Estanislao de la Rivera y Barrientos Acosta y Rodríguez was born in Guanajuato, Mexico. His father's occupations included work as a teacher, and his mother was a doctor. Life was comfortable, and Diego began drawing at age 3. His father built him a studio with canvas-covered walls. That was just the beginning of Rivera's talent for creating art on walls.
Rivera, tutored at one time by Spanish painter Chicharro, pursued his art education to Europe, where he became part of the Parisian art world for a decade. For a time, he embraced cubism: "I don't believe in God but I believe in Picasso," he's quoted as saying.
Rivera was a communist and an unapologetic atheist. His mural "Dreams of a Sunday in the Alameda" included a sign saying, "God does not exist." For years, the painting was not shown while Rivera refused to remove that inscription. He finally did remove it, all the while proclaiming his atheism and saying that religions were "a form of collective neurosis."
Rivera's talent, ultimately, was as undeniable as his violent temper and volatile life.
The Museum of Modern Art in New York recently brought together five of eight frescoes that Rivera created for a 1930s retrospective at the museum. The works, feverishly created by Rivera and assistants at the gallery in the six weeks leading up to the 1931 retrospective, are on display through May 14.
Photo: Painter Diego Rivera, with wife Frida Kahlo, during the Mexican Labor party's anti-fascist demonstration in Mexico City on Nov. 23, 1936. Credit: Associated Press


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the entire directory
only in Philosophy/Aesthetics
Philosophy of Food
Arts: Art History
Arts: Literature: Periods and Movements
Arts: Music: History
Arts: Visual Arts
This category in other languages:
18th Century French Aesthetics
- Jacques Morizot's entry examines the French junction between Enlightenment ideals and the teachings of taste. From the Stanford Encyclopedia of Philosophy.
- Series of articles reviews life and work. Annotated bibliography.
- Philosophical theories about judgments of taste; from the Stanford Encyclopedia by Nick Zangwill.
- Barry Hartley Slater gives an overview of this branch of philosophy explaining concepts such as sublime, representation, aesthetic value, and expression.From the Internet Encyclopedia of Philosophy.
Aesthetics : Routledge Encyclopedia of Philosophy Online
- Malcolm Budd's contribution on Aesthetics.
Aesthetics of Symmetry
- A numerical rating system to judge the visual impact and aesthetics of various motifs operated upon by symmetrical transformations.
- Mailing list for the exchange of ideas and information about aesthetics and philosophy of art.
African Art: Aesthetics and Meaning
- University of Virginia exhibition site emphasizing the formal aesthetic aspects of the objects and the moral and religious ideas they express, beyond cultural boundaries.
ArtLex - Art Dictionary
- Reference material in art, art history, art criticism, aesthetics, and art education. Definitions of thousands of terms, illustrations, quotations, and links to other resources.
Beauty in the Ear of the Beholder
- An essay discussing Eduard Hanslick's theory of the musically beautiful, with links to further information and sound recordings.
- Articles and teaching resources on aesthetics, visual art, fashion and the culture of beauty.
Class Home Page: Philosophy 361
- Complete Philosophy of Art internet course at California State University, Long Beach. Includes e-texts and extensive links.
Contemporary Art Test
- Criteria for determining quality in contemporary art. Links to Biddington's art business.
The Enchantment of Modern Life: Attachments, Crossings, and Ethics
- Stanley Bates reviews this book by Jane Bennett.From Notre Dame Philosophical Reviews.
The End of Art
- Discussion of "The Death of Art" theory at Frostburg State University Philosophical Forum.
The Infography - Aesthetics: Ethical Aspects
- Sources for the study of the ethical aspects of aesthetics.
- Overview of the most important aesthetic ideas that have arisen in the course of the Japanese philosophical tradition. From the Stanford Encyclopedia of Philosophy.
John Berger Quotes
- Quotations from the writings of the Marxist/humanist art critic, artist and novelist.
Philosophy and Literature
- Including ideas in the aesthetics of literature, philosophical interpretation of literature, and literary treatment of philosophy, hosted by Project MUSE.
Physics, Philosophy and Art
- Describing 3 views on the world.
Roger Scruton's Books on Aesthetics
- List of Roger Scruton's books including his books on aesthetics and synopsis of each.
Seven Discourses on Art by Sir Joshua Reynolds
- Download the Project Gutenberg eBook of Seven Discourses on Art by Sir Joshua Reynolds.
- Based on the philosophic principles of Aesthetic Realism, founded by Eli Siegel. Located in SoHo, New York City.
- Exploring virtual reality and the philosophy of art, with methodology, biography, and essays on virtuality.
Thomas Becker's Philosophy about Music
- Composer, Thomas Becker's ideas about beauty and quality in music.
Transcendental Aesthetics and Writing
- Aesthetics in transcendental literature, including Emerson and Thoreau.
The Transhistorical Image: Philosophizing Art and its History
- Daniel Herwitz reviews this book by Paul Crowther. From Notre Dame Philosophical Reviews.
Trevor Pateman's Selected Works
- Topics in philosophical aesthetics including imagination, formalism, beauty and Rothko.
WCP: Aesthetics and Philosophy of the Arts
- The Paideia Project: Proceedings of the 20th World Congress of Philosophy. Archive of contributed papers in Aesthetics and Philosophy of the Arts.
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Will Herring ’09 and Andrew Becker ’09 presented their research on using robots to teach students with Autism Spectrum Disorder (ASD) at the 17th Annual Student Scholarship Exposition.
By Justin Phelps '05
Learning social skills from a robot, rather than another human, may seem strange. However, it might be the key to unlocking a new world for students with Autism Spectrum Disorder (ASD), a developmental disorder, with which individuals may have trouble socializing, communicating, and learning.
Will Herring ’09, Andrew Becker ’09, and Lauralyn Bogart ’09 are developing such robots, designed to act as human substitutes to teach social skills to students with ASD. The trio presented their work and findings on Friday at the 17th Annual Student Scholarship Exposition in Bradley Hall. Sponsored by the Bradley University Office of Teacher Excellence and Faculty Development, the Exposition recognizes and promotes student scholarly work with peers and colleagues.
“The Student Scholarship Exposition is a wonderful opportunity for our students to present their research and scholarship,” President Joanne K. Glasser said. “The Expo highlights student-faculty collaboration and creative achievement across many academic disciplines. The Expo lets our students take their education outside of the classroom and have a practical, hands-on learning experience that is the hallmark of a Bradley education.”
Herring, Becker, and Bogart are prime examples of the student-faculty and inter- and cross-discipline collaboration the Exposition seeks. In developing and programming the robots, Herring and Becker, both computer science majors, have worked closely with faculty mentors Dr. Deitra Kuester, assistant professor of special education, and Dr. Chris Nikolopoulos, professor of computer science and information systems. A special education, elementary education and early childhood major, Bogart was introduced to the group by Kuester.
Herring and Becker have collaborated with faculty members Dr. Kevin Finson (top left), Dr. Deitra Kuester (top middle) and Dr. Chris Nikolopoulos (top right).
“This collaboration has been very good,” Herring said. “We, the students, listen to what the professors’ goals are for this project, and if we think we can tweak it to be better, or if we have a limitation of hardware or software, they listen to us. We usually get together and discuss how to proceed and work through problems so everybody is happy with the result. Everybody’s input has been valued.”
The robots are designed to act as a human substitute to teach these skills. The group planned to participate in last year’s Exposition but discovered they needed more time to adequately prepare the project. Herring created the mechanical side of the robots, building four in total, two with legs and two with wheels. Becker programmed the robots and tweaked the code to perfect a fluid script without long pauses. Bogart planned the deployment of the robots in classroom settings.
The robotics project is one of about 90 featured at the Exposition. Any student engaged in research, creative activities, or other forms of scholarship is eligible to participate.
Students also must be enrolled in the fall 2008 and/or spring 2009 semester to participate. The Exposition was open to the Bradley community and general public. Area businesses and companies were welcome to preview the projects also.


Posted on Friday 9th August 2013
Birmingham University Physics graduate, Stuart Bahn, turns to creating apps to help music students develop their skills whist waiting for the bus.
Former physics student, Stuart Bahn, left Birmingham with a degree in physics. He then decided to move to London to pursue a career as a professional guitarist. Now a successful guitar tutor and business entrepreneur, Stuart has combined his science background with music to launch the first in a series of Android phone apps to help guitar students learn about the fundamentals behind great music, during otherwise ‘dead time’.
“In my experience, it’s a lack of understanding of music theory, or ‘how music works’, that holds most guitarists back” Stuart says, “The problem is that the subject is seen as dry and some traditional teaching methods don’t appeal to young people drawn towards music. Failure to get to grips with basic music theory can prevent even the most talented students from achieving their full potential. The ubiquity of mobile phones makes them an ideal supplement to good quality teaching. My aim with this app is to give students a convenient and accessible tool that helps them develop an understanding of music, without seeming like hard work or cutting into their practice time. They can now work on gaining their edge anywhere, any time they choose without the use of the dreaded textbook”.
Although physics is unusual pathway to becoming a guitarist, music is surprisingly mathematical and what I learned in Birmingham has been put to good use in my music career. The ability to code applications is another happy spin-‐off from my time in Birmingham, even though I didn’t enjoy the I.T. job I had for a year. Funny how things work out sometimes!.
‘Music Theory Chords in Keys’ is distributed via several channels including the Google Play app store and is available now to buy for 59p or equivalent.
About Stuart Bahn
Stuart Bahn is a professional guitar educator in Ealing, west London and a former Course Leader for The Academy of Music and Sound. He is a memberof the Music Masters Association and UK Association for Music Education.


Education for Sustainable Development As a Permanent Process
Development of recognition of the overburdened natural environment and the limited purifying power of ecosystems has been developed for fifty years from awareness to the listing of key guidelines that should be included into all educational programs at all levels. The concept of environmental education has expended into education for sustainable development. It now impinges on all dimensions of human life and human activities. Unfortunately, people's actual behavior does not meet expectations of the sustainable-oriented society which should be responsible to the future generations. This has been proven with the results of many research works where students of different levels of education, their knowledge and their behavior towards the environment were examined. Some suggestions for the improvement of educational practices will be explained in the paper such as experiential learning in the natural environment, cooperation of schools and local community and also project work with authentic situation as a problem solving.
Keywords: Education for Sustainable Development, Educational Practice
Dr. Nika Golob
Teaching Assistant, Department of Elementary Education


The Andy Warhol Museum in Pittsburgh, in partnership with the Center for Arts and Education at West Liberty University, recently presented a special topics course designed to help West Liberty University elementary education majors learn to use art as a tool to integrate social justice, environmental, and health issues into their artwork and curriculum this spring. The course was also open to students majoring in art education, graphic design and interdisciplinary studies.
“Thanks to a grant from the Benedum Foundation, the Warhol presented activities adapted for the classroom from two of their existing youth programs: RUST (Radical Urban Silkscreening Team) and Power Up (a program that empowers young women to become advocates to their peers),” explained Tresa Varner, curator of education and interpretation at the Warhol. Students studied photographic silkscreen printing, graphic design and digital imaging and created projects that included posters, brochures, stickers and t-shirts.
“The processes involved thinking about and making art to help the students develop a variety of 21st-century skills, such as creative problem-solving, critical thinking, collaboration, and communication. The course also incorporated themes that resonate with youth culture, such as the environment and social justice,” said Lou Karas, director of the WLU Center for Arts and Education.
“The goal of this course was to encourage students to use their imaginations and creative resources as they learn Andy Warhol’s silkscreen techniques and newer printmaking processes. Through artmaking, they learn to communicate strong and personally expressive messages that can inspire positive changes in their peer groups, neighborhoods and communities.”
The course was open to West Liberty University rising seniors and May graduates and resulted in three graduate credits through the College of Education at no cost to the student, making it a very appealing learning experience.
“This class was a great way to learn the process of printmaking and demystify the screen printing technique. I am grateful for the opportunity to learn from excellent artists and the Warhol Museum,” said Sean Ritner, a rising senior graphic design major who plans to relocate to Pittsburgh after graduation next May.
Other students who participated in the class included: Sherry Barr, Amanda Carney, Richard Clifford, Patricia Croft, Eva Eddy, Elyse Ellis, Kristen Koles, Rachel Shipley and Ronda Wilson.
The first class session was held at the Warhol Museum in Pittsburgh on May 17 and the remaining classes took place on the WLU campus on Fridays, May 24 and 31 and June 7, 14 and 21. Materials for the course were provided at no cost to the students.
Varner led the class with assistance from Karas and teaching artist Siena Baldi.
“This was a tremendous opportunity for our students. I’m in awe of the Warhol and its activities and we hope to continue this type of collaboration in the future. Art allows education to view life through a different lens,” said Dr. Keely Camden, dean of the College of Education.
For more information on the Center for Arts & Education, please contact Karas, at [email protected]
To read media coverage of the class that appeared in the Herald-Star, Steubenville, Ohio, please click here.
JUNE 25, 2013 BY MZAMBITO


Remember, learning to read isn’t ‘rocket science’ but there is a lot going on when you read. Two of the processes happening at any given moment involved with reading difficulties are related.
Two Separate Processes
One is the phoneme awareness and the other is the ability to rapidly name objects, numbers, letters, and colors automatically. Wolf (1999) states that when a poor reader has difficulty with both phoneme awareness and rapid naming they tend to be at the lowest end of the reading continuum. Wolf goes on to state that some people with dyslexia have difficulty rapidly processing just visual language and others have difficulties rapidly processing several kinds of information. There may also be a connection with the processing of sounds more slowly than the average person that contributes to the difficulty with rapid naming.
Reading Problems, Dyslexia, or Learning Disabilities In Older Children and Adults What Should I Do?
Deficits in rapid naming may persist into later childhood and early adulthood (Wolf, 1986; Snyder & Downey, 1995; Korhonen, 1995). Those with deficits in rapid naming also had deficits in reading and spelling that persisted into adulthood.
High Success Rates for Improving Reading, Dyslexia, and Learning Disabilities.
Dr. Penny Chiappe (2002) states that although sensory-motor training has been found to enhance sensory-motor skills, it has not shown any effect on literacy skills. She goes on to state that programs focusing on phonological awareness, coupled with systematic, explicit phonics instruction, structural analysis of words, spelling, and comprehension strategies have higher success rates for improving reading, dyslexia, and learning disabilities.
Bonnie Terry, M. Ed., BCET


Music Education Degree
Bachelor of Education in Music Education (for teaching licensure in instrumental, vocal or general music)
The Bachelor of Education in Music Education degree for teaching licensure in instrumental, vocal or general music, is for students planning to teach music to students ages 3-21 and/or in grades PreK-12. Beyond the University's core curriculum, requirements consist of music courses, professional education courses, elementary/secondary courses, and either the instrumental or choral cluster courses. Acceptance into the program requires an audition and a music theory placement exam.
This degree is offered through the Judith Herb College of Education, Health Science and Human Service. For complete information on the music education degree, please see the College’s section in University course catalog. Follow the degree guide for the Multiage Education degree.
Student Learning Outcomes in the Bachelor of Education in Music Education
1. Demonstrate personal music performance skills and skills in sight-singing, ear-training, piano, improvisation, and composition to a level of proficiency and expertise necessary to pursue a career in music education.
2. Articulate a personal philosophy of learning and teaching and understand how that philosophy will affect the choices they make in practice.
3. Demonstrate ability to reflect on and assess the effectiveness of their own teaching with eye toward self improvement.
4. Be familiar with standard music curricula, particularly the National Standards for Music Education and the Ohio Academic Content Standards for Music.
5. Diagnose and prescribe appropriate content and techniques according to the music learning sequence for all levels and types of learners.
6. Create instructional plans, long-range curriculum outlines, and assessment for music education at elementary and secondary levels, following Ohio Content Area Learning Standards and incorporating recognized best practices in music pedagogy.
7. Demonstrate competent conducting technique and rehearsal techniques appropriate for teaching.
9. Demonstrate a working knowledge of appropriate instructional materials and their use.
10. Demonstrate skills in the administration of the school music program.
11. Understand and be able to use effective classroom management skills.
12. Demonstrate through field experiences and student teaching the necessary skills and dispositions for teaching music in a variety of public school settings.


Online curriculum developed around the theme of environment. The unit focuses on the work of nine artists and includes selected works, artist's biographical information, iconography or meaning of selected work, style characteristics, discussion questions, vocabulary, lesson activities and plans (written in student language), local student art, embedded discussion board, comment archives and New News focused on art and art education in Minnesota.
This unit is part of ArtsNet Minnesota, a collaborative online curriculum resource developed by the Walker Art Center, Minneapolis Institute of Arts, Frederick R. Weisman Art Museum, and Minnesota Museum of American Art.
To provide contexts for observing and discussing ideas about the natural environment, human-made environment, and ecological issues in art.
1. Berenice Abbott, Murry Hill Hotel, 1935, black and white photograph, 9 3/8 x 7 1/4 in. and Broadway to the Battery, 1936, black and white photograph, 9 1/4 x 6 3/4 in., The Frederick R. Weisman Art Museum
2. Giovanni Antonio Canal (called Canaletto), Italian (1697-1768), Grand Canal from Palazzo Bembo, before 1740, oil on canvas, 24 1/4 x 36 3/8 in., The Minneapolis Institute of Arts
3. Frank Gehry, The Frederick R. Weisman Museum of Art, University of Minnesota, 1993, architecture - mixed media, The Frederick R. Weisman Art Museum
4. Marsden Hartley, Storm Clouds, Maine, 1906-07, oil on canvas, 30-1/8 x 24-15/16 in., Walker Art Center
5. Louis Lozowick, New York, ca. 1925-26, oil on canvas, 30-1/8 x 22-1/8 in., Walker Art Center
6. Mexico (Nayarit), House Group, 200 B.C.- A.D. 300, polychromed terra-cotta, 18 1/2 in. high., The Minneapolis Institute of Arts
7. David Nash, Standing Frame, 1987, charred white oak, linseed oil, 172 x 209-3/4 x 209-1/2 in., Walker Art Center
8. Georgia O'Keeffe, Oriental Poppies, 1928, oil on canvas, 30 x 40 1/4 in., The Frederick R. Weisman Art Museum
9. Vincent van Gogh, Dutch, 1853-1890, Olive Trees, 1889, oil on linen, 29 x 36 1/2 in., The Minneapolis Institute of Arts


When my three-year old woke up the other day, the first thing she did was ask, ” can we do an experiment today?” Seriously.
An “experiment” happens to be three-year-old-code for setting up a concoction station. Also known as magic potion lab. Because this mini-sicence lab activity raises so many questions, engages my child fully, and challenges her curiosity, this is a request that I almost never refuse to fulfill.
The beauty of the magic potion lab is that you can source your pantry and pull out whatever you desire. No special trip to the market is necessary. I don’t know about you, but I am in love with projects that are convenient and low-cost.
The following supply list is what we started with, but feel free to work with what you’ve got.
- Baking Soda
- Liquid Watercolors or Food Coloring
- Tall Glass Mason Jar
- Pipette or Eye Dropper
- Kitchen Towel
Tip #1: Set this up in the kitchen
We’ve done this in other rooms of the house and even outside, but the kitchen works the best because it’s near a water source, the floors are made to be spilled on, and ingredients are close at hand.
Clear some counter space. Set up all your supplies. In this case we used a tall mason jar, a small jar of liquid watercolors, a small pitcher to fill with water and oil, and a rag for wiping up messes.
I encourage children to do all the work themselves and the little pitcher makes this especially doable.
Tip #2: Introduce just a few ingredients at a time
You might feel inclined to offer your child a smorgasbord of ingredients to pick and choose from, but this tends to be overwhelming and it will actually shorten your child’s attention span. A better bet is to introduce just two or three ingredients at a time. This way, your child will learn about the unique properties of those ingredients and understand what happens when they combine.
In the picture (above), we worked with water, oil, and liquid watercolors to explore the phenomena of immiscible liquids (or those liquids that don’t mix, such as water and oil).
Tip #3: Always keep a supply of baking soda and vinegar in the pantry
When my children or their neighborhood friends ask me if they can make concoctions, they inevitably have baking soda and vinegar explosions in mind. Invest in a gallon-sized bottle of vinegar for just a couple dollars and you’ll keep the alchemy troops happy for a long time.
Two questions for you:
Do you have any tips for setting up a magic potion lab? And what science project has held your child’s attention for longer than you might have expected?
If you loved this post by Rachelle of TinkerLab you will love other ideas of hers and other bloggers over on our Science For Kids Pinterest board. Check back here tomorrow for even more fun!


Global/Multicultural Perspectives Definition:
The actual history of art is by nature multicultural. Global Perspectives in Art education fosters inclusion of multicultural histories, promote equity in gender representation, embrace a variety of art forms and aesthetics and use resources consciously with the interconnected and pluralistic nature of life as foundational.
Multiple Art Histories: Multiple art histories are worthy of inclusion and study. Many may have oral traditions. Some may have been infused in the canon of Western art texts. Naming of cultural groups respectfully should replace labels connoting inferiority such as"primitive," "naive," etc. Social agendas have determined historic exclusion of and support fßor certain art in the past.
Inclusiveness of Artists and Art forms: Inclusiveness is the attitude of welcoming all sorts of artists and art forms into the world of art and art history. Artwork and texts reaffirming group pride and achievements enrich and rebalance the curriculum.
Women's Art and Gender Equity: Women artists have existed throughout time. "Herstories," are being acknowledged as important, reversing repression and exclusion of women's art. Feminist Art began to bring attention and change to inequities in art history, women's issues, artistic achievements of women, the art of crafts and the value of collaboration and multiple interpretations of art.
Using and Sustaining Resources: Art incorporating global perspectives attends to consideration for the earth's resources. Throughout time, artists have utilized natural and synthetic materials in many ways. Careful use of resources can affect their sustainability. Preservation of art objects and structures is also of concern.


Teaching and Learning in the information age
Monday, January 20 2014, 19:00 – 20:30
Mass-produced products were the central commodity of the Industrial Age. When these products were replaced by information as the focal-point of the economy our era became the Information Age. Though in this sense economic issues are the defining element of an "age", information, and the digital technologies that make it so readily available, affect all aspects of society – including, and perhaps especially, education.
Acquiring information has always been a central aspect of education. In previous eras information was scarce and acquiring it was difficult. Today's digital technologies make it ubiquitous so that "knowing" something has become knowing how to find what we need rather than remembering or memorizing. This fundamental change compels us to ask what is important to know today, and also how we can best learn what we have determined is important.
This webinar will attempt to give a broad overview of the ways in which digital technologies are influencing education. It will examine how our understanding of literacy is changing, and will question whether "knowing how to find the answer" is today sufficient, or whether we still must learn to "know the answer". It will ask how having "information at our fingertips" influences, for better or for worse, the learning process.
The webinar will examine the ways digital technologies affect the ways teachers construct learning environments – both teacher-centered and student-centered – and will ask when each of these might be preferable. It will also examine the role of "big-data" in education today, questioning how data-driven evaluation, made possible through the ubiquity of digital devices in the classroom, may be changing the "art" of teaching into a "science".
Jay Hurvitz holds an M.A. in Computers and Communications in Education from the School of Education of Tel Aviv University.
From the mid-1990's he has taken part in many of Israel's first internet-based learning projects, including developing some of the first courses for the Aviv Virtual School. Throughout the decade of 1999 – 2009 he served in the Department of Elementary Education of the Ministry of Education as the "resident expert" on learning with the internet.
Today he works as a didactic advisor for the development of online courses at the Institute for Online Learning at the Achva Education College, and trains teacher educators in the Information and Communications Technologies Professional Specialization two-year program at The MOFET Institute.
He blogs extensively on issues dealing with internet in the learning process on his Hebrew blog.


Katy Chase has bug viewers, digital microscopes, binoculars and GPS navigation systems at her disposal when she shares her knowledge about environmental science with the community.
Using two recently purchased environmental science kits, Chase is one of 15 University of Mary Washington students teaching local families at the England Run Library as part of a partnership with UMW.
She aims to ignite in them a similar passion and appreciation for science that she holds dear.
“In schools teachers might be a little afraid of science and kids aren’t always exposed to different tools and materials related to the sciences. They learn a lot from textbooks,” said the environmental science and Master of Science in elementary education student.
She’s already spread her love for science to Brazil, where as an intern, she taught environmental science in public schools. After she graduates, Chase plans to continue in the classroom, either home or abroad.
Using the kits, Chase creates lesson plans and uses them in the England Run Library MakerLab. The Lab also includes a 3-D printer, engineering kits and robotics equipment on loan from UMW.
All of this is possible because of Professor of Education George Meadows’ interest in teaching all students about science and technology in cool and creative new ways and a philosophy called place-based education.
“[Elementary] students often will learn about things like the Amazon and very exciting environments like the desert and volcanoes, as well as exotic animals like whales, sharks and tigers,” said Meadows. “Place-based education would say instead of focusing on all of that, focus on what’s local. The animals and plants you see locally and understand how they live, how they interact with their environment, how they interact with one another, understand that first and then you can start learning about the more exotic examples and also have a better grounding to deal with some of the problems like global warming or endangered species.”
Chase and Meadows are both proponents of this teaching philosophy. In fact, Meadows felt that Chase would be the perfect student to implement it and recommended she participate for that reason.
At its core, the idea is to get kids outdoors and learning.
Chase takes students outside to catch bugs and examine them through the bug viewers. Students collect water and dirt samples to study them under the microscope and explore the woods outside of the library using GPS navigation.
Meadows said Chase’s science background gives her an edge.
“That’s a great foundation to build on,” he said. “Adding place-based education instruction will insure that she will be even more dynamic in the classroom.”
Said Chase, “I love the opportunity to get kids interested in science.”


Set the stage for reading and writing success with these ready-to-use alphabet practice packets! Each four-page packet—one for each letter of the alphabet—includes fun, meaningful activities that offer the repeated practice kids need to really learn their letters. Activities teach and reinforce letter recognition, letter-sound relationships, letter formation, and sight word vocabulary. Writing guides, pictures, drawing activities, and sign language diagrams provide extra support for kids of all learning styles, as well as RTI and ELL students. Perfect for independent practice, small groups, learning centers, or homework!
Research shows that “supporting literacy and language skills in the first language provides a base for successful literacy development in the second language” (Snow, Burns, & Griffin, 1998, as cited by Northwest Regional Educational Laboratory, 2005). One way to implement that strategy using the packets is to give English Language Learners opportunities to teach others how to say the letter names and words for pictures in their first language.


Hot List 2: Resources and Links for Tutors of Reading
Compiled by Frank P. Nardelli II, Debby Kuhl, and Bonnie Schramm
Released July 28, 1998
Updated February 8, 1999
Remember, you can download and print up this page in Acrobat format by clicking here.
Chall, Jeanne S., Roswell, Florence G., Fletcher, Mary Beth, Richmond, Deborah (1998). Teaching Children to Read: A Step-by-Step Guide for Volunteer Tutors. Elizabethtown, PA: Continental Press.
This book offers the tools needed to become an effective tutor--including lesson plans, activities, and answers to frequently asked questions.
Herrmann, Beth Ann (1994). The Volunteer Tutor's Handbook. Newark, DE: International Reading Association.
The Volunteer Tutor's Toolbox offers tutoring ideas, teaching activities, and evaluation suggestions for volunteers who are working in classroom or adult literacy programs.
Johnston, Francine R., Invernizzi, Marcia, Juel, Connie (1998). Book Buddies: Guidelines for Volunteer Tutors of Emergent and Early Readers. New York: The Guilford Press.
A guide for instructors and volunteer tutors in establishing a proven tutorial program for the early grades. There is a comprehensive compilation of activities, assessments, and resources. Includes leveled book lists, tutoring materials and lesson plans.
Laminack, Lester L. (1998). Volunteers Working with Young Readers. Urbana, IL: National Council of Teachers of English.
A guide with examples that highlight a young child's literacy development. The book gives an overview of reading and addresses how to work with readers.
Pinnell, Gay Su, Fountas, Irene C. (1997). Help America Read: A Handbook for Volunteers. Portsmouth, NH: Heinemann.
This companion book to the Help America Read Coordinators Guide is a support guide for the classroom volunteer. It includes ten ways to help children, sample lesson plans, management tips and information of phonics and reading fluency.
Pinnell, Gay Su, Fountas, Irene C. (1997). Help America Read: Coordinator's Guide. Portsmouth, NH: Heinemann.
Provides information about how to recruit, organize, train and advise classroom volunteers. Includes specific training materials on ten ways to help children read and write as well as inservice training transparencies and sample parent letters.
Roller, Cathy M. (1998). SoWhat's a Tutor to Do?. Newark, DE: International Reading Association.
The author provides a step by step outline of a tutoring session including specific strategies and activities within each segment of a lesson. Each chapter concludes with a section for the supervisor supporting professional development, organization and implementation of a tutorial program.
Reading Partners: The Read WriteNow! Partners Tutoring Program
at the University of Deleware
Success for All
at Johns Hopkins University
Center for Research on the Education of Disadvantaged Students (CDS)
at Johns Hopkins University (Project #7113: Tutoring)
http://www.csos.jhu.edu/cds/cds.html (Warning: This link does not work anymore and requests to locate the center have not worked.)
The Building Tool Room About Effective and Replicable Programs for Students Placed At Risk in Elementary and Middle Schools
The Center for Social Organization of Schools, Johns Hopkins University
at Curry School of Education, University of Virginia