William Torrey Harris quotes
(Washington DC Commissioner of Education, one of “Committee of Ten” (see below at end), helped found the first public kindergarten (with help from Susan Blow), as he was then superintendent of St Louis public schools. )
Our schools have been scientifically designed to prevent over-education from happening. The average American [should be] content with their humble role in life, because they're not tempted to think about any other role.
– William T. Harris, U.S. Commissioner of Education, 1889
"Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual."
"The great purpose of school can be realized better in dark, airless, ugly places ... It is to master the physical self, to transcend the beauty of nature. School should develop the power to withdraw from the external world."
Committee of Ten by the late 1800’s, it became apparent that there was a need for educational standardization.
Across the nation, and within communities, there were competing academic philosophies to resolve. One philosophy favored rote memorization, whereas another favored critical thinking. Along another dimension, one philosophy considered American high schools solely as institutions that would from the start (, sometimes based on race or ethnic background,) divide students into college-bound and working-trades groups, whereas another philosophy attempted to provide standardized courses for all students. Somewhat similarly, another philosophy promoted classic Latin/Greek studies, whereas other philosophies stressed practical studies.
To resolve these issues, the National Education Association formed The 1892 Committee of Ten. Committee members were chosen from educators across the United States, primarily from colleges and universities. The committee was chaired by Charles William Eliot, the president of Harvard University. Twelve years of education were recommended, with eight years of elementary education followed by four years of high school. All students would be taught, regardless of their further education plans or careers.


MATH 3203 Teaching Math in Elementary Schools -- 3 unit(s)
Effective instructional models and strategies for teaching elementary school mathematics; involves selecting and designing mathematical tasks, creating an environment, and orchestrating discourse. Using and supplementing mathematics materials within a sound psychological framework for making instructional decisions.
Term: Summer 2013
Start/End Date: Jun 10, 2013 - Aug 2, 2013
Meeting Time: Tue, Thur, 6:30 PM - 8:30 PM
AdobeConnect: June 11-June 27; Arranged: July 1-July 12; AdobeConnect: July 16-August 1
Location (Facility ID): Adobe Connect
Instruction Mode: Online
Matthew Webb, Assistant Professor
Class Section: 60
Class Nbr: 2429
If two numbers are listed, undergraduate level class number is listed first, graduate level class number is listed second.
Course Notes: This course is part of the 2+2 Elementary Education DMACC 2011 cohort.
This course will utilize Adobe Connect
For more information:
Carolina Wilson, Continuing and Distance Education
Phone: 800-648-3864 or 319-273-2121


ERIC Number: ED235167
Record Type: RIE
Publication Date: 1981
Reference Count: 0
The Child With Cerebral Palsy in the Regular Class.
This handbook was developed to help the teacher deal successfully with physical problems involved in having a child with cerebral palsy mainstreamed into the regular classroom. Characteristics of cerebral palsy are described, and it is pointed out that most children with this affliction have average or above average intelligence. Classroom activities are described which will prepare nonhandicapped children mentally and emotionally for the arrival of their handicapped classmate, and which will demonstrate to them ways in which they can be helpful. Suggestions are made on obtaining resources from associations which offer services to the physically disabled. Possible modifications in classroom arrangement are discussed as well as ways in which instructional materials may be adapted for easier manipulation. A detailed description is presented of the functions and potentials of wheelchairs. A bibliography of books for children, parents, and teachers is included as is a list of organizations which provide additional resources for the physically handicapped. (JD)
Descriptors: Adaptive Behavior (of Disabled), Cerebral Palsy, Class Organization, Classroom Communication, Communication Aids (for Disabled), Elementary Education, Instructional Materials, Mainstreaming, Peer Acceptance, Physical Mobility, Student Characteristics, Teacher Role, Teaching Methods, Wheelchairs
Publication Type: Guides - Non-Classroom; Reports - Descriptive; Reference Materials - Bibliographies
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Personnel Preparation.
Authoring Institution: American Federation of Teachers, Washington, DC. Teachers' Network for Education of the Handicapped.
Note: For related documents, see SP 023 083-088.


Personal Digital Archiving
Increase your understanding of common digital files—digital photos, recordings, video, documents, and others—and learn what it takes to preserve them. Technology changes rapidly. If you don’t actively care for your digital possessions you may lose access to them as some technologies become obsolete. Learn about the nature of the problem and hear about some simple, practical tips and tools to help you preserve your digital stuff.
ALCTS thanks The MediaPreserve for sponsoring this webinar and supporting Preservation Week.
Originally presented on Wednesday, April 24, 2013.
- the nature of the problem
- simple practical tips to describe and save digital files
- tools that can be used
Who Should Attend
Anyone with an interest in preserving their own digital photos, documents, recordings, videos, and other digital files.
Mike Ashenfelder, Digital Preservation Project Coordinator, has worked for the National Digital Information Infrastructure and Preservation Program at the Library of Congress since 2003. He writes about personal digital archiving, leaders in digital preservation and new developments in digital preservation. He also produces public information videos and podcasts. Before joining the Library of Congress, he worked for a decade in the Bay Area as a technical writer.
Mike has a Bachelors degree in Music Education from the Berklee College of Music and a Masters in Music History from San Francisco State University.
How to Register
No registration required. Access materials now:
Computer with Internet access (high-speed connection is best) and media player software. Headphones recommended.
If you receive a Codec error when playing the recorded file with Windows Media Player, download the gotowebinar codec file from: https://www1.gotomeeting.com/codec?Portal=www.gotomeeting.com The Codec acts as a patch that allows the recording, which is created with a higher version of Media Player, to play in version 7. For more information on playing the recording, see the FAQ.


The National Commission for Protection of Child Rights (NCPCR) was set up in March 2007 under the Commission for Protection of Child Rights Act, 2005, an Act of Parliament (December 2005). The Commission’s Mandate is to ensure that all Laws, Policies, Programmes, and Administrative Mechanisms are in consonance with the Child Rights perspective as enshrined in the Constitution of India and also the UN Convention on the Rights of the Child.
WHO IS A ‘CHILD’?
According to international law, a child means every human being below the age of 18 years. This is a universally accepted definition of a child and comes from the United Nations Convention on the Rights of the Child (UNCRC), an international legal instrument accepted and ratified by most countries.India has always recognised the category of persons below the age of 18 years as distinct legal entity. That is precisely why people can vote or get a driving license or enter into legal contracts only when they attain the age of 18 years. Marriage of a girl below the age of 18 years and a boy below 21 years is restrained under the Child Marriage Restraint Act 1929. Moreover, after ratifying the UNCRC in 1992, India changed its law on juvenile justice to ensure that every person below the age of 18 years, who is in need of care and protection, is entitled to receive it from the State.
What makes a person a ‘child’ is the person’s ‘age.’ Even if a person under the age of 18 years is married and has children of her/his own, she/he is recognised as a child according to international standards.
While all children need protection, because of their social, economic, or even geographical location, some children are more vulnerable than others and need special attention. These children are:
# Homeless children (pavement dwellers, displaced/evicted, refugees etc.)
# Migrant children.
# Street and runaway children.
# Orphaned or abandoned children.
# Working children.
# Child beggars.
# Children of prostitutes.
# Trafficked children.
# Children in jails/prisons.
# Children affected by conflict.
# Children affected by natural disasters.
# Children affected by HIV/AIDS.
# Children suffering from terminal diseases.
# Disabled children.
# Children belonging to the Scheduled Castes & Scheduled Tribes.
WHAT ARE CHILD RIGHTS?
All people under the age of 18 are entitled to the standards and rights guaranteed by the laws that govern our country and the international legal instruments we have accepted by ratifying them.
THE CONSTITUTION OF INDIA:
The Constitution of India guarantees all children certain rights, which have been specially included for them. These include:
# Right to free and compulsory elementary education for all children in the 6-14 year age group (Article 21 A).
# Right to be protected from any hazardous employment till the age of 14 years (Article 24).
# Right to be protected from being abused and forced by economic necessity to enter occupations unsuited to their age or strength (Article 39(e)).
# Right to equal opportunities and facilities to develop in a healthy manner and in conditions of freedom and dignity and guaranteed protection of childhood and youth against exploitation and against moral and material abandonment (Article 39 (f)).
Besides these they also have rights as equal citizens of India, just as any other adult male or female:
# Right to equality (Article 14).
# Right against discrimination (Article 15).
# Right to personal liberty and due process of law (Article 21).
# Right to being protected from being trafficked and forced into bonded labour (Article 23).
# Right of weaker sections of the people to be protected from social injustice and all forms of exploitation (Article 46).
Research, documentation and interventions by government and the civil society groups in the past have clearly brought forth some of the following child protection issues and categories of children that deserve special protection:
# Gender Discrimination.
# Caste discrimination.
# Female foeticide.
# Domestic violence.
# Child sexual abuse.
# Child marriage.
# Child labour.
# Child prostitution.
# Child trafficking.
# Child sacrifice.
# Corporal Punishment in schools.
# Examination Pressure and Student Suicides.
# Natural disasters.
# War and conflict.
In the efforts to improve the implementation of the Juvenile Justice System in the country UNICEF is also supporting the government with the development of training materials for the Judiciary and various other functionaries of the system like the child welfare committee members, police and care-takers in the various institutions under the Act.
Picture Credits: andreas.laursen /Flickr.


Let's look at polygons. The word itself means 'many angles', and every polygon has the same number of angles as sides. Have a look around the room and see if any of our charted shapes jump out at you. Print the chart and post it up to keep kids referring back and discovering.
What you need:
computer with internet access
There is a misconception amongst some parents that mathematics education does not seriously begin until the first formal year of schooling. In fact your pre-kinder student has already begun developing a range of mathematical behaviours which will support their numeracy development.
These emerging numeracy skills, like all milestones, will develop within the context of opportunity and repetition at the individual pace of your child.
Shapes are the base of many mathematical activities and to identify these shapes, it is important for kids to see examples and learn the differences between them. Our simple, printable charts will help your kids better understand the differences between polygons.
Print the full polygon chart and thefull polygon table to help your kids learn the differences in numbers of sides and angles with a visual aide to follow.


The Freedom of the Seas
BRANGWYN, Sir Frank William (1867 - 1956)
Media: lithograph on paper
Acquired: 1919; Presented by Ministry of Information
Accession Number: NMW A 13153
Collection: The Great War: Britain's Efforts and Ideals
A group of sailors, adrift on the sea, heroically beat off the deadly attack of a sea monster, symbolising the battle against the enemy.
Brangwyn was born in Bruges, but moved with his family back to Britain at a young age. He received little formal art education, yet during his successful career he turned his hand to oil painting, watercolour painting, printing, architecture and design.
Brangwyn was not an official war artists, yet he produced over 80 posters and designs for War Bond Stamps. He was a member of the Senefelder Club, which promoted lithographs. He would print his own images, drawing directly on a lithogrpahic stone rather than using transfer paper.


Number Pieces, a free new elementary education math app from The Math Learning Center (MLC) (www.mathlearningcenter.org) and Clarity Innovations (www.clarity-innovations.com) aims to help students develop a deeper understanding of place value while building their computational skills with multi-digit numbers. Young learners manipulate virtual base 10 pieces to represent multi-digit numbers, regroup, add, subtract, multiply, and divide. Number Pieces also provides a drawing tool to label representations and show their understanding.
Number Pieces is the third app in the growing MLC collection, joining the Geoboard and Number Rack apps released in the spring of 2012. Additional virtual manipulatives are planned for release this year.
To download the apps and access web versions, visit The Math Learning Center: http://catalog.mathlearningcenter.org/apps


Integrating the Use of Computers in Elementary Rural Schools
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EdMedia: World Conference on Educational Media and Technology, Jun 25, 2007 in Vancouver, Canada ISBN 978-1-880094-62-4
The intent of the study is to identify the particular needs of rural teachers in terms of computer training and in the adoption of digital tools in their math classes. Fourteen teachers from a public elementary school in a low-social-class neighborhood in Mexico City and fourteen teachers from six schools in a small town called Atlacomulco volunteered to participate. The computer-based teaching practices in mathematics classes of rural teachers were compared with those of the suburban teachers. The study concludes that there is no difference in the teaching approach of suburban and rural teachers when they use computers in their math classes. The results of the present study may be useful to those related to the training of teachers in the use of computers in elementary education.
Garcia-Tello, H. (2007). Integrating the Use of Computers in Elementary Rural Schools. In C. Montgomerie & J. Seale (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2007 (pp. 57-63). Association for the Advancement of Computing in Education (AACE). Retrieved May 31, 2016 from https://www.learntechlib.org/p/25358.
© 2007 AACE


Singing Express is a complete scheme for singing in the primary years. It supplies everything that children and teacher need for singing together - brilliant, cross-curricular singing materials, which naturally and easily help grow confident voices and full guidance and help with using them.
Each book and DVD-ROM pack provides songs, chants, rhymes, stories and warm ups. Easy to access, easy to learn and share with children. The materials are designed for whiteboard display and include backing tracks, lyrics, song movies and specialist singing help whenever needed.
Singing Express 2 is the second in a series of four packs and is for ages 6-7 years.
'There should be at least one copy in every school.' Professor Graham F Welch, PhD, Chair of Music Education, Institute of Education, University of London.


|About the Book|
Promoting children’s desire to read and write is as important as helping children develop the necessary understandings and skills essential for learning how to read and write. Without motivation, children will read and write relatively little and only what and when they must.
This book addresses:
1. What children need to learn in these early years
2. The strategies teachers can use to help children acquire these foundations
3. The features of emergent literacy and language understandings and skills
4. How to design the physical environment in early childhood classrooms, preschools and pre-K programs to support language and literacy learning
Teachers and families can use this book to support young children develop the knowledge, and skills needed for later success in learning to read and write.
Are you participating in a study group using this book? Author Judith Schickedanz will respond to selected questions emailed to her from designated study group leaders/members.
“This is a masterful must-read for anyone interested in the literacy development of young children. Research on language, reading, writing, and motivation is woven seamlessly together with precise instructional guidance. For teachers, this book offers a treasure trove of practical advice; for parents, literacy coaches, and university faculty, it provides a broad, accurate view of early literacy development and pedagogy.”
—David K. Dickinson, Professor, Vanderbilt University
“In their new edition, Schickedanz and Collins have continued the heart of their argument from the first edition of More than the ABCs: the foundations of literacy laid down during the early years involve considerably more than merely learning the alphabet and acquiring the alphabetic principle.”
—Lea M. McGee, Marie Clay Chair of Reading Recovery and Early Literacy, The Ohio State University
“So Much More Than the ABCs is a must-read for parents and teachers of preschoolers. This outstanding book is based on research and the authors’ lifetime experiences devoted to the study of early literacy.”
— Lesley Mandel Morrow, Professor of Literacy, Rutgers University
“Drs. Schickedanz and Collins' text offers explicit guidance for teaching children not only decoding skills but also interesting strategies for teaching children how to interact with both narrative and expository text. A special feature is the chapter about reading with infants and toddlers, which is critically important for both parents and caregivers.”
— Billie J. Enz, Emeritus Professor, Arizona State University
|About the Authors|
Judith A. Schickedanz, PhD, is professor emerita at Boston University. She has authored numerous articles and books, including Increasing the Power of Instruction (NAEYC, 2008); Writing in Preschool (International Reading Association, 2009); and Understanding Children and Adolescents (Allyn & Bacon, 2000).
Molly F. Collins, EdD, is a lecturer in the Department of Teaching and Learning, Peabody College, Vanderbilt University. Her articles include “Sagacious, Sophisticated, and Sedulous: The Importance of Discussing 50-Cent Words with Young Children” (Young Children, 2012).


Reading about ‘connectivism’ and trying to assess where education will be in the future caused me to scratch my head.
Isn’t this what we are doing with the CoETaIL course? Isn’t this where our society has already landed in the education realm?
Yes, there are still classrooms worldwide that have limited technology, but are there really still educators out there that do not acknowledge the need for technology and being connected?
I have taught at a wide variety of schools pulic, private and international and tech resources have been just as multifarious. My current school is about as low tech as I have seen in the last 10 years, but they still promote the importance of learning with 21st century tools. I have an Apple TV in my classroom and have been provided with an iPad. Although I cannot gain ANY access to computers during the day and have been told that I cannot rely on all students to have internet access at home, I have never been discouraged from using my CoETaIL findings in my Literature classroom. So, my question remains are there really educators out there with their head stuck in the 21st century sand?
The article titled, “Connectivism: A Learning Theory for the Digital Age,” helped me to nail down the definition of connectivism.
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
With this in mind, we have to know that online learning and MOCC’s are a way of the future.
I think the only apprehensions I have about technology in the future classrooms is when I am tempted to use technology to substitute or augment my curriculum. I am learning how to modify and redefine what the reading and literature classroom looks like with NOOKS and KINDLES aplenty. I am striving to find creative and innovative ways to teach British Literature and the rich history to students that would prefer to be gaming in a virtual world. I am determined to gain more knowledge about online reading comprehension strategies for middle and high school students!
Do I know what the future classroom looks like? Maybe we could ask one of those magic 8 balls – Will education as we know it change because of technology?
ALL SIGNS POINT TO YES!


ERIC Number: ED035964
Record Type: RIE
Publication Date: 1969
Reference Count: 0
Discipline in the Classroom. From Today's Education, NEA Journal; Selected Articles of Continuing Value to Elementary and Secondary School Teachers.
National Education Association, Washington, DC.
Increasing student unrest, coupled with the acute problems of the inner city, indicate that the problem of maintaining pupil discipline is gathering intensity. This document contains 34 articles about discipline that have been published in Today's Education: NEA Journal since 1942. Articles applicable to both the primary and the secondary levels suggest that a better curriculum may lead to better discipline. Creative teaching, knowledge of a student's likes and dislikes, and the avoidance of riducule can also lead to fewer discipline problems. Articles pertaining directly to the elementary level stress the benefits of teaching self-discipline at an early age. The disturbed child in the classroom is also covered. The articles dealing with secondary school students consider discipline problems of classroom groups and problems with individuals. Thirteen classroom incidents are included to give a dimension of actual experience in handling specific problems. (Author/LN)
Descriptors: Anthologies, Attention Control, Behavior Theories, Delinquency Prevention, Discipline, Discipline Problems, Elementary Education, Emotional Disturbances, Guidelines, Handicapped Children, Literature Reviews, Problem Children, Secondary Education, Student Behavior, Teacher Behavior
NEA Publications-Sales Section, 1201 Sixteenth St., N.W., Washington, D.C. 20036 (Stock #381-11878, $1.50, quantity discounts)
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.


Oregon K-12 Literacy Framework
The Oregon K-12 Literacy Framework is designed to support districts and schools as they work toward every student reading and writing at grade-level and earning an Oregon Diploma.
Lexiles in Oregon
The Lexile Framework for Reading® measures student reading ability and text on the same scale--enabling educators to match student reading ability with text difficulty.
Response to Intervention (RTI)
RTI is a process that utilizes high-quality instruction, intervention matched to student need, progress monitoring, and data for instructional decision-making.
Acceleration for Delayed Readers
Programs and strategies to accelerate reading acquisition for K-3, 4-12, and Adult Basic Learners.
Start Making a Reader Today (SMART) engages community volunteers to read one-on-one with K-3 children who need literacy support.
Oregon Literacy PlanThe Oregon Literacy Plan is designed to ensure that in their first 18 years, young Oregonians will develop strong literacy skills that will prepare them for school, college, and career.
Common Core State Standards On October 28, 2010 the State Board of Education adopted the Common Core State Standards (CCSS) for English Language Arts & Literacy.
The goal of the EBISS Project is to increase student outcomes by assisting school districts and early childhood programs to implement a continuum of effective and sustainable school-wide academic and behavioral support systems.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Standardized, individually administered measures of early literacy development with online reports free to all Oregon K-3 classrooms.


Depending on the disposition of your two-year-old, you may be in the midst of the most terrible or terrific time in her life! While you may not feel like it some days, this too shall pass. In the meantime, what can be done with a two-year-old to foster learning, make memories and help save your sanity along the way?
“Get down on the child's level, sit on the floor, or at their play table & do something that requires both of you using your hands, example, finger painting, water colors, play dough,” advises toddler teacher Dianna Vavrik. “Show them you remember how to play, giggle, and in general can be silly with them!”
Create a Craft
Toddlers love crafts and making messes! Messes can be cleaned up and the skills and fun your child will derive from these activities will be well worth the mess.
- Strengthen fine motor skills by giving your child a variety of materials to write and draw with. Crayons, markers, colored pencils and different kinds of paper including notebooks, small pieces of scrap paper, even old wrapping paper will make drawing more inviting.
- Give your toddler a pair of child-safe scissors and help her cut (with supervision of course). Old newspapers, magazines, or small pieces of ribbon are great for practicing beginning cutting skills.
- Toddlers love stickers, and manipulating them is great for fine motor development. Let her decorate boxes, paper towel tubes or make her own sticker book. You don’t have to save everything: remember it is the process and not the product that's important for young children.
Young children love to imitate what they see you doing in your everyday life. Give her a few props and watch as she recreates your life before your eyes!
- Create an area that can be used for acting. Include some costume pieces (hats and vests are great) and some simple household props (baby dolls, play food and dishes). Your child may be engaged for hours, especially if you play with her. Let her be the mommy while you be the child!
- Act out favorite stories, rhymes and songs. The simplest props will do the trick and no costumes are necessary. You can make up your own ending to stories, too!
- Have Dad or older siblings help you role-play behaviors that you would like to have your toddler change. Have her give ideas for better ways to handle different situations.
Bounce and Boogie
Toddlers are all about movement! Rather than fight it, embrace this wiggly time in her life by making it fun for the whole family.
- Put on your favorite music and boogie. Surf the radio stations or your CD collection for different kinds of music and see what she likes. Talk about how some music is fast and some is slow. Move with the beat of the music and don’t be shy!
- Create an obstacle course outside (or inside on a cold or wet day). Use items for crawling over, under and through. Jump, turn in circles, sit on a chair or whatever you and your child can think of. See how fast she can do the whole course and have her try to go faster each time she tries.
- Make your own instruments using old cans, boxes and tubes. Add rice or beans, rubber bands or a spoon to create a fun homemade band. The classic pot and pan band is fun too (just a little more noisy!).
Learn About Language
Your child is at a critical moment for language development. Help build her vocabulary and prepare for reading and writing success.
- Make a book by stapling a few pages of paper together. Write your child’s name on the cover (after all, she is the author and illustrator) and allow her to illustrate her book using crayons, pencils and markers. If she has a story to go with it, you can write down the words on the pages.
- Read lots of books with your toddler. Make reading part of your daily routine and you will instill a love of reading in your child at a young age.
- Make up silly rhymes as you go through the day. Nonsense words are funny to toddlers and rhyming games are wonderful for early literacy development.
Bounce, giggle, act and create your way through your child’s two’s! She will love to have your attention and her favorite activity is spending time with you. Keep her active and having fun, and this time will likely be one you will fondly remember and cherish.


Before attempting to put meaning to the term “new literacies”, it is important we have a good understanding of the simple term “literacy” and how we can extend this form a new definition of a somewhat undefinable concept.
Literacy is a broad, conservative term that pretty much means that an individual has the skills required to use and process various forms of information in a way that is foundational to their learning. In other words, what was once labelled the ‘three R’s’, reading, writing and arithmetic. Now although in today’s day and age this idea seems a tad outdated and centralised, it does form the basis for us to think about what we should consider ‘foundational’ when defining new literacies. If years ago, to be literate meant only needing to be skilled in the above three areas, then today this definition should very much be extended to cover our dependency on technology and the world of digital media.
In a time when the world is more connected than ever before, not only digitally, but socially and culturally, why should literacy be restricted to pen, paper and words on a page? The increase of communications channels and media due to the rise of digital technologies means that what we now consider as ‘text’ has extended to cover modes such as visual, audio and linguistics. Not only this, but the way we are required to make meaning of these texts is dependent on an everchanging variety of social and cultural contexts.
What does this mean for 21st century, tech savvy students?
It means that the ‘new literacies’ are playing an ever increasing role in the education they are partaking it, not only as mediums but as content. What this means is that for our definition of new literacies we must not limit it to simply how we process these new forms of information, but also a knowledge of how we can better make these literacies work for us. In a time of decentralisation and collaboration of ideas and knowledge, what makes us literate today may be different or in addition to what makes us literate tomorrow. So ‘new literacies’ is a dynamic term, it is not bound to what is known now, but rather is certain to extend and encompass new ways of doing and learning in the future. Students should be aware that there are certain ‘rules of engagement’ when it comes to the use of new literacies. Henry Jenkins’s (2006) explains that “the new literacies almost all involve social skills developed through collaboration and networking.These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom”.
So ‘new literacies’ are not really radical new ways of communicating that completely void the importance of the traditional modes. They are born of the old and so still require the knowledge of foundational skills to correctly navigate and understand.
Houtman, E. (2013). New literacies, learning, and libraries: How can frameworks from other fields help us think about the issues? In the Library with the Lead Pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2013/new-literacies-learning-and-libraries-how-can-frameworks-from-other-fields-help-us-think-about-the-issues/Accessed February 14th, 2014


Don't toss out those old tortillas! Your child can use them to create her own tortilla chips in any flavor she can imagine. And, she’ll hone her culinary skills along the way.
What You Do:
- Start by helping your third grader preheat the oven to 425 degrees Fahrenheit. Now she can get out a sheet pan and measure and add the vegetable oil to the pan.
- Have your child stack the tortillas together and use a knife to create several triangles out of the circles. Not only is she honing her cutting skills, she’s learning more about shapes and math concepts.
- Now she can position the cut triangles of tortilla onto the oil coated sheet pan along with turning the triangles so they have oil on both sides, which will help them toast up nicely.
- Invite your child to place the tortilla chips in the hot oven and let bake for a couple of minutes and then remove using oven mitts, and flip the triangles using a spatula. Once the tortilla chips are toasted on both sides, she can remove them from the oven.
Now your child can sprinkle the warm tortilla chips with salt and pepper and enjoy with her favorite salsa! Or, for a special treat, your child can experiment with different flavors by sprinkling with cinnamon and sugar, or one of her other favorite seasonings.
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


This multicultural collection of child art has served researchers and professionals from disciplines including art history, art education, children's literature, elementary education, psychology, anthropology, and sociology. The International Collection of Child Art is a resource located in Milner Library, Illinois State University, and contains more than 8,600 original artworks from over 50 countries and cultures. Please visit the Digital Collections page to view artwork from the collection.
Researchers from The Ohio State University, Indiana University, as well as Illinois State University have analyzed images and information from the collection for a variety of studies. Authors have used selected artworks from the collection to illustrate concepts in texts, books, presentations, and articles.
For additional information about the collection, please contact the ICCA Curator.
Selected publications and presentations including ICCA information and images:
Anderson, Frances E. Art for All the Children: Approaches to Art Therapy for
Children With Disabilities 2nd ed. Springfield, Ill.: C.C. Thomas, 1992.
Anderson, Frances E. Art for All the Children: a Creative Sourcebook for the
Impaired Child. Springfield, Ill.: Thomas, 1978.
Barroqueiro, Daniella and Barry E. Moore The International Collection of Child Art:
Reflecting the Visual Culture of Childhood. National Art Education Association
Convention. New Orleans, LA. 30 March, 2008.
Hobbs, Jack A., Jean C. Rush. Teaching Children Art. Waveland Press, Long Grove, Ill, 2006.
Klein, Sheri. “Rockets to Rainbows: Humor as Conflict Resolution in Child Art.” Intercom: Indiana
Center on Global Change and World Peace. Autumn 1992: 1-5.
Lonbom, Kathleen. Global Perspectives: a Celebration of Children’s Art and Imagination.
World Library and Information Congress: 74th International Federation of Library Associations &
Institutions Conference and Council.Quebec, Canada. 12 August, 2008.
McFee, June King and Rogena M. Degge.. Art, Culture, and Environment : A Catalyst For Teaching.
Dubuque, Iowa : Kendall/Hunt Pub. Co.:c1980.
Moore, Barry E. and Richard A. Salome, Children's Art [filmstrip], Chicago : International Film Bureau,
Perez, Jeannine. A Cross-National Study of Child Art:Comparing for Universal and Culturally
Influenced Characteristics. Diss. Illinois State University, 1993.
Wachowiak, Frank and Robert D. Clements. Emphasis Art : A Qualitative Art Program for Elementary
and Middle Schools. 8th ed. Boston, MA: Pearson/Allyn and Bacon, 2006.


Obama's Misguided Education Policy
March 5, 2013
Virtually everyone agrees that education is vitally important to the future of America. President Obama has promised to use an evidence-based approach to education that implements only the policies that are proven to work. Despite his word, however, President Obama is pushing policies that are proven not to work, says Shikha Dalmia, a senior analyst, and Lisa Snell, director of education policy, at Reason Magazine.
- In his recent State of the Union address, President Obama promised more high-quality preschool based on "study after study," which shows the success of early childhood learning.
- Unfortunately, study after study shows the exact opposite -- publicly funded programs, like Head Start, make little difference in the long run.
Head Start is almost 50 years old and received an annual budget of more than $7 billion in 2011 to enroll about one million kids in preschool education. A majority of studies have found that the initial cognitive gains these children exhibit disappear by the time they enter regular school. Critics of this opinion argue that these studies fail to pass methodological muster by using non-random assignment and neglecting to track the kids long enough.
- An ambitious new Health and Human Services study addresses these methodological concerns.
- The study samples randomly for its control and test groups, and tracks all students until the third grade to assess any impacts of the federal program.
- The study found very little evidence of any beneficial impact on cognitive, socioemotional, health and parenting practices among students who attended Head Start.
The record on preschool is equally as dismal at the state level.
- Fourteen years after Oklahoma implemented universal preschool, its fourth grade reading score is down 10 points on the National Assessment Education Progress report card.
- Twenty-one years after implementing universal preschool, Georgia ranks 48th in terms of graduation rates.
- In each state, minority children fell to the national average once universal preschool was implemented.
If Obama were truly interested in evidence-based policies, he would extend funding to vouchers programs, which most studies suggest lead to higher graduation rates and improved reading and math outcomes. Instead, he has tried to cut the District of Columbia's very successful voucher program on the basis that its drains resources from public schools. In reality, the vouchers have been found to foster competition and improve education outcomes in public schools.
Source: Shikha Dalmia and Lisa Snell, "Obama's Lopsided Education Policy," Reason Magazine, February 28, 2013.
Browse more articles on Education Issues


Middle school learners are qualitatively different than younger learners. Teachers and parents can significantly enhance the learning of students this age by understanding the cognitive and social characteristics of middle school learners. Using the right instructional strategies to maximize the learning advantages and address the learning challenges of middle school learners can make all the difference in their success.
Middle School Cognitive Development
By ages 12, 13, and 14, most students have begun developing the ability to understand symbolic ideas and abstract concepts. According to Piaget’s classifications, students will range in development from the concrete operational stage of development to the ability to the formal operational stage. In fact, studies show that brain growth slows down during these years, so cognitive skills of learners may expand at a slower rate; however, refinement of these skills can certainly be reinforced. Generally speaking, most students share the following characteristics:
- Curious and willing to learn things they consider useful
- Enjoy solving “real-life” problems
- Focused on themselves and how they are perceived by their peers
- Resists adult authority and asserts independence
- Beginning to think critically
Middle School Social Development
Most middle schoolers experience conflicting values due to their changing roles within their family structure and the increasing influence of peers. Generally speaking, most students share the following characteristics:
- Need to feel part of a peer group, consisting of boys and girls, and are influenced by peer pressure and conformity to their group
- Prefer active over passive learning activities that involve working with their peers
- Need frequent physical activity and movement
- Need adult support, guidance, and calm direction
Middle School Instructional Strategies
Middle school students are very concerned about the labeling that takes place, when one is identified as a remedial reader. Labels and stereotypes are both externally imposed (by other students and, sometimes their parents) and internally imposed (by the students themselves). Lack of reading ability causes more self-defeating damage to students’ self-esteem as students grow older and the academic gap between themselves and good readers widens. Middle school teachers need to be extremely mindful of student self-perceptions and those of their peers. A few talking points to address with middle schoolers may prove helpful:
- “All students need help in some areas.”
- “This class is not for dumb students; it’s for students who just missed out on some reading skills.”
- “Unfortunately, some of your past reading instruction was poor; it’s not your fault that you have some skills to work on.” a.k.a. “blame someone else”
- “You will learn in this class. If you come to class willing to try everyday, you will significantly improve your reading, I promise.”
- “You will be able to chart your own progress and see what you are learning in this class.”
- “You aren’t in this class forever. As soon as you master your missing skills, you are out.”
Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use—a perfect choice for Response to Intervention tiered instructional levels. Get multiple choice diagnostic reading assessments , formative assessments, blending and syllabication activities, phonemic awareness, and phonics workshops, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 586 flashcards, posters, activities, and games.
Also get the accompanying Sam and Friends Phonics Books. These eight-page decodable take-home books include sight words, word fluency practice, and phonics instruction aligned to the instructional sequence found in Teaching Reading Strategies. Each book is illustrated by master cartoonist, David Rickert. The cartoons, characters, and plots are designed to be appreciated by both older remedial readers and younger beginning readers. The teenage characters are multi-ethnic and the stories reinforce positive values and character development. Your students (and parents) will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.
Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, English-language learners, and Special Education students. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.


By Melissa Payne
Imagine that you’re a child- or even a teenager- with asthma. Every day you go to school. It’s up to you to tell someone when you start to feel wheezy or your breathing is uncomfortable. But, sometimes it’s hard to stop or slow down what you’re doing and tell an adult.
So, what if there was a way for you to know what the air quality was going to be like- just by walking into school every morning? Your teachers would know. Your coaches would know. You would know. Everyone would have a part in keeping you and other kids healthy on poor air quality days.
As an adult, there’s something you can do to help your school make this a reality. The School Flag Program helps protect children’s health by increasing awareness about air quality and the effect it can have on children.
Local air quality can affect our daily lives and trigger asthma attacks. Like the weather, air quality can change from day to day. EPA developed the Air Quality Index, or AQI to make information available about the health effects of common air pollutants, and how to avoid those effects.
The School Flag Program is based on the AQI and participating is really simple. School officials raise the flag each day based on the colors of the AQI (green =good, red=unhealthy, etc.). The flag colors let kids, teachers, coaches and the rest of the community know what the air quality forecast is for the day. Using the program activity guidelines schools can modify their outdoor activities when the air quality is unhealthy.
To get your local school started, speak to someone in the school front office, a teacher, or coach. You can direct them to www.airnow.gov/schoolflag or print out a fact sheet from the website. It’s an easy way to keep kids healthy!
About the author: Melissa Payne works in the Office of Air Quality Programs and Standards and likes to write about science for kids of all ages.


An early music education that rocks!
A weekly class for preschoolers that is designed for kids to join at any time and billing is non-committal - we bill by the month.
Whether they’re a budding rock-star or an aspiring classical soloist, Rock City is the place to find real music education for your preschooler. Through dynamic musical and movement-based activities, exposure to live instruments and musically inspired story-time, budding young musicians gradually develop the skills needed to read music, play simple rhythms and develop fine motor control - skills that are essential for future success in playing an instrument. Classes focus on foundational musical concepts such as fast and slow, sound and silence, high and low and even singing and playing major scales, and with our special take-home activity materials, their musical adventures will last all week long!
Benefits of Music
- Challenges the brain in new ways
- New motor skills must be learned and coordinated
- Profound and seemingly permanent changes in the brain structure
Music & Mathematics
- Patterns of chords, notes and key changes
- Counting of beats, rests & how long to hold notes
- Geometry to remember correct finger positions for notes or chords
- Sequences called intervals are the differences between notes
- Ratios, proportions and equivalent fractions understanding are required to read music
Music & Reading
- Strong association between music instruction & reading ability
- Positive transfer occurs between language and reading
- More music skills result in greater degree of phonological awareness
- Music perception taps and enhances auditory areas
(How the Brain Learns by David Sousa, pg 225-229) Read More


Early Childhood Curriculum
Marvelous Explorations Through Science and Stories: MESS®
Marvelous Explorations Through Science and Stories: MESS is a science-centered early childhood curriculum enhancement. The goal of MESS is to foster children's language development, literacy development, problem solving, curiosity and motivation, and general knowledge through science experiences.
MESS includes 10 month-long units that are appropriate for 3- through 5-year-old children. Each unit includes field-tested science experiences, suggestions for ways to integrate each topic across the curriculum, lists of recommended books and science materials, and ideas for involving families in children's learning at home and in other settings.
Educators' Guides & Recommended Materials
- Alachua County Library District
- Alachua County Public Schools
- Childhood Development Services, Inc.
- Marion County Public Library System
MESS® was first developed by a partnership among the Florida Museum of Natural History, Alachua County Library District/Youth Services, and Alachua County Public Schools Early Intervention Services/Prenatal to 5 Year Old Program. An Institute of Museum and Library Services National Leadership Grant and a ChevronTexaco Foundation Touch Science Grant provided initial funding for MESS. Funding from the U.S. Department of Health and Human Services/Administration for Children and Families is supporting the further development and expansion of MESS in Head Start classrooms in Marion County, Florida.


December 1, 2011
Danny Vega and Mia Speer bent their heads over the slim screen as their fingers touched numbers on the display. They entered the correct answer to the equation 10+2 x (9+8) before turning their attention to the word problem that next appeared on the screen.
For Vega and Speer, two fifth grade Sugar Grove Elementary School students who enjoy math, the opportunity to figure sums on an iPad made it more fun.
"It's a lot faster than a computer. It's a touch screen," said Vega.
"It's a new step in technology. It's more fun to play with," Speer said. "It teaches math in a fun way."
That is part of the point of Indiana State University's Bayh College of Education's Center for Math Education providing 15 iPads to use in the gifted and talented class of fourth and fifth graders on Nov. 30.
"It's always been for me about empowering ISU pre-service teachers and teachers with innovative resources to better education," said Marylin Leinenbach, ISU associate professor of elementary education. "The students can stay engaged with interactive lessons. A classroom can truly come alive."
That seemed to happen as Brandon Chambers, a senior elementary education major from Bloomington, passed out the iPads to the 29 students. Students' hands shot into the air after their teacher Tiffany Scamihorn asked them "How can you use an iPad in class to help you with what you're learning." Students immediately began responding with various math apps as well as a dictionary app and geography.
"Anything to help you with what you're studying in class," Scamihorn said as she opened an app that showed students the diagram of a cell.
"This to me is a teaching tool," she said after the students left for lunch. "This brings the world to your fingertips visually. They're not just hearing a lesson, but seeing it and touching it."
Chambers began talking to Leinenbach, his professor, on the second day of university math methods class about using iPads when he entered the Sugar Grove classroom as part of his TOTAL (Teachers of Tomorrow Advancing Learning) program. All of ISU's elementary education students spend a semester before their student teaching semester working alongside veteran teachers to be immersed in the teaching experience as part of TOTAL.
For Chambers, the idea of using the iPad came from watching his two daughters play with the device.
"They are so wrapped up in iPads," he said.
Leinenbach used funds from a U.S. Department of Education grant that had money allocated to ISU's Center for Mathematics Education to buy the slim computer devices. As a pilot program for using them in the classroom, she turned to Sugar Grove and Chambers.
"He has become my teacher in this," Leinenbach said.
For Gail Artis, Sugar Grove principal, the technology further strengthens the bond between the university and the school. While a few teachers have used their own iPads in their classrooms, the students haven't had the opportunity to interact with them. Students need to use the latest technology, she said, and ISU provided it.
"It's an extension of the core curriculum. It's fundamentally important to have kids adept at technology," she said. "It's just like reading in that technology is important for all the other disciplines."
Leinenbach and Artis plan to use the iPads throughout the school and in different grades to help the students with their learning across subjects.
On that Wednesday morning after finishing working math problems, the students used the iPads to look up words such as emerge, charitable and shilling from their reading of Charles Dickens "A Christmas Carol."
"It's fascinating to see their faces," said Chambers as he watched the students work. "For an hour, they've had constant interaction with education and they don't know it's passing at all."
Mia Speer and Danny Vega work a problem on the iPad. ISU Photo/Tony Campbell
A Sugar Grove elementary student looks up the definition to a word on the iPad. ISU Photo/Tony Campbell
Brandon Chambers assists students with answering a math question on the iPad. ISU Photo/Tony Campbell
Sugar Grove gifted and talented teacher Tiffany Scamihorn works with fourth grader Anthony Bovenschen to answer a math question on the iPad. ISU Photo/Tony Campbell
Contact: Marylin Leinenbach, Indiana State University, at 812-237-2847 or email@example.com
Writer: Jennifer Sicking, Indiana State University, at 812-237-7972 or firstname.lastname@example.org
Indiana State University's Bayh College of Education's Center for Math Education bought 15 iPads to use in elementary classrooms.


Hi, your search found this article for you on Trip:
Reading aloud to children: The evidence.
Archives of Disease in Childhood, 2008Promoting healthy child development lies at the heart of pediatric practice, yet a major challenge facing the field is applying "evidence based standards" to our practice.
There is ample research demonstrating that reading aloud to young children promotes their development of language and other emergent literacy skills (e.g., Adams, 1990; SC)nC)chal & Levre, 2002; Snow, Burns, & Griffin, 1998; Storch & Whitehurst, 2001) which in turn helps children getting ready for school (e.g., Ezell & Justice, 2005; Snow, Burns, & Griffin, 1998).
This article provides an overview of the research on reading aloud to young children and the impact on children's language and literacy development.
We will discuss both the impact of frequency as well as the quality of parent-child bookreading, the impact of socio-economic status and race/ethnicity on these factors, and its influence on early language and literacy development.


|Nicaragua Table of Contents
When the Sandinistas came to power in 1979, they inherited an educational system that was one of the poorest in Latin America. Under the Somozas, limited spending on education and generalized poverty, which forced many adolescents into the labor market, constricted educational opportunities for Nicaraguans. In the late 1970s, only 65 percent of primary school-age children were enrolled in school, and of those who entered first grade only 22 percent completed the full six years of the primary school curriculum. Most rural schools offered only one or two years of schooling, and three-quarters of the rural population was illiterate. Few students enrolled in secondary school, in part because most secondary institutions were private and too expensive for the average family. By these standards, the 8 percent of the college-age population enrolled in Nicaraguan universities seemed relatively high. Less surprising was that upper-class families typically sent their children abroad for higher education.
By 1984 the Sandinista government had approximately doubled the proportion of GNP spent on preuniversity education, the number of primary and secondary school teachers, the number of schools, and the total number of students enrolled at all levels of the education system. A 1980 literacy campaign, using secondary school students as volunteer teachers, reduced the illiteracy rate from 50 percent to 23 percent of the total population. (The latter figure exceeds the rate of 13 percent claimed by the literacy campaign, which did not count adults whom the government classified as learning impaired or otherwise unteachable.) In part to consolidate the gains of the literacy campaign, the Ministry of Education set up a system of informal self-education groups known as Popular Education Cooperatives. Using materials and pedagogical advice provided by the ministry, residents of poor communities met in the evenings to develop basic reading and mathematical skills. Although designed for adults, these self-education groups also served children who worked by day or could not find a place in overcrowded schools.
At the college level, enrollment jumped from 11,142 students in 1978 to 38,570 in 1985. The Sandinistas also reshaped the system of higher education: reordering curricular priorities, closing down redundant institutions and programs and establishing new ones, and increasing lower-class access to higher education. Influenced by Cuban models, the new curricula were oriented toward development needs. Agriculture, medicine, education, and technology grew at the expense of law, the humanities, and the social sciences.
One of the hallmarks of Sandinista education (and favored target of anti-Sandinista criticism) was the ideological orientation of the curriculum. The stated goal of instruction was the development of a "new man" whose virtues were to include patriotism, "internationalism," an orientation toward productive work, and a willingness to sacrifice individual interests to social and national interests. School textbooks were nationalist and prorevolutionary in tone, giving ample coverage to Sandinista heroes. After the 1990 election, the Chamorro government placed education in the hands of critics of Sandinista policy, who imposed more conservative values on the curriculum. A new set of textbooks was produced with support from the United States Agency for International Development (AID), which had provided similar help during the Somoza era.
Despite the Sandinistas' determined efforts to expand the education system in the early 1980s, Nicaragua remained an undereducated society in 1993. Even before the Contra war and the economic crisis that forced spending on education back to the 1970 level, the educational system was straining to keep up with the rapidly growing school-age population. Between 1980 and 1990, the number of children between five and fourteen years of age had expanded by 35 percent. At the end of the Sandinista era, the literacy rate had declined from the level attained at the conclusion of the 1980 literacy campaign. Overall school enrollments were larger than they had been in the 1970s, however, and, especially in the countryside, access to education had broadened dramatically. But a substantial minority of primary school-age children and three-quarters of secondary school-age students were still not in school, and the proportion of students who completed their primary education had not advanced beyond the 1979 level. Even by Central American standards, the Nicaraguan education system was performing poorly.
Source: U.S. Library of Congress


See also: Black Mountain College; Folk Art; Folk Festivals; Louis Orr Etchings; Louise Wells Cameron Art Museum; Mint Museum of Art; North Carolina Museum of Art; Penland School of Crafts; Sawtooth Center for Visual Art; Southeastern Center for Contemporary Art; State Art Society.
Part 1: Introduction; Part 2: Early North Carolina Painting and Portraiture; Part 3: A Growing Artistic Community in the State; Part 4: Producing and Teaching Art in North Carolina Colleges and Universities; Part 5: The Evolution of Photography; Part 6: North Carolina Art Museums, Exhibits, and Centers
North Carolina institutes of higher learning, through their ability to both feature and foster artists, became centers for art in the twentieth century. Good painters have abounded in academic settings, such as the schools that became part of the University of North Carolina System: Howell at Wilmington, Kenneth Ness and George Kachergis at Chapel Hill, and Howard Thomas at Greensboro. In 1963 the General Assembly founded the residential public institution for training in the performing arts that would become the North Carolina School of the Arts (NCSA), which also offers a diverse curriculum of multimedia instruction. In 1973, a year after the NCSA was merged with the state university system, the Art Institute of Charlotte became the latest in the nationwide system of similar institutes. Currently, the state continues a strong art education presence in such organizations as the North Carolina Art Education Association (affiliated with the National Art Education Association), which offers annual scholarships and awards, in addition to networking for its members.
Through the efforts of educators to promote and develop a spirited artistic conscience within the state, more progressive, modern artists appeared in the mid- to late twentieth century. Artists such as Mary Leath Thomas and Jim Moon, both abstract in nature, had moderate exposure in the 1940s, but the most prominent wave of modernism was, once more, born from an educational vein. At Black Mountain College, Josef Albers introduced avant-garde ideas that would influence art on a national level. From 1933 to 1956, Black Mountain was the center of revolutionary artistic thought, attracting luminaries such as Willem de Kooning, Jacob Lawrence, Robert Motherwell, Irene Cullis, Susan Moore, Howard Thomas, Clare Leighton, Ken Noland, Angelica Reckendorf, and others.
The public frescoes of Ben Long, both religious and secular, have brought worldwide artistic attention to North Carolina since 1974, the year Long painted his first fresco in Beaver Creek. Long attended the University of North Carolina at Chapel Hill and, after serving in Vietnam, studied at the Art Students' League in New York City and with fresco artist Pietro Annigoni in Florence, Italy. His works are as emotionally compelling as they are large, particularly his portrayal of the human figure. His 15 North Carolina frescoes include The Agony in the Garden, The Resurrection of Christ, and The Pentecost at St. Peter's Catholic Church in Charlotte (1989), a massive, labor-oriented piece in the lobby of the Bank of America Corporate Center in Charlotte (1992), and a work at the Charlotte-Mecklenburg Police Department (1997) depicting various elements of poverty and criminal activity. His paintings and frescoes are also on display in Italy, France, and New York City. Long lives in Asheville, where he teaches his techniques to students at the Fine Arts League of Asheville, which he founded.
Keep reading >> Visual Arts- Part 5: The Evolution of Photography
David S. Bundy, Ella-Prince Knox, and Donald B. Kuspit, Painting in the South, 1564-1980 (1983).
Ola Maie Foushee, Art in North Carolina: Episodes and Developments, 1585-1970 (1973).
Stephen E. Massengill, comp., Photographers in North Carolina: The First Century, 1842-1941 (2004).
North Carolina Museum of Art, Two Hundred Years of Visual Arts in North Carolina (1976).
Merce Cunningham, Black Mountain College 1953 Summer Institute in the Arts. Photos taken at the home of Mrs. Ira Julian by Frank Jones when John Cage, Merce Cunningham, David Tudor, and Peter Voulkos were on their way back to New York from Black Mountain College. From the Black Mountain College Research Project Papers, Visual Materials, Box 88, North Carolina State Archives, Raleigh, NC. Available from http://www.flickr.com/photos/north-carolina-state-archives/3762179715/ (accessed August 23, 2012).
1 January 2006 | Baker, Bruce E.; Caldwell, Martha Belle; Massengill, Stephen E. ; McFee, Philip; Williford, Jo Ann


Wednesday, August 01, 2012
Preventing the “summer slump” in reading: silent reading time AND support for libraries
Posted at http://www.nytimes.com/schoolbook/2012/07/31/using-summer-to-narrow-achievement-gap/
As the NY Times notes, children from lower-income families tend to fall behind in reading over the summer, and a major reason is that they don’t read very much (“Using summer to narrow achievement gaps,” NY Times, July 31, School Book). The Summer Quest program, described in the Times, is one of the few summer programs I have read about that deals with this situation directly, including 30 minutes a day of silent reading.
Silent reading of self-selected books has been repeatedly shown to be very effective in increasing literacy, as long as there is access to a wide range of reading material, and students are not tested on what they read.
Those who live in poverty read little primarily because they have little access to books: Studies show that children of poverty have few books at home, live in neighborhoods with few book stores and poorly supported public libraries, and attend schools that have poorly supported classroom and school libraries. Studies also confirm that those with more access to reading material do indeed read more.
Providing more support for libraries will help ensure that Summer Quest participants will continue to improve long after the program ends.
Sources and notes
The origin of interest in the summer slump is Barbara Heyns’ book, Summer Learning and the Effects of School, published in 1975. She not only documented the difference between children from high and low-income families, but also reported that the number of books children said they read over the summer was a significant predictor of their gains and losses over the summer in literacy. Her results were replicated 30 years later by Jimmy Kim (Kim, J. 2003. “Summer reading and the ethnic achievement gap,” Journal of Education for Students Placed at Risk 9, no. 2:169-188). Both studies controlled for other factors that could affect changes in reading ability over the summer. These results are consistent with the massive evidence relating free voluntary reading to literacy development.
Effectiveness of silent reading: Krashen, S. 2004. The Power of Reading. Libraries Unlimited and Heinemann Publishing Company.
Characteristics of effective silent reading programs: Krashen, S. 2012. Non-Engagement in Sustained Silent Reading: How extensive is it? What can it teach us? In Cho, KS, Krashen, S., Lee, SY, Mason, B. and Smith, K. SSR in Asia: Empirical studies of sustained silent reading in English as a foreign language
Poverty and access to books: Krashen, op. cit.
at 11:21 AM


New York and Las Vegas, January 9, 2009 – Mobile device use is exploding among children worldwide, cell phones and iPods are this generation’s preferred form of social communication. More than half of the world’s population now owns a cell phone and experts project that people will use cell phones as their primary means of accessing the Internet by the year 2020.
However, most educators and parents have been skeptical, until now, about mobile devices’ value in learning. The Joan Ganz Cooney Center at Sesame Workshop issued a new study today documenting the untapped potential of mobile learning. The report, drawing on market trends and model programs, outlines the first-ever national mobile learning strategy, urging the Obama administration to make new investments in digital learning technologies and teacher training.
The findings and recommendations of Pockets of Potential: Using Mobile Technologies to Promote Children’s Learning, were unveiled by Gary E. Knell, President and CEO of Sesame Workshop at the Kids@Play Summit at the 2009 International CES® in Las Vegas.
The study found that just as Sesame Street transformed television into a revolutionary learning tool for preschoolers, mobile learning technology may represent the next frontier. Pockets of Potential includes an inventory of over 25 notable examples of mobile’s power to transform learning ... . The report, by Center Industry Fellow Carly Shuler offers a review of scientific literature and a blueprint for national action. Major recommendations include:
- New Investment in R&D - New government and philanthropic investment is needed to assess the impact mobile technologies have on children’s learning and development, including brain and behavioral functioning. New industry designs and educational applications must be created rather than “shrinking” existing tools to fit mobile devices.
- Establish a Digital Teachers Corps - Most teachers and after school staff have little training in the uses of mobile technologies for educational benefit. The report recommends the establishment of a digital teacher corps which would prepare educators to use digital media to promote 21st century literacy.
- Create a White House Initiative on Digital Learning - The report calls for a White House Summit and a digital investment fund to accelerate and promote mobile innovation to help benefit the economy.
- Modify Classroom Access - Most school districts limit cell phone use in classrooms and some have banned their use altogether. The report recommends steps to gradually introduce mobile devices in schools, beginning with an experimentation phase in which teachers are trained for integrating interactive mobile media and students learn skills and appropriate behaviors.
“Mobile devices are part of the fabric of children’s lives today: they are here to stay,” said Dr. Michael Levine, Executive Director of The Joan Ganz Cooney Center. “It is no longer a question of whether we should use these devices to support learning, but how and when to use them. Sesame Street introduced children to the educational potential of television. A new generation of mobile media content can become a force for learning and discovery in the next decade.”
Pockets of Potential outlines key challenges that must be overcome for mobile learning to take hold, including the lack of large-scale evaluation evidence, public concerns about their disruptive nature, widely varying technologies, the need for consistent design standards and privacy issues.
Pockets of Potential was supported by the Pearson Foundation, the Corporation for Public Broadcasting and PBS Kids’ Raising Readers.
The Joan Ganz Cooney Center at Sesame Workshop is an independent, non-profit research center that examines the role of new technologies in learning and literacy development both in and out of school. [snip] The center is named for Sesame Workshop's visionary founder, who revolutionized television with the creation of Sesame Street. [snip]
Full Text Available At
Mobile Devices Seen as Key to 21st-Century Learning


Rosa Lee Carter
Rosa Lee Carter was born in Bluemont, Virginia. She earned her BA in elementary education from Storer College in West Virginia. She began her long teaching career in Loudoun at Powell's Grove in 1927. She then taught at Grant School in Middleburg, Virginia in the 1930's. Her first impression of teaching school was not a pleasant one. She noted that the disparities between black and white schools were to be a great challenge. She taught in adverse conditions, such as cold overcrowded classrooms, no water, leaky roofs and a lack of funds for books and necessities.
To create an atmosphere in her classroom that would be “helpful to living and learning,” Rosa Carter asked parents to donate furniture and books for a library corner. A bookcase and chairs were made from orange crates. They were painted by the children. A small table was donated by a parent and the books were given by members of the Community League (PTA). The children enjoyed reading in the library corner.
For many years, the two-room Grant School had overcrowded conditions. Rosa worked with the Community League to convince the School Board to rent the basement of Shiloh Baptist Church. The students in grades one and two were housed in the church basement until Benjamin Banneker School was built in 1948. Miss Carter taught at Banneker until she retired in 1978, after working tirelessly for 47 years. She then served an additional twenty years as a volunteer first grade teaching assistant at Middleburg Elementary.
Miss Carter was also active in her church and her community. She is still remembered by all as a kind, and gentle woman who through her courage, perseverance and her relentless pursuit of excellence, made a difference for so many young people in Loudoun County.


CORVALLIS, Ore. - In a new study looking at toddlers and preschoolers with autism, researchers found that children with better motor skills were more adept at socializing and communicating.
Published online today in the journal Research in Autism Spectrum Disorders, this study adds to the growing evidence of the important link between autism and motor skill deficits.
Lead author Megan MacDonald is an assistant professor in the College of Public Health and Human Sciences at Oregon State University. She is an expert on the movement skills of children with autism spectrum disorder.
Researchers tested 233 children ages 14 to 49 months diagnosed with autism.
"Even at this early age, we are already seeing motor skills mapping on to their social and communicative skills," MacDonald said. "Motor skills are embedded in everything we do, and for too long they have been studied separately from social and communication skills in children with autism."
Developing motor skills is crucial for children and can also help develop better social skills. MacDonald said in one study, 12-year-olds with autism were performing physically at the same level as a 6-year-old.
"So they do have some motor skills, and they kind of sneak through the system," she said. "But we have to wonder about the social implications of a 12-year-old who is running like a much younger child. So that quality piece is missing, and the motor skill deficit gets bigger as they age."
In MacDonald's study, children who tested higher for motor skills were also better at "daily living skills," such as talking, playing, walking, and requesting things from their parents.
"We can teach motor skills and intervene at young ages," MacDonald said. "Motor skills and autism have been separated for too long. This gives us another avenue to consider for early interventions."
MacDonald said some programs run by experts in adaptive physical education focus on both the motor skill development and communicative side. She said because autism spectrum disorder is a disability that impacts social skills so dramatically, the motor skill deficit tends to be pushed aside.
"We don't quite understand how this link works, but we know it's there," she said. "We know that those children can sit up, walk, play and run seem to also have better communication skills.
This study was coauthored by Catherine Lord of Weill Cornell Medical College and Dale Ulrich of the University of Michigan. It was supported by the National Institutes of Health, the Simons Foundation, First Words and Blue Cross Blue Shield Foundation of Michigan.


We’ve Had National Standards for 15 Years
With the Council of Chief State School Officers sponsoring the creation of national standards in math and English language arts, many people are raising customary objections to the very idea of national standards. Several years ago, someone quoted to me Checker Finn’s summation of the problem: “Conservatives don’t like them because they’re ‘national’; liberals don’t like them because they’re ‘standards.’” Often people have given up on such initiatives as too complicated and difficult. With so many constituencies asking for opposing elements and policies, organizers understandably reach a breaking point and walk away. I’m part of the current project to develop ELA standards, and I sympathize with people trying to coordinate it.
If people don’t think they can happen and please most everyone in the field, though, they’re wrong. Many readers of Education Next might be surprised to learn that we’ve had national standards in one field for 15 years. They are the National Standards for Arts Education, an educational document developed by the Consortium of National Arts Education Associations (with support from the National Endowment for the Arts and the National Endowment for the Humanities, among others). The Consortium included American Alliance for Theater and Education, Music Educators National Conference, the National Art Education Association (the visual arts), and National Dance Association.
One thing the arts educators wanted to do was establish strong disciplinary standards for their respective fields, both to regularize arts instruction across the country and to win higher respect for the fields in the overall curriculum. They realized that if arts education involved merely skills and practices, then it would remain an “extra,” something outside the core education of each student. A skills-only approach would also impoverish the full experience of the arts.
The designers insisted, then, on fundamental recognition of art history in the document. “In this document,” they wrote, “art means two things: (1) creative works and the process of producing them, and (2) the whole body of work in the art forms that make up the entire human intellectual and cultural heritage.” They define a “good education in the arts” as including “a thorough grounding in a basic body of knowledge.”
The standards themselves reflect the aim.
Here’s one for Music Grades 9-12:
“Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications”
And one for Dance 9-12:
“Students create and answer twenty-five questions about dance and dancers prior to the twentieth century”
And one for theater:
“Students research and describe appropriate historical production designs, techniques, and performances from various cultures to assist in making artistic choices for informal and formal theatre, film, television, or electronic media productions”
And one for visual art:
“Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists”
They result has garnered thoroughgoing respect from arts educators ever since. I’ve heard little grumbling about “loss of local control,” “prescribing a curriculum,” and “lack of diversity,” and other familiar complaints. The standards have served the states well as they have used them to craft their own arts education standards. It helped that the project secured endorsements from the beginning from Albert Shanker, Congressman Major Owens, Senator Thad Cochran, Leilani Lattin Duke of the Getty Center, Keith Geiger of the National Education Association, Konrad Matthaei of the United Negro College Fund, Joseph Polisi of The Julliard School, Gordon Ambach of the Council of Chief State School Officers, and many other distinguished figures.
The current project in national standards would do well to follow their example.
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Practicing the Educator as a Maker Educator Mindset
I’ve written about the Educator as a Maker Educator.
In order to practice and reinforce my maker skills as well as these “mindsets”, I enrolled in the online course, Tinkering Fundamentals: A Constructionist Approach to STEM Learning. What attracted me to this course was not only the focus on tinkering and maker education but also that the participants are asked to engage in hands-on activities. Their course introduction follows – worth a view by anyone interested in making and tinkering:
The activity for this week, week 2, we were asked to create circuit_boards (downloadable PDF).
The following materials were recommended
(plus some general others – tape, Stainless steel or copper nails, Philips head screws, Flat head screws, Coated wire, Zip ties, Soldering irons, Solder, Power drill screwdriver, Hammer, Saw, Sand paper, Wire cutter, Wire stripper).
Maker Educator as a Resource Suggester and Provider
I am a teacher educator of mostly public school teachers and am attempting to get in the back into the classroom as a public school gifted educator. This material list would be fine for a maker space in, possibly, a museum or library, but not feasible in terms of costs in a public school classroom with up to 30 students. So I sought other ways to complete this week’s activity with my goal of learning circuit boards but on a budget. A characteristic of a Maker Educator is a resource provider that is feasible given the environment, the facilitators, and the learners.
Maker Educator as Lead (or LED – maker humor) Learner
I already had the LED lights, the 3v battery and the metal brads; went out to purchase the paper clips, electrical tape, and decided to use foam core board instead of a pizza box (I don’t eat pizza); and set out to construct the circuit board as explained by the author of this activity. (FYI – the cost of this project would be less than $3.00 per student – the major costs being the LED lights and the battery).
Quickly, I ran into problems. The paper clips didn’t have the conductivity needed for electrical current and I couldn’t make them “fit” as described in the directions. So that meant I needed to change my ideas and plans.
Maker Educator as Normalizer of Problem Solving and Failure as Iterative
I was failing at creating this circuit board, but understand that “Failure and iteration make everything better. In DIY and Maker culture, failure is expected and part of the fun” (http://www.gradhacker.org/2014/02/07/lessons-from-the-maker-movement). Based on this mindset, I made changes. I used craft wire instead of paper clips. I used a second LED instead of a buzzer (which I did not have), and cut out the sensor (which I also did not have). The result was a circuit board with two working LEDs and a switch to alternate which LED is lit – not pretty, looks quite different than the original but it works – not bad for someone who has never made or played with circuit boards.
Maker Educator as Process Facilitator
I got to experience the processes of creating, assessing, revising throughout this process. It was definitely about about the processes. Once I succeeded and took the pictures, I put the project in a closet as an example for my future students. The satisfaction came from the processes of creating, re-creating, assessing, reassessing, revising, and revising yet again. I have a belief that educators, me included, need to experience these processes personally in order to facilitate, model, and demonstrate them to their students.
Maker Educator as Technology Tutor and Scaffolder of Experiences
I used the directions I found on the Internet as a guide. I didn’t have any experience with creating a circuit board and needed to use some directions or tutorial as a form of scaffolding; to give me a foundation of skills to successfully complete the activity. This reinforces that some form of instruction is often required when introducing learners to new maker activities. The educator can provide direct instruction, video tutorials, or other learners as a means to give learners some basic foundational skills for the activities. Some learners have enough self-direction to seek out the resources on their own, but other learners, without the background experiences or scaffolding, may give up with frustration.
Sidebar: I am a proponent of educators blogging, and have been promoting it even stronger than ever to other educators. This is my attempt to blog not only about my thoughts, resources, and philosophy, as I typically do, but also blog about my processes as an forever developing educator in order to share with and model this process for other educators.


Structure of Intellect Testing
- great for homeschooling parents
- nationally normed (can be used as year-end testing)
- program testing pre and post
Did you know intelligence can be trained and specific abilities can be taught to affect achievement performance and intellectual functioning?
Robert and Mary Meeker developed Structure of Intellect from Dr. Guilford’s theories about intelligence being a set of skills. Structure of Intellect (SOI) identifies both strong and weak areas that underlie academic learning.
If your child is bright but struggling in one or more areas SOI will identify those foundational weaknesses and design a personal workbook with exercises needed to bring your child’s learning ability up to the norm for their age or grade level. If you are homeschooling this is a perfect test because the exercises it generates can be used as part of your home daily curriculum.
At MES we use SOI to further pinpoint missing foundational skills, we also offer this test for year-end testing for homeschooled children.
We have special rates for group testing. Contact us for more information.
- Form L (Group) K-3rd OR
- Primary Learning Abilities Test (Individual Computer Test)
Advanced Learning Ability:
- Form CR (GROUP) 4th-College OR
- Advanced Learning Abilities Test (Individual Computer Test)
Read about the SOI model for learning.
Read more about the SOI program here.
Read more SOI_Test_Results.


Gallery of drawings from
National Visual Art Education Conference 2014
Connecting Classrooms, Curriculum & Collections
21 - 23 January 2014
The NAB passionate about supporting Australian communities and helping young artists reach their potential. Learn more at nab.com.au
Graphic recordings of NVAEC 2014 conference by Jessamy Gee (graphic recorder)
As part of the National Visual Art Education Conference, some of the sessions were recorded graphically by Jessamy Gee from Think in Colour.
These images can provide a useful summary of some of the key sessions of the conference.
(CLICK IMAGES TO ENLARGE)
Graphic Recording (or Scribing) is the process of visually capturing a presentation, conversation or meeting in real time using a combination of images and words to create a 'map' of key themes and ideas. It is, quite literally, the art of listening.
More than just pictures, the process is a powerful tool in assisting analysis, dialogue, decision-making, brainstorming, conflict resolution and visualising strategy. It also creates a clear common understanding, sense of ownership, comprehension and memory tool for the participants. See more information on Graphic Recording.


Alberta empowers more students to succeed
“Kids learn at their own pace, and we need to make sure parents and teachers are informed about how kids are doing and where they might need help,” said Education Minister Jeff Johnson. “Moving the provincial assessment to the start of the school year allows more time to identify areas where kids might need some extra attention and get them the support they need to succeed.”
The series of new computer-based tests - known as Student Learning Assessments - will be developed by experts and administered at the start of Grades 3, 6 and 9. This will better enable parents and teachers to be aware of a child’s strengths or areas needing improvement over the course of the school year to support more personalized learning.
"Assessing children's literacy and numeracy skills at the beginning of the school year is a step in the right direction," said Brad Vonkeman, president of the Alberta School Councils' Association. “This shift should encourage a greater focus on each student's individual learning needs and promote better communication between teachers and parents."
The tests maintain a strong focus on literacy and numeracy, but will also help educators and parents understand how well students demonstrate competencies such as creativity, critical thinking and problem-solving.
“This is very good news for Alberta students and parents,” said Carol Henderson, president of the Alberta Teachers’ Association. “I congratulate the Premier on fulfilling this important campaign promise. The current testing program provided little value for learning and did not fit with the vision of Inspiring Education. The Alberta Teachers’ Association looks forward to working with government to develop this new program that will advance student learning.”
“This change will ensure that each Alberta student will now start Grade 3 with a snapshot of his/her strengths and where they may need to improve,” said Jacquie Hansen, president of the Alberta School Boards Association. “From there, students, parents and teachers will draw up an individual roadmap to build on each student’s strengths and to address each student’s challenges. Follow through will be key to make this individualized learning possible.”
While most students are comfortable taking such tests on a computer, traditional paper copies will also be available.
Grade 3 students will be first to write the new assessments, with pilots starting in September 2014. Full implementation for Grade 3 is expected by September 2015. Pilots for Grades 6 and 9 are scheduled to begin in 2015 and 2016, respectively.
Alberta Education will continue to work with the Alberta Teachers’ Association, Alberta School Boards’ Association, College of Alberta School Superintendents, Alberta School Councils’ Association and the Alberta Assessment Consortium to develop and test the Student Learning Assessment process.
Our government was elected to keep building Alberta, to live within its means and to fight to open new markets for Alberta’s resources. We will continue to deliver the responsible change Albertans voted for.
To call toll free within Alberta dial 310-0000.


No Child Left Behinds Reading First program provides grants to help schools and districts improve childrens reading achievement through scientifically proven methods of instruction. The following are excerpts from a recent article in The Galveston County Daily News highlighting how a local school district in Texas will use Reading First funds to improve students reading skills:
Low reading scores on state assessment tests have the La Marque Independent School District changing the way elementary students are being taught to read.
The school district has been awarded a TEA Reading First Grant to start an intensive reading program in kindergarten through third grade at Highlands, Inter-City and Westlawn elementary schools and the Early Childhood Learning Center. The program is designed to help improve students reading skills and ultimately raise their state test scores.
The grant will provide the schools with more than $780,000 the first year. The grant will be used to enhanced the (TEA) reading academy program that the schools are already using, said May Carol Lieblong, assistant superintendent for curriculum and instruction for the school district. We will be hiring literacy coaches at every elementary campus that will be working specifically with the teachers to coach them on the instructional strategies that they need to use to teach reading.
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What Is Computational Thinking?
Senior Project Manager Carolyn Sykora outlines ISTE’s
work on an NSF grant to define computational thinking
and create resources that facilitate its teaching
What is computational thinking, and what skills would a student exhibit as a computational thinker? In April, a group of educators and
researchers met to explore these questions.
Academics have vigorously debated these questions since
2006, when Jeannette Wing of Carnegie Mellon University
wrote and published Computational Thinking, which outlines her viewpoint that “ubiquitous computing is to today
as computational thinking is to tomorrow. Ubiquitous
computing was yesterday’s dream that became today’s
reality; computational thinking is tomorrow’s reality.”
ISTE and the Computer Science Teachers Association
(CSTA) took up the challenge to define computational
thinking as something that can be understood, valued,
and implemented by K– 12 teachers. The project, funded
by the National Science Foundation, will include the development of prototype resources that teachers can use to
implement computational thinking in their classrooms.
The group that met in April agreed on many things:
•;Students need computational thinking skills to be
competitive in today’s global knowledge economy.
•;The foundational skills of computational thinking
can be introduced in elementary school, and students
can progressively build higher-order skills throughout
•;Educators can and should teach computational thinking
within computer science courses and beyond, across all
So what does computational thinking look like? In some
cases, teachers are already facilitating computational thinking with their students but don’t recognize it as such. For
example, in the younger grades, a teacher might focus
students on sequencing, collecting, and analyzing data or
developmentally appropriate algorithmic thinking. In the
48 Learning & Leading with Technology | August 2010
upper grades, students may explore open-ended, inquiry-based problems that require a tolerance for ambiguity or
confidence in dealing with complexity.
For many, recognizing how to apply computational thinking in math or science is a much smaller leap than applying
it to language arts, the social sciences, or humanities. In
language arts, for example, applying computational thinking
can include performing a linguistic analysis of sentences.
Identifying patterns for different sentence types can be
components of data collection and analysis. Using similes
and metaphors can exemplify abstraction, and using a spell
checker can illustrate automation.
As ISTE and CSTA work with K– 16 educators and
education leaders as well as specialists at district and state
levels to refine the definition of computational thinking, we
will be identifying target audiences, messages, and prototype resources. The April meeting kicked off the discussion
and was followed by a session at ISTE 2010 to get feedback
on an operational definition and brainstorm resources that
would help teachers implement this kind of learning across
a variety of curriculum areas. A practitioners workshop,
slated for November, will bring together a group of teachers, curriculum developers, and staff developers to write
prototype resources for implementation in K– 12.
Principal investigators Leslie Conery from ISTE and
Chris Stephenson from CSTA are collaborating on a joint
project for the NSF called “Leveraging Thought Leadership
for Computational Thinking in the K– 12 Curriculum.”
NSF recognized their expertise and leadership in bringing
together educators from K– 12 with computer scientists
to explore and build consensus around this concept.
ISTE and CSTA recognize the exciting potential this
project has to meet our respective missions and help bring
about the systemic change to develop tomorrow’s students
into strong computational thinkers.