4M KidzLabs Math Magic
Science and mathematics are two closely related disciplines, and both are areas where many children often struggle. 4M Kidz Labs Math Magic is a set that features science games and science toys that include maths, simplifying both numbers and science for kids. By the time children have completed all of the puzzles and science experiments for kids included in one of these science kits, they'll be looking at maths and science in a whole new way!
4M Kidz Labs Math Magic includes a total of 15 activities related to maths and science. The number tricks and puzzles featured in the kit are challenging enough to make them engaging, yet they are simple enough that children ages 8 years and up can complete them without frustration. Inside of the kit are all of the materials needed for completing the activities, including a calculator on a key ring. Activities range from reading minds to completing hilarious math tricks that kids can show off to their friends and family.
Have fun astonishing your friends with magic number tricks.
Contains 15 fun math tricks, games and puzzles.
Learn how to read minds, astonish your friends and family with quick calculations. Also thrill them with funny math tricks.
The kit includes a calculator which is also a keyring.
Detailed instructions with fun facts.
What's in the Box:
- 1 calculator, 2 dice, 1 set magic mind reading cards printed with numbers, 1 super magic square, 1 set beauty of math number cards, 40 math memo cards, wired puzzle templates, magic flip puzzle templates and escape paper printed with lines.


They say that teachers have the hardest jobs, and for good reason. Teachers are tasked with educating young minds and teaching them to become future leaders. This is no easy task. If youâre preparing to enter the teaching field, you need to be prepared, and thereâs no better way to assess your ability to teach effectively than to take and pass the Praxis Elementary Education: Curriculum, Instruction, and Assessment test.
This comprehensive exam contains 120 questions that cover a breadth of material, including reading and language arts, math, science, social studies, art, music and physical education. Youâll be tested on educational standards at the state and national levels.
Besides educational content, youâll also be tasked with understanding principles and process of teaching young children, as well as instructional design, planning curriculums and assessing studentsâ knowledge.
As a prospective elementary school teacher, it may seem like a daunting task to be able to know everything there is to know about teaching. Fortunately, the Praxis Elementary Education: Curriculum, Instruction, and Assessment (5017) practice test can alleviate the stress of taking such an exam.
The practice test will mimic the real test and give you a sense of what you need to know so you can succeed without spending weeks cramming for the test.
Try the free Praxis Elementary Education: Curriculum, Instruction, and Assessment (5017) practice test today and see how well you do.
For best results, pair the practice test with a study guide and watch your test scores rise.


Want a fun activity to try with learners of any age to help them better understand all the things you can compost? (Hint: Itâs way more than just food.) Try our simple, fun, and FREE Compost BINGO game. Read on for details about the game and how to download it.
Did you know that greasy pizza boxes donât belong in a recycling bin but the bacteria and microbes in a compost pile will eat them right up? Compost bins love pizza boxes as much as humans love pizza!
There are so many myths and misunderstandings about what you can compost. Our co-founder, Jen, shares all about what you can and cannot compost over on WasteWell. While the list is great for everyday reference, who wants to study lists to learn more about composting?!
FREE âWhat To Compostâ BINGO Game
We created a simple, fun, and free What To Compost BINGO game to highlight all sorts of items that you can compost. Weâve used it with learners of all ages from preschool students to grandparents. BINGO is a game for all ages and composting is important for everyone too!
If you want to play our âWhat To Compostâ BINGO or share it with your classroom, drop your email in the form below and weâll send it right along to your inbox. The download includes 50 unique BINGO cards as well as a sheet with all the items to call out to players. We glued our items to the back of a cracker box before cutting them out to help make them a bit more durable, but do whatever works best for you.
Heck, it doesnât even need to be for a classroom or learning event. Replace your everyday BINGO boards with our Compost BINGO game just for fun at your next social event. We think everyone will appreciate the novelty and refreshed look of such a classic game.
âWhat To Compostâ BINGO as a Learning Tool
If you do want to use our Compost BINGO game as a learning tool, use the Can You Compostâ¦? Interactive Tool to discuss the composting nuances of each item as you call it out. Remind people why greasy pizza boxes canât be recycled. Dispel the myths that onion skins and citrus peels canât be composted (they most certainly can). And dive into the details about why you should compost meat in some compost systems but not others.
âYou Can Compostâ Memory Game
Want to know a little insider secret about our Compost BINGO game? If you print two copies of the item image sheet, you can use them to play Memory. Thereâs no need for a whole crew of people to play BINGO.
Gluing and cutting are important skills for preschoolers and early elementary students (that most youngsters donât practice enough). Get out that cracker or cereal box as a backing for the pieces and make your own âYou Can Compostâ Memory game with our BINGO template.
More Composting For Kids Resources
If you want more educational resources about composting and soil health, weâve got you covered. Check out some of these other resources weâve created all related to composting for kids.
- Composting Science For Kids + FREE Printable Activity
- Explore Soil Health With Kids Through An Appleâs Life Cycle + Free Printable Activity Cards
- Easy Banana Water Landfill Emissions Sustainability Science Experiment For Kids
- How To Build A Soilarium
- Pumpkin Composting + Soil Sustainability Science Experiment
- 8 Ways To Get Kids Excited About Composting
If you try out our Compost BINGO, be sure to let us know how it goes. Share on social media (and tag us @RaisingGlobalKidizens) so we can see it or send us an email and tell us how it went. We hope you love it!


What this research was about and why it is important
This three-year study (2007-10) was commissioned by the government to provide an in-depth overview of language provision and teaching at Key Stage 2 (ages 7 to 11) in primary schools. Prior to this study, there was little research into these areas, and little research looking at key issues such as pupil attainment, the development of intercultural understanding, the promotion of knowledge about language, and the transfer of knowledge and skills. The KS2 Framework for Languages at the time outlined three core strands in language learning: oracy (speaking and listening), literacy, and intercultural understanding. The researchers visited a sample of 40 diverse and representative schools in the UK over three years. They also worked with a smaller number of eight case-study schools to assess the impact of provision on childrenâs learning in languages, and across the curriculum. The researchers noted four main approaches to language teaching: lessons teaching the language, sensitization to language (tasters), language awareness, and language teaching through another subject (CLIL).
What the researchers did
- The researchers observed lessons, interviewed staff and children, arranged small group discussions, distributed questionnaires, and collected documentary evidence.
- Children in the eight case-study schools completed language tasks in all four skills to evaluate their learning and language outcomes; some classes also took Asset Language Tests.
What the researchers found
The report listed several key findings:
- Schools were enthusiastic and committed, and staff were of the opinion that languages contributed to childrenâs personal and social development, and had benefits for childrenâs English literacy development, and citizenship.
- Children were enthusiastic. They liked fun, interactive lessons, and were motivated by the learning process and their perceptions of the wider value of language learning.
- French was the most commonly taught language (for historical reasons), followed by Spanish and German; weekly teaching was between 30 and 60 minutes.
- Staff mobility and knowledge were influential in determining the delivery model. Teachers were mostly either generalist class teachers or specialist language teachers.
- Training was having a positive impact on provision.
- Schools were drawing increasingly on the KS2 Framework for Languages. Teachers were incorporating the objectives for oracy (to a lesser extent for literacy) into their schemes of work; there was little evidence of reference to the framework for intercultural understanding. Teachers relied heavily on commercial resources, reflecting their confidence and ability.
- Children taught throughout KS2 showed progression in their learning, but assessment of that learning required further development. Fun and enjoyment were key motivational factors. There was emphasis on vocabulary learned through topics (e.g. family, pets).
- There was evidence to suggest that children could achieve Framework targets in listening, speaking, and reading. Children were good on topic vocabulary, nouns, and formulas, but knew few verbs. Writing remained a challenge.
- A school-wide vision was important for successful provision, and this originated with strong leadership and the approval and support of the head teacher.
- Funding was regarded as a very important factor in good provision.
- Transition and transfer to secondary school were ongoing concerns.
Things to consider
The review was done before the introduction of statutory language teaching (September 2014).
How to cite this summary: : Tellier, A. J., Holmes, B. & Mitchell, R. (2018). Languages and language learning at Key Stage 2 â a longitudinal study. RiPL Summary of Cable, C., Driscoll, P., Mitchell, R., et al. (2010). A Longitudinal Study Final Report.
Read related summaries on our theme page: Curriculum Policy and Curriculum Models


Non-Traditional Education Eligibility
The Eligibility Table for non-traditional K-12 students and facilities provides information on Schools and Libraries (E-Rate) program support eligibility for students and facilities in Head Start, pre-kindergarten, adult education, and juvenile justice programs. To be eligible for support, schools must provide elementary or secondary education as determined by state law.
The eligibility of an entity is based on whether the entity provides elementary or secondary education to its student population and whether the school facility is eligible for support because elementary and secondary education is provided at that facility.
USAC must look to state law to determine whether Head Start, pre-kindergarten, juvenile justice, or adult education being provided fits within the stateâs definition of elementary and secondary education and whether the school facility fits within the stateâs definition of an elementary or secondary school.
USAC conducts a biennial survey of states to determine if Head Start, pre-kindergarten, adult education, and juvenile justice students and facilities are included in the stateâs definition of elementary or secondary education. State officials are required to provide legal support for the information they supply and to certify the accuracy of their determinations.
Non-Traditional Students Eligibility
Head Start students are eligible for funding if the law in that state includes Head Start education within its definition of elementary education. However, services provided to students less than three years old are not eligible for discounts. You should review the eligibility table carefully for eligibility conditions specific to your state.
Pre-kindergarten students are eligible for funding if the law in that state includes pre-kindergarten education within its definition of elementary education.
Juvenile justice students are eligible for funding if the law in that state includes education for students in juvenile justice facilities within its definition of elementary or secondary education.
Adult education students are eligible for funding if the law in that state includes education for adults within its definition of elementary or secondary education. Adult education typically refers to high school graduate equivalency programs. USAC does not fund any post-secondary school education.
Non-Traditional Facilities Eligibility
Separate facilities that provide elementary or secondary education to these student populations are eligible for support if the law in that state includes education for students in these populations within its definition of elementary or secondary education and if the school facility fits within the definition of an elementary or secondary school.
Home-based Head Start programs are not eligible for support from the E-Rate program. In some states, non-traditional student populations are eligible for support but the separate facilities in which their education is provided are not. If the facility is not eligible but the students are served by a specific school district, that district must include the students eligible for the National School Lunch Program (NSLP) in its discount calculation but cost-allocate out any services provided to them at separate facilities (in other words, any buildings that are not part of an eligible school).
Important Information for Head Start Eligibility
In order to be eligible to receive support from the E-Rate program, Head Start entities must meet the federal and state definitions of elementary school. This means that the state must first consider these facilities to be schools and then USAC will determine if Head Start schools in a particular state are eligible.
It is possible that some Head Start programs in a state will be able to meet both parts of the test and therefore be eligible for funding, while others will not. For example, a Head Start center that is not considered a school in a particular state is not eligible for funding even if the Eligibility Table indicates that Head Start facilities in that state are eligible. You should check with your state department of education for more information on your status.


February 9, 2021
In Malawi, 6-year-old Alinafe is proof that investment in early childhood education makes a difference. Sheâs among the nearly 40 percent of children in the country enrolled in pre-primary education who are on track in early literacy and numeracy skills. Of children in Malawi not enrolled in pre-primary programs, only 4 percent are on track on these foundational skills, according to data from UNICEF.
Recognizing that many of the barriers to early reading skills development can be mitigated through the use of individualized learning technology, All Children Reading: A Grand Challenge for Development today launched the Ready2Read Challenge, seeking context-appropriate and effective EdTech solutions that help marginalized children in low-resource countries build foundational language and literacy skills at home and at school.
âPre-primary education, whether it is provided in schools, homes, or other venues, is important to prepare children for success in primary school and beyond,â said LeAnna Marr, acting deputy assistant administrator of the Bureau for Development, Democracy and Innovation at USAID, an ACR GCD Founding Partner. âUSAID is proud to be a partner in the All Children Reading Grand Challenge and support Ready2Read.â
Despite several decades of focusing on improving access to quality education for all children, learning outcomes continue to remain low, with fewer than half of the worldâs school-aged children learning to read on grade level or gaining basic numeracy skills, according to the World Bank.
As more than 85 percent of a childâs brain is developed by age 6, a growing body of evidence suggests investing in high-quality pre-primary educationâproviding young children with the foundational skills needed to support grade-level learningâis vital to addressing the global learning crisis. Yet globally, more than 175 million children are not enrolled in pre-primary education, a challenge compounded by shutdowns of early education facilities due to the COVID-19 pandemic.
The Ready2Read Challenge calls on global solvers to propose existing or adapted EdTech solutions and activities that enable parents, caregivers, and early childhood education (ECE) facilitators to progressively build and measure foundational literacy skills in children ages 4 to 6.
âIn addition to being a childâs first teacher and protector, parents and caregivers are the cornerstones of any quality learning intervention in early childhood, with community members, including early childhood education facilitators, also playing a key role,â said Kerin Ord, global sector education lead at World Vision, an ACR GCD Founding Partner. âThe experiences within the first and immediate ecosystems of nurture, care, and support lay the foundation for future lifelong learning and wellbeing.â
Solvers can win up to $350,000 for proposals that meet the Ready2Read Challenge requirements, with additional incentive money available to awardees whose solutions demonstrate foundational skills growth in children.
ACR GCD will prioritize EdTech solutions proposed for implementation in the following countries/contexts: Bangladesh, Indonesia, Laos, Malawi, Nepal, Papua New Guinea (PNG) and the Pacific Islands, the Philippines, Somalia, the Syrian context (Syria, Jordan and Lebanon), and Zambia. While solutions that have already been implemented in these contexts are preferred, solvers can also propose solutions tested in similar contexts that can be adapted.
Solutions should seek to target key foundational language and literacy skills, including alphabetic knowledge, phonological awareness, expressive vocabulary, and listening comprehension. Solutions should also support parents, caregivers, teachers and/or facilitators with resources and tools to assist in filling gaps in early learning among children, especially due to COVID-19.
Solvers are also required to propose an implementation plan of how their EdTech solution can be used in ways that do not exacerbate the digital divide but can bridge barriers and gaps in support, especially for the most vulnerable children.
âBy leveraging the power of EdTech to complement existing investments in pre-primary education, or filling gaps where investment is limited, we can enable the most marginalized children around the world to be set up for success in school, even amid COVID-19 or other crises,â said a spokesperson for the Australian Department of Foreign Affairs & Trade, an ACR GCD Founding Partner. âThese investments in early learning are critical in securing a future in which every child can read.â
Together, letâs equip parents, caregivers and ECE facilitators with EdTech solutions to support literacy and learning to help children thrive.
Join the Ready2Read Challenge!


State law addresses personal health and wellness.
Academic Standard for Health, Safety and Physical Education
The Academic Standard for Health, Safety and Physical Education provide students with the knowledge and skills that will enable them to achieve and maintain a physically active and healthful life. The attainment of these Standard will favorably impact their lives and the lives of those around them. By becoming and remaining physically, mentally, socially and emotionally healthy, students will increase their chances of achieving to their highest academic potential.
The Pennsylvania Code Â§ 4.23. High school education.
(c) Planned instruction aligned with academic Standard in the following areas shall be provided to every student in the high school program.
- (8) Health, safety and physical education, including instruction in concepts and skills which affect personal, family and community health and safety, nutrition, physical fitness, movement concepts, motor skill development, safety in physical activity settings, and the prevention of alcohol, chemical and tobacco abuse.
The Pennsylvania Code Â§ 4.83. [Reserved].
Concepts of Health 10.1. A. Stages of Growth and Development B. Interaction of Body Systems C. Nutrition D. Alcohol, Tobacco and Chemical Substances


State-funded Catholic schools fundamentally object to teaching religious pluralism
In Ireland one of the key issues in the Primary school Curriculum is pluralism. The Curriculum says it has a responsibility to promote tolerance and respect for diversity, in both the school and the community. Despite this, State-funded schools with a Catholic ethos fundamentally object to teaching religious pluralism within schools.
The first thing to note here is that the pluralism referred to in the Primary school curriculum includes religious pluralism. There are over 126 different religions in Ireland, and the State claims that it equally recognises their beliefs, values and aspirations. The State does not go so far as to equally recognise non-religious world views. The Primary School Curriculum reflects this (see page 58).
It is bad enough that State-funded schools are allowed to give priority to religious beliefs over nonreligious beliefs. However, State-funded schools with a Catholic ethos are not even happy with that level of privilege. They have made this clear in their response to the proposed new State course about Religions, beliefs and Ethics.
The Catholic Bishops object to promoting even pluralism among religious beliefs within schools, as they believe that it goes against the philosophical basis of Catholic religious education. The Church accepts that freedom of religion is the bedrock of western democracies, but insists that promoting pluralism within schools is against their ethos.
What the Primary School Curriculum says
âThe curriculum has a particular responsibility in promoting tolerance and respect for diversity in both the school and the community. Children come from a diversity of cultural, religious, social, environmental and ethnic backgrounds, and these engender their own beliefs, values, and aspirations. The curriculum acknowledges the centrality of the Christian heritage and tradition in the Irish experience and the Christian identity shared by the majority of Irish people. It equally recognises the diversity of beliefs, values and aspirations of all religious and cultural groups in society.â
In a recent Submission to the National Council of Curriculum & Assessment, the Catholic Bishops said:
â2. Pluralism and freedom of religion
The principle of freedom of religion is part of the bedrock upon which western democracies are constructed.â
âThese approaches require teachers to adopt and promote a pluralist approach to religion. This is an approach to religion that goes against the philosophical basis of Catholic religious education. Such a contradiction would place teachers in a very difficult position where conflicting philosophical approaches to religious education would have the potential to create significant confusion.â
For many parents, this means that the State âprovides forâ the education of their children in publicly funded schools that see pluralism as something that undermines their ethos.
Over half of the primary schools in the country are what the Forum on Patronage and Pluralism referred to as âStand Alone Schoolsâ. This means that all of the children in particular areas attend the only local school. This, of course, is a publicly funded National School with a Catholic ethos.
It is impossible to see how this respects the inalienable right of parents under Article 42 of the Constitution. The State then gives exemptions in equality legislation, that permit publicly funded schools to discriminate on the grounds of religion while still claiming that they promote pluralism.
In Ireland, the commitment to pluralism (a bedrock of western democracy) is promoted by segregating small children according to the religious affiliation of their parents. The larger religious groups in society attract state funding, and the smaller groups are left sending their children to schools that see pluralism as something that undermines their ethos.
If you are an atheist, please join Atheist Ireland and help us to challenge these breaches of fundamental human rights.
If you are religious, please support the joint campaign by Atheist Ireland, the Evangelical Alliance of Ireland and the Ahmadiyya Muslim Community of Ireland for a secular State education system that respects everybodyâs rights equally and gives no privilege to any religious belief or institution.


With a career in early childhood education, you help children develop the essential skills that they will build upon as they learn and grow. In this online program, youâll prepare to work with young learners of various cultures, learning abilities and English language levels. Working with children from birth to age eight, you help set the groundwork for learning in daycare, preschool and primary school. Your early childhood education career can help to foster curiosity and a love of learning that lasts a lifetime.
What youâll learn
The online Bachelor of Science in Early Childhood Education at Lynn University takes a comprehensive approach to learning. Youâll discover the type of early childhood educator you want to be and acquire the tools and techniques to make a positive impact on childrenâs lives. In this program, you will explore:
- Social and educational issues faced by teachers in multicultural classrooms
- Instructional methods and strategies for English language literacy development
- Current linguistic theories and principles of second language acquisition and literacy development
- Various teaching strategies such as learning strategies, universal design, cooperative learning, peer tutoring and more
- Student disabilities and disability services
- Effective classroom management that fosters engaged learning
- Instructional practices for children with special needs who are at risk of academic failure
Career outlook for early childhood teachers
Employment of preschool teachers is expected to grow 18 percent through 2030, much faster than the average for all U.S. occupations, while employment of preschool childcare center directors is expected to increase 11%, and kindergarten and elementary school teachers by 7%.


ERIC Number: ED481418
Record Type: RIE
Publication Date: 2002-Dec-6
Get the Reel Scoop: Comparing Books to Movies.
In today's culture, students are bombarded with movies based upon literature. Instead of assuming that students will watch the movie rather than reading the book, this lesson plan takes advantage of this phenomena by asking students to compare and contrast books with their movie counterparts and write for variety of authentic purposes. During five 40-minute sessions, students will: be able to identify the characters, setting, plot, and climax in a book and in the movie based upon the book; be able to describe how the elements of the book and movie are alike and different; hypothesize why movie makers might have decided to alter characteristics in the book; and write for a specific purpose with an authentic audience. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A compare and contrast worksheet, a rubric template, and book and movie lists are attached. (PM)
Descriptors: Elementary Education, Evaluation Methods, Films, Lesson Plans, Middle Schools, Popular Culture, Reading Instruction, Student Motivation, Teaching Methods, Writing Instruction
Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: firstname.lastname@example.org. For full text: http://www.readwritethink.org/lessons.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Students; Teachers
Authoring Institution: MarcoPolo Education Foundation.; National Council of Teachers of English, Urbana, IL.; International Reading Association, Newark, DE.
Grant or Contract Numbers: N/A


Thiem, Erwin (1969) The influence of Pestalozzi on Prussian elementary education in the early 19th century. Masters thesis, Durham University.
Pestalozzi developed the idea of a common elementary education which would elevate the impoverished mass of the people and equip them with the means of establishing a decent livlihood. Convinced of the validity of Rousseau's theories that nature begins the educative process by quickening the senses, he put his idea of education through observation into practice in his schools in Switzerland. By the impact and popularity of his work "Leonard and Gertrude", he achieved recognition in Prussia, where the ground was prepared for the almost universal acceptance of his theories through the dissemination of the educational doctrines of Basedow, Salzmann and von Rochow and the support of Herbart and Froebel. The interest created in Pestalozzi's effective methods of teaching large numbers of children to read, add and write was given further stimulus by "How Gertude teaches her children".
After her defeat by Napoleon, Prussia turned with renewed vigour to Pestalozzi's system of popular enlightenment as the one means left to regain her glory. Since his system depended for success on the regular supply of trained teachers, Prussia sent students to be trained by him and established teacher training institutes to provide a professionally trained corps of teachers imbued with the Pestalozzi spirit to work in the new state elementary schools. Here the curriculum was expanded and the courses of instruction based on Pestalozzi's teachings.
Once Prussia had regained her lost powers, the success of the new education was retarded by the opposition of the ruling classes, who feared its liberalising influence. Teacher training was restricted and teaching became a rigid discipline. Efficiency was regarded as the only measure of success, education was to serve the state, not the individual. Pestalozzi's ideas could not be eradicated, but they were largely suppressed. His direct influence on Prussian education was at an end.
|Item Type:||Thesis (Masters)|
|Award:||Master of Education|
|Faculty and Department:||Faculty of Social Sciences and Health > Education, School of|
|Copyright:||Copyright of this thesis is held by the author|
|Deposited On:||12 Apr 2013 14:51|


Number Crunching Skills Make Entrepreneurs More Confident About New Ventures
To create jobs and enhance a countryâs wealth, there is a vital need for entrepreneurs who create new ventures.
Research by the Universitat Oberta de Catalunya (UOC) has examined the factors that motivate people to become entrepreneurs and shows how elements such as financial and numeracy skills, as well as each individualâs belief in their own capabilities, although1235, and then when things are interesting, is that you view you not 144% of your like are key in leading them to found their own business.
These findings, published in The Journal of Entrepreneurship, underline the need to enhance this knowledge to foster entrepreneurship.
âThereâs a need to foster financial knowledge and numeracy skills in universities and other education settings, but also to work on self-confidence, as these are the things that help people to want to create businesses more,â said Elisabet Ruiz, the principal investigator and a member of the UOCâs Faculty of Economics and Business.
The study, based on a survey of 322 people at an online university, shows that the majority of respondents lacked solid financial literacy and numeracy, and the ability to properly assess risks, which are all key factors for an entrepreneur. These findings coincide with those of worldwide studies carried out by the Organisation for Economic Co-operation and Development (OECD), which stress the need to improve peopleâs understanding of financial matters.
As this research shows, this is a vital skill that needs to be learned. Although self-confidence (or, more specifically in this case, âentrepreneurial self-efficacyâ) remains a key factor in people deciding to start a business venture, the research revealed that financial and numeracy skills can compensate for a lack of self-confidence in their entrepreneurial abilities.
Other factors identified by this study as important in starting a venture are the perception of opportunities, a social context viewing entrepreneurship in a positive light, nearby examples serving as an example, and accurate risk assessment. Gender and employment status did not, however, appear as significant factors in entrepreneurship.
âIn another, later study on financial literacy, we did find differences between men and women,â said Ruiz. âWe saw that men were more willing to invest in financial education than women. Generally speaking, men also have greater levels of self-efficacy in these skills, which could explain why women tend to be less entrepreneurial or encounter greater difficulties in accessing financial markets.â
One way in which this research is innovative is that, to study the factors that foster entrepreneurship, it took account of those that are both subjective (personal perceptions of oneâs entrepreneurial abilities) and objective (financial literacy, numeracy skills and risk assessment abilities). The result was that they identified three distinct groups of entrepreneurs, each with its own characteristics and differentiated by their abilities and motivations.
Those with greater financial skills and good self-efficacy tended to have more social motivations than those with poorer objective knowledge. Those with a good perception of their abilities but who did not score highly in terms of financial literacy and numeracy found more motivation in identifying market opportunities. Lastly, those with low levels of subjective skills and knowledge created businesses, above all, because they were in situations where there were points of reference, such as families or friends.
Contrary to the arguments of traditional theories, entrepreneurs are not driven solely by economic factors, rather, their motivations vary considerably and include aspects such as the lack of employment opportunities, dissatisfaction with their current jobs, a search for independence or a wish to cover a social need.


By David Hamilton. Views which mix options of institutional and aesthetic definitions additionally exist. Each work of art causes the receiver to enter into a sure type of relationship both with him who produced, or is producing, the art, and with all those that, concurrently, beforehand, or subsequently, receive the identical artistic impression.
Realism: 19th-century artwork movement wherein artists targeted attention on odd people, such as peasants and laborers, who had not been pictured in artwork as much as that time. A. any discipline using the methods of artwork to display inventive qualities: advertising art.
With out an adequate definition of art, disputes over the true standing of the works of a culture, gender or ethnic group turn into mere expressions of empty opinions. Artwork description & Evaluation: J.M.W Turner explored notions of impermanence, loss of life, and violence in his seascapes and nature paintings.
The Baroque type was strongly influenced by the Catholic Counter-Reformation, while Islamic artwork (like Orthodox Christianity), forbids sure sorts of inventive iconography. Artists have been commissioned to speak the ideas of their consumer and subsequently did not have total artistic freedom.
NCI Dictionary Of Genetics Phrases
Artwork is such a easy term but it is tough to outline. 9 Arthur Danto, What Art Is (New Haven, CT: Yale University Press, 2013), p. 149. The physical floor upon which the portray is done is likely to be delicate and plain, and so forth. The results of the artistâs work, nevertheless, is perhaps utterly totally different. Parallel to the numerous technological and scientific discoveries of our personal age, the development of paper and the printing press introduced unprecedented social modifications in literacy and the unfold of information.
Furthermore, this open idea argument, because it was known as, was also challenged by the appearance of definitions of artwork by people like Arthur Danto (1981) and especially George Dickie (1974), which, although said in terms of needed circumstances, provided more than ample room for artistic invention, accommodating the complete gallery of works of Dada and its legacy.
What Is A Painting?
It is not on a regular basis that an individual can take up or get an schooling on something he or she loves and then build it into a profession. The sacking of Rome (c.four hundred-450) launched the dead period of the Dark Ages (c.450-a thousand), brightened only by Celtic artwork and Final La Tene Celtic designs, after which the historical past of art within the West is studded with a wide variety of inventive âstylesâ or âactionsâ â similar to: Gothic (c.1100-1300), Renaissance (c.1300-1600), Baroque (seventeenth century), Neo-Classicism (18th century), Romanticism (18th-nineteenth century), Realism and Impressionism (19th century), Cubism, Expressionism, Surrealism, Abstract Expressionism and Pop-Artwork (20th century).
Art education includes performing arts like dance, music, theater, and visible arts like drawing, painting, sculpture, and design works. It embodies our perception that idea and practice arenât binary opposites, however moderately complements that work collectively to additional oneâs lifelong development as an artist-educator.
Defines art as âthe process or â¦ Read More...


Public Schools Shouldnât Be Teaching âValuesâ
Americaâs public schools are getting worse, and part of the reason why is that they have taken on too much responsibility.
âThere [in public schools], instead of initiatives to develop native intelligence and give it good techniques in the basic arts of man, we professed to make ideal citizens, supertolerant neighbors, agents of world peace, and happy family folk, at once sexually adept and flawless drivers of cars. In the upshot, a working system has been brought to a state of impotence.â
To summarize, Barzun is saying that schools have historically existed to teach students the basic intellectual skillsâreading, writing, and arithmeticâand to cultivate their intelligence. Since the Enlightenment (1685-1815), however, Western societies have increasingly looked to schools as the primary vehicle of forming the âwhole personâânot only their intelligence, but their values, as well.
Across America right now, public schools are working hard to form young students in the values of neoliberalism: tolerance, egalitarianism, diversity, and globalism. Last week I highlighted an example of this in Minnesotaâs top school district, where kindergarteners are being trained to be activists on behalf of these values.
That itâs the prerogative of schools to teach young children values is not an idea youâll find in ancient Greece and Romeâthe source of Western educational philosophy. As the venerable historian Henri Marrou pointed out, the link between elementary schools and moral education originates with specifically religious education in the Middle Ages:
âThe connection between elementary education and moral training, which seems so natural to us today, is a heritage from the Middle Agesâto be more precise, from monastic schools, in which the same person found himself obliged to unite two quite distinct rolesâthat of the school-teacher and that of the spiritual father. In antiquity the schoolmaster was far too insignificant a person for any family to think of giving him the responsibility of educating its children, as it so often does today.â
In the Christendom of the Middle Ages there was a spiritual unity among the people of the Mediterranean world such as has not been seen in the West since. Then, according to former Harvard historian Christopher Dawson, âa man could travel the pilgrimage routes from England and Ireland or Scandinavia to Rome, Compostella and Jerusalem and find everywhere men who shared the same way of life, the same standards of thought and behavior.â
We enjoy no such deeper metaphysical unity in America today. Americans are sharply divided about the most basic of values and the principles underlying those values.
In this divided environment, directly teaching values to young children in the public schools is dangerous. (Note that I write âdirectly.â Itâs impossible to completely avoid indirectly teaching values through, for example, the behavior of the teacher, the traits of characters in selected literature, etc.) In too many cases, it amounts to an aggressive act of proselytizing that conflicts with the values of the parents, and undermines the primacy of their role in forming their childrenâs worldview.
For the foreseeable future, Americaâs public schools should return to their primary role: teaching students how to think, not what to think.


Resources for those of us teaching students how to solve systems of equations with substitution or elimination. Continue reading Substitution and Elimination
Thank you to everyone who joined me at the Beyond Math Conference this summer. I hope you enjoyed my presentation on Getting the Most out of Math Tasks. As promised, here are some additional resources to accompany that presentation. Staircase Task During the video I did three tasks. First, I did a classic task called â¦ Continue reading Beyond Math Conference 2021
Itâs Pi Day (March 14th) so I figured Iâd briefly talk about circles and pi. First, letâs talk define a circle. Okay, so a long time ago people wondered how to find the area of a circle, itâs tricky because square units donât fit within nicely unless they are teeny tiny. People found that if â¦ Continue reading Circles and Pi
Something Iâve been thinking about is the way we teach students to solve systems of linear equations using substitution. Consider for example the following system of linear equations: y = 3x + 4 and 2y â 3x = 16. Many textbooks would suggest the way forward is to solve one of the equations for a â¦ Continue reading Solve for y and substitute?
Note: This is part 2 in a multi-part series on fractions. In part 1, I discussed two different meanings for fractions, I recommend you start there. The Whole Story Discussing fractions without discussing their associated whole (also called referent unit) can be problematic. The quantity is assumed to refer to some referent unit. However, I â¦ Continue reading Fractions Part 2: The Whole
When I began teaching undergraduates, I mainly taught mathematics methods courses for elementary education majors. Put simply, I taught future elementary teachers how to teach mathematics. For many elementary teachers, fractions is one of their least favorite topics to teach. For many elementary students, fractions is one of their least favorite topics to learn. So â¦ Continue reading Fractions Part 1: Theyâre Complicated
Teachers typically emphasize two techniques (though there are certainly others) for solving systems of equations: substitution and elimination. The other day I asked my class of prospective middle and secondary teachers to explain why elimination works. I asked this because as I was sitting at my kitchen table that morning, My students were not able â¦ Continue reading Why does elimination work?


I can recognize and correct misplaced and dangling modifiers.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
In this lesson, students will learn how to identify and correct misplaced and dangling modifiers.
Students will be able to recognize and correct misplaced and dangling modifiers.
Students will review the placement of simple modifiers (adjectives/adverbs) and see how meaning can change when misplaced.
Students will first learn to spot phrases or clauses that are misplaced/dangling and then learn the options for correcting them. Students will engage in activities to test their understanding, including selecting the picture that shows the actual meaning of the sentence, providing the intended and unintended meaning for sentences with misplaced modifiers, and modifying the sentence to correct the misplaced modifier. Students will also be provided a modifying phrase/clause and be asked to place it into the sentence to modify a particular noun.
Review misplaced and dangling modifiers by identifying if sentences have misplaced or dangling modifiers and deciding how to fix those sentences.
Students will create a comic with a misplaced/dangling modifier. They will exchange them and create a new cartoon to correct it.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Thames Venturer is moored at Teddington Lock and becomes a âfloating classroomâ for the day. The boat can accommodate up to 35 children, who should come with sufficient adults to support them all.
The day begins around 9.45 with all children boarding the boat and having a safety briefing before learning a little of the history of the boat: itâs over 100 years old!
Then the class splits into two, and one group starts the morning on Ham Lands, with âDrastic Plasticâ. Children discuss the presence of plastic in their lives and how the disposal of it impacts wildlife worldwide. They examine some of the different uses of plastic and identify alternative materials that could minimise consumption of single-use plastic. As well as this unit, groups will visit Teddington Island to learn about the weir. Schools may also have a choice to visit Teddington Lock or go foraging on the foreshore on days when the tides are low.
The other group stays on board Thames Venturer for 2 short sessions, conducting scientific experiments. In one session children learn about the history of the Thames. Children assess the quality of the water in the Thames by measuring pH and other metrics. In the other session the children learn about the riverâs geology and perform an experiment on the rocks and soils of the Thames.
After a packed lunch on board, the groups swap activities, and the day closes around 2.45pm. Timings for the day can be adjusted for groups provided we are given advanced notice.
Throughout the day the children will use and refine the following skills:
- Numeracy skills
- Working and thinking scientifically
- Critical thinking
- Collaborative working


What are the 4 types of questions for critical thinking?
By asking excellent questions!â¦15 Questions to Encourage Critical Thinking
- How Do You Know This?
- How Would Your Perspective Be Different If You Were on the Opposing Side?
- How Would You Solve This Problem?
- Do You Agree or Disagree â and Why?
- How Could We Avoid This Problem in the Future?
- Why Does It Matter?
What are some good critical thinking questions?
Critical Thinking Questions That Start With How
- How would you solve â¦?
- How is this different from other situations?
- How is this similar to â¦?
- How would you use â¦?
- How could the story have ended differently?
- How does this work?
- How could this be harmful?
- How else could this have been handled?
What are the eight critical thinking questions?
Terms in this set (8)
- Ask questions. Be willing to wonder.
- Define terms. Say what you mean.
- Examine evidence. Look at evidence.
- Analyze assumptions and biases. Identify and evaluate assumptions and biases there might be.
- Avoid emotional reasoning.
- Donât oversimplify.
- Consider other interpretations.
- Tolerate uncertainty.
How do teachers use critical thinking?
Critical thinking exercises for elementary education
- Ask questions.
- Encourage decision-making.
- Work in groups.
- Incorporate different points of view.
- Connect different ideas.
- Inspire creativity.
How can you encourage critical thinking in the classroom?
A few other techniques to encourage critical thinking are:
- Use analogies.
- Promote interaction among students.
- Ask open-ended questions.
- Allow reflection time.
- Use real-life problems.
- Allow for thinking practice.
What is a creative thinking?
Creative thinking refers to using abilities and soft skills to come up with new solutions to problems. Creative thinking skills are techniques used to look at the issue from different and creative angles, using the right tools to assess it and develop a plan.
What are 3 essential critical thinking guidelines?
Ask questions: be willing to wonder.
How to teach critical thinking in preschool?
Start Young Education should start young and last our whole lives. There are always more things to learn and explore,and children are very aware of that.
What skills should preschoolers learn?
Some of the skills children learn in preschool include social skills, problem solving and fine motor skills. Children also learn numbers and counting, letters and literacy, and basic colors and shapes, explains Parents magazine.
How to get teenagers to think critically?
10 Tips for Teaching Kids to Be Awesome Critical Thinkers Slow down the pace. Itâs easy to fall into a routine of calling on one of the first kids who raises a hand. Pose a Question of the Day. Put a new spin on bell ringers by asking a Question of the Day. Make a response box. Take a side. Ask âwhy?â five times. Role-play. Go âhitchhiking.â. Turn around.
Why critical thinking is important for your child?
Critical thinking skills are important to living a productive life by facing challenges and getting through competitive phases. The main goal of teaching your children critical thinking is to ensure they become empowered to take the right information and adapt to emerging and new situations and tackle problems.


âThe doctors, hospitals and protocols give our children a shot at a life. The Morgan Center gives the children enjoyment in life.â
â Cyndi (Jackieâs Mom)
Why The Morgan Center Is Needed
Every year there are over 200 children under the age of 5 diagnosed with cancer on Long Island and in the New York metropolitan area.
Children with cancer have suppressed immune systems due to their lowered white blood cell count from chemotherapy. For this reason, if they were to attend a typical preschool they could risk exposure to life threatening infections, illnesses and childhood diseases.
Children undergoing chemotherapy treatment can also be affected educationally by impaired attention, concentration and motor skills issues, as well as difficulty in the processing of information. Chemotherapy treatment administered to children at a very young age can also cause both short term and long term, post-treatment learning disabilities.
If children are not given the opportunity of a pre-kindergarten learning experience, then they can be deprived of growing intellectually,socially and emotionally. The importance of preschools and early learning centers is supported by the U.S. Department of Education.
âToday, many parents enroll their children in some form of preschool, which means that Kindergarten is no longer the childâs first experience with group educational programs. Many early childhood experts believe that children who have been involved in high quality group care or nursery school are better prepared for formal schooling. There is substantial evidence of the short-term effects (e.g., an increased likelihood of completing High School). The National Education goals stress the importance of access to quality early childhood programs.â1
THE MORGAN CENTER provides preschool age children battling cancer the opportunity to learn and socialize in a safe environment. Children undergoing chemotherapy treatment have a suppressed immune system. They cannot socialize with children in âtypicalâ preschool programs due to the risk of infections, illnesses and diseases. Even contracting a simple cold could become life threatening to an immuno suppressed child.They can however interact with other immuno suppressed children in similar situations, whose parents understand the inherent risks and the importance of a germ free environment and limiting exposures.
THE MORGAN CENTER gives preschool age cancer patients an early childhood learning experience that prepares them for kindergarten. The parents stay in a separate lounge area to relax or participate in group discussions and have access to professional support.
THE MORGAN CENTER ultimately helps these children and their families to cope with the stress of battling cancer. It provides a pre-kindergarten learning foundation and a sense of normalcy for the children and their families, as well as a distraction from their treatment and their pain.
1. Access to Preschool Education, U.S. Department of Education, Overview by the Condition of Education, August 1995


Make a fun and engaging Christmas literacy activity with this post office writing table learning area! Early writing skills and imaginative role play combined into a fun invitation to play.
When I was teaching, one of my most favourite areas to set up and rotate in my classroom was the writing and mark-making area. Children absolutely adore having access to real tools and materials, and often combine imaginative play with meaningful literacy when they see it as being presented for a purpose.
I set up a little table top in our living room to create a Christmas post office area, all ready for writing cards and letters and posting them straight away in their own little post box.
Onto the table went:
envelopes in different sizes
paper and card in different sizes
alphabet stamps and ink
glue, scissors, pens and pencils
gold parcel ribbon
red parcel bows
Christmas themed sight word cards e.g. merry, happy, thank you, from, Christmas, Santa etc
At the back of the table I put a little DIY Santa post box that I made from a shallow Amazon packaging box, covered in red paper with a slot at the front and opening flap at the back to collect the mail from. Around the slot I stuck cotton wool balls to represent Santaâs beard and added a belt and button details around the front too. The post box was extremely popular!
Then I simply left them to discover it and start playing and using the resources in their own way. While they played we talked a bit about how post offices work and what the postal workers have to do each day, both in collecting and delivering the mail, as well as checking the envelopes are stamped and addressed properly.
They enjoyed writing cards for family and friends and each use the materials at their own stages of literacy development. Miss 2 experimented with lots of scribbles and mark making, Miss 4 did lots of letter strings and initial sounds in her words, whereas Miss 6 was able to write and address hers using mostly accurate writing or good phonetic attempts. They are planning to distribute them to their friends over the next week or so in time for Christmas!
What they are learning while they play:
literacy: that print carries meaning, writing for a purpose, writing letters and cards, mark making, using phonics to make good attempts at unknown words, reading and writing sight words
knowledge and understanding: the role of postal workers, how mail boxes work, how addresses and stamps work


Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 14(3), 293-311.
Beal-Alvarez, J., Lederberg, A., & Easterbrooks, S. (2012). Grapheme phoneme acquisition of deaf preschoolers. Journal of Deaf Studies and Deaf Education, 17(1), 39-60.
Bergeron, J.P., Lederberg, A., Easterbrooks, S., Miller, E., & Connor, C. (2009). Building the alphabetic principle in deaf emergent readers. Volta Review, 109(2), 91-114.
Cannon, J. E., Easterbrooks, S. R., Gagne, P., & Beal-Alvarez, J. (2011). Improving DHH studentsâ grammar through an individualized software program. Journal of Deaf Studies and Deaf Education, 16(4):437-57.
Cannon, J., Easterbrooks, S., & Fredrick, L. (2010). Vocabulary acquisition through books in ASL by student with hearing loss from non-English speaking homes. Communication Disorders Quarterly, 31(2), 98-112.
Easterbrooks, S., & Beal-Alvarez, J. (2013). Literacy instruction for students who are deaf and hard of hearing. A book in the Oxford University Press Series, Professional Perspectives on Deafness: Evidence and Applications. New York, NY: Oxford University Press.
Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P., & Connor, C. M. (2008). Emergent literacy skills during early childhood in children with hearing loss: Strengths and weaknesses, Volta Review, 108(2), 91-114.
Lederberg, A., Schick, B., & Spencer, P. (2012). Language and literacy development of deaf and hard-of-hearing children: Successes and challenges. Developmental Psychology, 40(1), 16-30.
Miller, E. M.., Lederberg, A.R., & Easterbrooks, S. R. (2012). Phonological Awareness: Explicit Instruction of Young Deaf and Hard-of-Hearing Children. Journal of Deaf Studies and Deaf Education. First published online January 9, 2013 doi:10.1093/deafed/ens067


Although a panel of national experts on reading recently called for âan end to the reading wars,â their plea for a cease-fire came too late for many lawmakers, who had already concluded that the battle was over, with phonics triumphant and whole language in retreat.
Impatient with the student illiteracy spawned by whole language reading instruction, state legislatures and school boards across the country are ignoring protests from educators and prescribing explicit phonics instruction to boost reading skills.
After California embraced whole language reading instruction in 1987, the stateâs reading scores plunged, tying Louisiana for the rank of worst in the nation by 1995. In response, the state legislature approved âABCâ laws that required instructional materials to include âsystematic, explicit phonics, spelling, and basic computational skills.â
Ohio, North Carolina, Texas, Virginia, and Wisconsin have passed similar laws in recent years, and the trend is continuing as lawmakers grow increasingly impatient with the continuing failure of educators to solve reading problems in public schools.
In Marylandâs Anne Arundel County, for example, almost two-thirds of third- and fifth-graders, and almost three-quarters of eighth-graders, cannot read at the required state standard for their grade. State Delegates Janet Greenip and Nancy Jacobs cite these results as their reason for introducing a bill that would require elementary teachers in public schools to use phonics as the primary method of teaching reading.
Although many school district officials oppose the idea, Nebraska State Senator Kate Witek introduced in January a one-sentence bill requiring schools to use phonics to teach reading through second grade. Her bill reads: âSchool districts shall include the use of explicit systematic phonics instruction with decodable text as a part of the reading curriculum in kindergarten through grade two.â
In Mississippi, State Representative Rita Martinson has sponsored legislation that would offer $5,000 federal grants to public schools that use a nationally recommended phonics instruction program, an idea supported by Governor Kirk Fordyce. Another bill would require the State Department of Education to include phonics programs in its revised strategy for teaching children how to read.
âIf all children in Mississippi could be reading at their own grade level at the end of the third grade, our economic status would shoot high,â said Martinson.
In February, the Washington state legislature sent Governor Gary Locke a bill that calls for a phonics grant program for schools with poor readers. In Arizona, the state legislature is considering a bill mandating that K-3 reading programs emphasize phonics instruction. The North Carolina legislature has appointed a committee to develop a more phonics-based curriculum.
In Georgia, Governor Zell Miller has asked the legislature for $19 million to fund the phonics-based Reading First program in the stateâs elementary schools, despite school officialsâ claims that such decisions should be left up to local boards of education. Sixteen districts are already experimenting with the program, which is supported by the State Board of Education and State Schools Superintendent Linda Schrenko.
School boards are already returning to phonics. At a February retreat, administrators and school board members from Georgiaâs Effingham County agreed to institute the Saxon Phonics program as part of a renewed focus on teaching pupils how to read. Last fall, Milwaukee Public Schools board member Leon Todd introduced a resolution to re-establish comprehensive phonics literacy instruction in that cityâs schools, calling whole language reading instruction âa failed reform initiative.â
Parent groups are also actively promoting phonics. In Tennessee, the Eagle Forum is pushing a bill to require phonics instruction in all classrooms. A group of churches in Jacksonville, Florida, in January petitioned public school officials to expand the use of the âdirect instructionâ phonics method. Two years ago, in what was called a ârebellion against âwhole language,'â hundreds of Chicago parents hired private tutors after finding their children read far below grade level.
âThe swing toward whole language, the substitution of whole language for phonics, has done a lot of damage,â Chicago Public Schools CEO Paul Vallas told the Chicago Sun-Times.
George A. Clowes is managing editor of School Reform News. His email address is [email protected].


Recently nicknamed âKindness, USA,â Gilbert, AZ, is noted as one of the fastest growing communities in the country. As the ever-expanding town in the Phoenix suburbs prepares for its centennial celebration in 2020, the Gilbert Unified School District is also marking 15 years as a Wilson district.
In the mid-2000s, Gilbert educators paid heed to recommendations regarding the science of reading: All early learners, particularly those showing signs of reading difficulty, benefit from explicit, structured literacy instruction to develop foundational literacy skills that are crucial for academic success.
Recognizing the need to incorporate strong foundational reading skills instruction, the district piloted FundationsÂ® as a Tier 1 and Tier 2 program in early elementary classrooms in 2005, then went on to embed Fundations in its 27 elementary schools, with particular attention to fidelity of implementation.
In 2008, Gilbert began training its reading specialists and all elementary school instructional coaches in the Wilson Reading SystemÂ® (WRS) as a Tier 3 intervention for students in need of intensive instruction. Just WordsÂ® was added next, as a Tier 2 intervention for students in grades 4 to 6 with mild-to-moderate gaps in decoding and spelling skills.
By strategically building in-district capacity to train, coach, and mentor teachers in Wilsonâs explicit, multisensory, structured programs, Gilbert Public Schools is now ahead of the curve in meeting the ELA foundational literacy skills requirements that were defined in Arizona State Standards in late 2016, as well as new dyslexia legislation adopted this year.
âWilson training has been very powerful for our teachers because they get to see how to target instruction for students, and how to be direct with helping struggling readers in the exact areas they need,â shared Misty Castillo, the districtâs ELA Title I specialist and WilsonÂ® Credentialed Trainer (W.C.T.). âItâs exciting to see them walk away with this experience and say it has changed their way of teaching. They look at things differently now. Providing training focused on the pedagogy, best practices, and reasons behind why this type of instruction works has helped tremendously in the use of the practices so all students can benefit.â
The districtwide endeavor began years ago under ELA teachers and administrators Sandi Apuna and Carolyn Cain, who went on to become WilsonÂ® Credentialed Trainers.
Early on, Gilbert educators collaborated with Wilson Literacy Advisor Anne Treadwell and a Wilson Implementation Team to identify the districtâs literacy goals, develop a customized, strategic plan to meet the needs of students, teachers, and administrators, and then implement the plan with direct support from Wilson.
Fundations training was provided to teachers across the board in grades K-3. Additionally, administrators appointed an instructional coach at each campus to support teachers as they learned the content and activities for the foundational skills standards. Each coach models, co-teaches, supports, and conducts study groups for teachers as they perfect their craft.
In addition to these coaching models, Gilbert was among the first districts in the country to train Wilson Facilitators and Presenters as part of a professional learning pathway that Wilson developed in 2011. This allowed the 33,000-student district to continue to cultivate and build program capacity.
âIt was extremely beneficial when Wilson developed a process to create in-district Fundations and Just Words Facilitators and Presenters,â Misty shared. âWe jumped on the opportunity to develop the capacity to help sustain and support Wilson programs in our district. All of these talented educators are the heart of bringing Wilson alive to teachers and students.â
Gilbert Public Schoolsâ leadership has been âvery supportive in the development of teacher leaders and the delivery of professional development,â said Misty, who also serves as a Fundations Presenter and Facilitator. âThey recognize the value of the standards taught in Fundations and show this by providing an allotted time across our elementary schools.â
As a Tier 3 intervention, WRS has been âlifesavingâ for students in grades two and above who exhibit characteristics of dyslexia, said Misty, who was recently appointed to the Board of Directors for the Arizona Branch of the International Dyslexia Association.
âThe biggest lesson learned in our years of implementing Wilson programs is that the training, coaching, and continued support of teachers are essential. Even when we think we have it, there is always more to learn!â
Pictured: Gilbert Public Schoolsâ Literacy Team includes, from left, K-6 ELA Coach Amy Yanez, W.D.P.; Instructional Coach/Reading Specialist Kristin McCord, W.D.T.; ELA Title I Program Specialist Misty Castillo, W.C.T.; Reading Specialist Krista Roth, W.D.P.; and Instructional Coach Christine Hill, W.D.P.


Student motivation is investigated in this study as a means of abrogating apathy within a public high school Jewelry course. The study is an attempt to answer a personal question of whether students could be internally motivated to a level of excitement that they would take ownership for their personal learning and the learning of their classmates. The study also addresses four main points that cause apathy, or are caused by apathy, they are: zero sum competition, compassion and support for classmates,ownership of the physical facilities, and the development of a conscientious public. Through a desire to test data on autonomy, high school students in a Jewelry 2 course were given freedom to choose what projects they made, what materials and processes they used, and what grade they received at the end of the semester. The study was a classroom action research project. Narrative analysis was used as a reflective tool to organize the data into thematic events that tracked the strengths and weaknesses of the study. Key teaching strategies were introduced in this study, including the following: personal goal setting by students to formulate an individualized curriculum; self-grading; and process diaries that the students wrote in daily to track their progress on their goals, and for use as a tool of accountability. The teaching strategies were designed to increase students' intrinsic motivation, creativity, sense of ownership for their personal learning and the learning of their fellow students, to develop a caring environment, and to develop ownership of the physical facilities of the school.
College and Department
Fine Arts and Communications; Visual Arts
BYU ScholarsArchive Citation
Steadman, Samuel E., "Classroom Community: Questions of Apathy and Autonomy in a High School Jewelry Class" (2011). Theses and Dissertations. 2883.
art education, classroom action, autonomy, apathy, jewelry, narrative analysis, classroom community, motivation


Group based services
Learning Language and Loving Itâ¢ â The Hanen ProgramÂ® for Early Childhood Educators
Learning Language and Loving It (LLLI) is part of a suite of programs developed by the Hanen Centre to promote childrenâs language and literacy development. It is designed to teach early childhood educators practical strategies for helping children build language and social skills, regardless of their learning and communication styles (including children with a learning delay and/or disability).
It builds on the principles of interactive language stimulation, supporting educators to use naturalistic interaction strategies that are associated with accelerated language development.
The Learning Language and Loving It Program was designed to provide early childhood educators with practical strategies for helping all children in the classroom build language and social skills, no matter what their learning and communication styles are, and even if they have special needs.
The Learning Language and Loving It Program provides you with practical, research-based strategies for:
- Promoting every childâs language development using natural everyday activities, routines and play
- Becoming attuned to childrenâs interests so you can follow their lead, which is known to foster language development
- Adjusting the way you talk to help children develop more advanced language skills
- Promoting interaction among the children themselves
- Facilitating language-learning in pretend play
- Fostering emergent literacy skills
- Online delivery of training by a certified speech pathologist of up to 20 educators (both teachers and teacherâs aids) at a time that works for each individual school.
- 5-8 intensive group training sessions (15-20 hours) in which you learn through a variety of media and by interacting with your fellow educators;
- 4-6 individual videotaping and feedback sessions for each educator (educatorsâ interactions with children are videotaped by and reviewed with the group leader); and
- User-friendly resources to support your learning.
Download a detailed summary supporting the Learning Language and Loving It Program.


Creative Quest â Class 1
An ICSE Art Education Series for Class 1
In the primary level, content is based on self, family, school and the immediate environment. Some common art forms that children engage in are mentioned below.
For Kids Age 3+ years
Improve Cognitive Skill
Drawing, Painting, Collage, 3D Work, Artefacts and more.
28cm x 28cm
Art is essential for cognitive, effective and psychomotor development in every child. It also helps them in visualising, scenario building, creative problem-solving, divergent, critical and reflective thinking. Creative Quest, a series in Art Education, for classes 1 to 8, is an attempt to steer children and educationists in direction of holistic learning.
In primary level content is based on self, family, school and the immediate environment.
The different theme as defined in the ICSE curriculum has been adapted in Creative Quest to encourage children to learn and make art and integral part of their lives.
Shapes and Forms: Lines, shapes and sizes of objects in the immediate surroundings/environment, both natural and man-made, are defined as forms.
Colours: Understanding the use and characteristics of colours â Hue, tint, shade in the different types of artwork.
Texture: This defines different surfaces: Soft, smooth, hard, rough, etc.
Composition: Organisation of 2D and 3D shapes, artistic placement of colours and forms, arranging patterns, making designs, etc.
Tool and Techniques: Use of flat and round brushes, exploring 2D and 3D methods and different types of materials used in making an artwork.
Art Vocabulary: Identification of tools, papers and materials.
Responding to Art: Appreciation of artefacts and nature around us.
Perspective: It helps in knowing, understanding and appreciating the beauty of 3rd dimension in any object, architecture or scene.
Drawing Book for kids â¦ Colouring book for kids â¦ 3D Works for kids â¦ Si-Fi Book for kids


Ice Cream is a quintessential part of summer! But it also makes for a great (and delicious) science experimentâ¦ No fancy machine or cranking required!
This ârecipeâ was adapted from Steve Spangler Science.
How To Make Ice Cream In A Bag
Homemade Ice Cream In A Bag Ingredients:
- 1/2 cup half-&-half (or milk)
- 1 tablespoon sugar
- 1/2 teaspoon vanilla ice
- 1/2 cup of rock salt
You will also need: 2 sandwich-sized baggies, 2 gallon-sized baggies, and winter gloves.
*You can print off the ice cream in a bag recipe with step-by-step instructions by downloading your own free copy of our Fascinating Science for Kids ebook.
Ice Cream In A Bag Experiment with Step by Step Instructions:
1. Pour 1/2 cup of half-&-half or milk into one of your sandwich-sized baggies. We used milk and it worked wonderfully. Add 1 tablespoon sugar and 1/2 teaspoon of vanilla extract. Get all of the air out and then seal the bag. Place your filled bag into another sandwich-sized baggie and seal.
2. Put your double-bag inside of a gallon-sized baggie and add your ice and 1/2 cup of rock salt. Place this bag inside another gallon-sized bag (you will have 2 small bags and 1 large bag inside).
3. Have your child put on some winter gloves and start shaking!
Shake the bag for about 15-20 minutes, passing it around the various members of the family!
I put a dishcloth around the bag when it was Little Brotherâs turnâ¦he karate-chopped it more than anything, but it turned out just fine!
All done! Nice and soft, but still slightly solid!
Ready to be served! This only makes a serving of ice cream. If you want to double the recipe, you can (just use quart-sized baggies instead of sandwich-sized). Donât attempt to do any more than doubling, though, or it will be too heavy for the child to carry when you add ice and rock salt.
Little Brother approved!
Definitely Big Brother approved! He was SUPER excited about how yummy âhisâ ice cream turned out!
The Science Of Ice Cream In A Bag:
The salt lowers the temperature at which ice freezes, or raises the temperature at which it melts (which is why we use it on the roads in the winter). Instead of melting at 32 degree Fahrenheit (0 degrees Celsius), the rock salt causes the ice to melt at a temperature much lower, depending on how much salt you add. The more rock salt you use, the lower the temperature the ice will melt at. This creates an environment that the ice cream mixture can freeze below the normal 32 degrees. Then the salt/ice slush absorbs the heat from the cream mixture, lowering the temp of the cream and causing the cream to âiceâ, creating the yummy ice cream texture!
This post was first published May 2012. Last updated 2018.
If you liked making this ice cream in a bag download your free Science eBook, that has this ice cream in a bag experiment and 14 other science experimentsâ¦
Click below and enter your e-mail address. Youâll immediately receive an e-mail that will have the link to the eBook!
Click here for more fun science activities for kidsâ¦


Do you want to learn how to draw but don't know where to begin?
In this 1st part of the Drawing Fundamentals Made Simple series, you going to learn all the foundational skills you'll need to be successful at drawing.
Here are some of the things you'll learn in this course:
- How to set up your workspace for optimal drawing success.
- How to hold and control your pencil to create smooth, clean lines.
- The most common mistakes beginning artists make and how to avoid them.
- How to measure angles and use them to draw anything accurately!
- How to spot proportional errors in your drawing and fix them.
- How to use a variety of lines and marks to create dynamic drawings!
- And a whole lot more!
We'll begin with showing you how to properly set up your workspace. This will not only make it easier and fun for you to practice, but it'll also help you avoid postural problems as well as make your artworks betterâ¦
Next, you'll learn how to properly hold and control your pencil. This might seem really simple, but many of the most common problems plaguing new artist stem from not knowing how to properly control the pencil.
By mastering this aspect from the beginning, you'll be able to improve much more quickly.
Then you'll be given simple, fun exercises with printable worksheets that will help you draw smooth, clean lines and curves.
Once your hand dexterity has improved, you'll learn the measuring skills that every artist need. You'll discover how to measure angles and distances to make your drawings accurate and proportional.
Then we'll go through step-by-step exercises that will help you master these concepts. We'll begin with drawing simple 2D shapes and then progress to 3D objects.
By the end of this course, you'll have a firm grasp of how to measure what you see in order to draw anything accurately.
This course is designed for the complete beginner, so even if you've never picked up a pencil before, you'll be able to follow along without being overwhelmed.
If you're a beginner who wants to learn the fundamentals skills of drawing so you can jump-start your artistic career the right way, then this course is for you!
This course is part of the Drawing Fundamentals Made Simple Series.
Be sure to check out the other courses in the series so you don't miss out on any important skills:
Everything I know Iâve learned from someone else. And this course is a combination of my personal experience & the things Iâve learned from all my teachers.
So, before we begin, Iâd like to give a special "Thank you!" to all the amazing artists whose works and teachings helped made this course possible.
The list (in no particular order) includes, but is not limited to:
And many moreâ¦
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Games offer so many skill opportunities in specific areas such as communication for starters. They provide a chance to interact with others, negotiate rules, introduce new vocabulary and how to correct and challenge others.
Players learn how to take turns, stay focused and problem solve. Emotional consequences can be developed around handling loss, helping another player accept losing and being a gracious winner.
Games also help build confidence and cooperation. Plus there are opportunities for developing gross and fine motor movements, as well as literacy and numeracy skills.
Games also improve attention and concentration and rewards are delayed, setting up a child for adult life.
Literacy, Numeracy, Fine Motor Skills and More
Some game parts are quite intricate requiring learners to throw a dice with control (and not repeatedly send it bouncing off a table), move small items around a games board, or manage a handful of cards.
Often counting is involved in card or board games too. These skills are relatively complex and over time young children benefit from learning how to successfully play games from a social perspective as well as the educational value around literacy and numeracy.
Older students and adults enjoy the competitive elements that games offer. Plenty of games are used as part of a speech language programme.
There must also be a fun element to it, especially with toddlers. A kindergartener will have a lot of fun with fine motor activities like tracing numbers worksheets but a two year old might need more social activities.
Hands Used as Talking Tools
Your hands go everywhere with you. Why not use them as talking tools? Fingers can be used to monitor how much information you give to children and your thumb to monitor how many questions adults ask of children.
For young children learning language, they need to hear many words to develop understanding (receptive language) first, moving on to talking themselves (expressive language) at a later date.
Research clearly shows that parents, caregivers and others who inform children, talk with them and read stories to them help develop their early language at a faster rate than those who donât.
By âfeeding inâ language first, then asking questions later, children have the opportunity to process what they hear and see, before making a response.
In Case a Child has Delayed Speech
A young child listens to the everyday language in its environment to understand those interacting around them. This is called receptive language. As they grow older, they experiment with sounds leading into forming words, then sentences (expressive language).
Games and mimicking develops speech in children but if you feel that a child has delayed speech, it is important to take proactive measures as soon as possible and help him or her through specialized speech therapy for children. Some of the clear signs that you need specialized assistance is if your child
- has difficulties acquiring sounds for speech development (articulation)
- has difficulties acquiring language patterns for communication
- struggles with fluency
- finds eating and swallowing difficult
Oral Language Competency
Oral language competency, underpins so many outcomes. A child progresses most markedly through acquiring oral language by age five.
The most significant leap occurs around three years old, when children scramble to use their fast growing vocabulary to express themselves.
At this time, there may be some fluency problems as children put language together. There are plenty of games that can be played to further oral language competencies both at home and in groups in preschools or kindergartens such as Donât Say It (giving clues to an object without saying it).
Oral Language Competency & Youth Offenders
One interesting factor emerging from current research, shows that many youth offenders have clinically significant but previously undetected oral language competency difficulties.
Given that our legal system is built on being able to âtell your storyâ it is hardly surprising, that youth offenders find the court system an enormous challenge.
Speech and language development is crucial for kids and it should always be a priority to foster it from a very young age.


In a study conducted by Northwestern University, researchers observed the benefits of music education on children were manifold. It helped in the development of the reading and language skills and also found that it had a calming effect on the nervous system. The study was specially conducted on under privileged children, who were receiving education in music after school. The results were compared with children who were learning music through private lessons.
1. The Observations
The children were observed for two years and the tests were conducted with the help of a neural probe. Researchers could categorize the results into sounds of speech, a neural process and how they affected the basic reading and language skill.
2. The Brain Responds Only After A Year
The children were divided into groups according to the years of music education they had received. The tests revealed that the brain was seen to respond only after continuous two years of learning.
3. Learning consistently is the Key
Tests revealed that only students, who pursued music education persistently could reap it benefits in the long run. Those who drop it abruptly stand to gain nothing.
4. Under Privileged and Privileged Students
It has been observed that drop out ratio in under privileged children who learnt music after school was much lower than those who didnât. In other words learning of music was making them more disciplined and focused.
5. Positive Changes in the Brain
The brain changes that happen due to learning of music, created positive changes in the personality of the students. They became more determined to succeed and in the long-run the gap between privileged and under privileged children was reduced.


Music is a universal language that embodies one of the highest forms of creativity. A high quality music education engages and inspires pupils to develop a love of music and their talent as musicians, increasing their self-confidence, creativity and sense of achievement. As pupils progress, they learn to develop a critical engagement with music, allowing them to compose, and to listen with discrimination.
Music is a part of the curriculum for all classes. This includes listening to music, composing, recording and performing. Children develop their singing and learn how to play a selection of tuned and untuned percussions instruments. Computer programs provide a wide variety of instruments for the children to experiment with and use in compositions. The school buys into the Hertfordshire First Access Programme and all children in Year 3 children have the opportunity to learn to play a stringed instrument in a class lesson.
A variety of recorded music is played in classrooms throughout the day as well as in assembly. There is a weekly singing practice for each key stage. Children have the opportunity to learn the violin, viola, âcello, double bass, flute, clarinet, piano and guitar taught by specialist teachers if parents wish to pursue music lessons. The school purchases specialist individual music tuition from the LEA and parents and carers are asked to contribute towards the cost. The school choir takes part in local schools festivals as well as the Carol Concert at the Watford Colosseum and events such as Young Voices at the O2.


Reading is a big part of first grade. As your child begins to broaden their reading skills, youâll notice that theyâll begin to read words everywhere they go and relish in their newly developed skill. Itâs important that you read to your child, and vice versa, on a daily basis to help them develop their literacy skills even further. A comprehensive and effective first grade language arts curriculum will help your child accomplish the following goals and objectives:
Increase vocabulary as they blend consonant sounds, vowel and consonant digraphs, and more.
Read simple stories fluently and independently.
Retell the main idea of a story and answer questions about the text.
Identify parts of a story or book.
Know the names and sounds of all the consonants and vowels.
Understand phonics concepts such as consonant combinations.
Develop an understanding of composition.
Learn more about the cisk homeschool reading curriculum and discover the steps students should take in order to be fluent, proficient readers.
First graders should be learning fundamentals skills in topics like physical science, life science, and Earth science. Students should also learn the importance of observation, note taking, and communicating information, all essential skills that they will put to use as they continue to learn more advanced science concepts throughout the years.
some of the most common topics covered in 1nd grade science curriculum are:
Life science (plants, animals, habitats)
Classification of animals and different animal habitats
Distinguishing between living and nonliving things
Earth and space science (solar system and beyond)
States of matter (solid, liquid, gas)
Type of light energy; the characteristic of sound energy (pitch, volume, etc.)
Earth/space science including the water cycle and weather
This course builds on the Kindergarten curriculum to further develop studentsâ understanding of fundamental mathematical concepts by exploring topics related to number, coding, algebra, data, spatial sense, social emotional learning skills in mathematics, and financial literacy.
Throughout the course, students will be encouraged to build their social-emotional learning skills by focusing specifically on positive motivation and how to use self-talk strategies to themselves and their peers.
Regarding numbers, students work with numbers up to 50 and learn how to count by various amounts. They learn how we use numbers in everyday life. Students learn basic addition and subtraction strategies. They are also introduced to basic fractions and how to divide shapes into equal parts.
In algebra, students find, continue, and create patterns and show a pattern in different ways. They also begin to work on the idea that in a number sentence, both sides of the equal sign have the same value. Students will begin to write code to order a sequence of steps and to give basic instructions to a computer. They also learn how to find simple errors in code and how to correct them.
In data, students organize data into categories and then display the data to help draw conclusions. They ask and answer questions about data.
In spatial sense, students compare the length, mass, and capacity of different objects and learn how to read a calendar. They also learn how to describe different shapes and figures.
In financial literacy, students learn about Canadian coins and bills and practice comparing their values.
Through investigation of real-life problems, students develop a strong foundation of mathematical knowledge and skills. Students apply mathematical processes and build transferrable critical thinking skills in varied teaching and consolidation activities that appeal to diverse learning styles. Students participate in engaging storylines along with characters who connect their learning to real-world contexts and build confidence by instilling a positive attitude towards mathematics. Various opportunities consolidate studentsâ learning through technology and offline activities, including tactile manipulatives, to reinforce essential mathematical strategies and tools. The course has a strong focus on reinforcing number sense and numeracy skills. It also provides various activities for practice throughout. This course prepares students for grade 2 mathematics


Is your 4 year old starting to answer simple questions like, âwhat are hats for?â or âwhat are you doing?â? Thatâs wonderful news! This is a milestone for your childâs developing communication skills.
Communication skills are more than just the ability to talk, they are an important part of your childâs language development. Speaking (whether it's verbally, by sign, or other methodology) demonstrates their cognitive and fine motor skill development. Processing questions they are asked, being able to think about their answers, and being able to express their answers coherently is an important milestone for your childâs communication skills.
Here are some simple questions to ask your child that can help nurture their communication skills:
- Ask them easy âyes or noâ questions that you know they can answer correctly. For example, you can ask âdo you like corn?â or âare you wearing your jacket?â. This helps them learn how to answer questions without the risk of being embarrassed or frustrated if they donât know they answer. Having these positive experiences as a foundation can boost their confidence as questions become more open-ended.
- Ask simple, open-ended, questions like, âwhat is a coat for?â (to keep you warm) or âwhat is a crayon for?â (to draw). Start with questions they are likely to know the answers to. Be sure to provide them with lots of praise for their correct answers, how much they know, and how well they express themselves. This will help to bolster their confidence for when questions become more complex as they grow.
- Praise what they did right, even if they get an answer wrong. This can help them learn to accept assistance. For example, if you ask them, âwhat is a coat for?â and they answer, âyellow?â, you could respond with, âno, a coat is for staying warm, but I see that you know that your coat is yellow! Very good! What color is my coat?â âBlue?â âYes, itâs blue, very good!â.
Storypod can support your childâs communication skills in the following ways:
One of the best ways to nurture your childâs communication skills and language development is through reading. Our Read-Along Audiobooks (like Space Safari) are written companions for your child to read while their Storypod speaker narrates. Princess also touches on communicating through sign language.
Our books include interactive trivia questions at the end. By asking your child simple questions about the story that they can answer with color coded buttons, Storypod strengthens their communication skills and their reading comprehension.
Our Crafties are loveable characters that provide your child with tons of encouragement through their stories and activities. From Elinor Wonders Why (who encourages their curiosity) to Daniel Tiger (who encourages their emotional growth), our Crafties are designed to be supportive and to boost your childâs confidence on their learning journey.
Our Audio Experiences also teach your child about accepting help. Our Tali Tucan Craftie sings about needing homework help. Our read-along audiobook, Searching For Ooh, helps to model that sometimes you need help from your friends. Spike: The Penguin with Rainbow Hair is a great story about helping your friends and helping yourself.


I can explain how pollution impacts the Earth.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn about land, water, and air pollution and the effects they have on the Earth. They will also be able to come up with possible solutions to alleviate the effects of pollution and explore an interactive map to observe the quality of air around the world.
Students will be able to explain how pollution occurs, describe its effects, and list possible solutions.
Have students observe the two pictures. Which one depicts a negative impact on the world? Why? What do they see? Introduce the topic of pollution, then watch the video and discuss it.
Begin by describing air, water, and land pollution. Next, explain the serious effects of pollution like serious health problems and contamination of our environment. Then discuss what people can do to help alleviate the effects of pollution. For example, people can reuse items and conserve energy in their homes. Have students read the statements and decide if it describes a cause, impact, or solution for pollution. Click on the covers to reveal the answers. After this, split the class up into groups and assign each group a different solution. Have them participate in a debate in which they argue about which solution is the most effective. You might have students do some research for this activity. Finally, spin the wheel and explain one of the causes, impacts, or solutions for pollution.
Students respond to ten multiple-choice, fill-in, and true or false questions.
Click on the link to be taken to the website where students can explore an interactive map. Here, they can see the air quality of different places around the world. Go through the questions with the class.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Early career secondary English teachers manage challenges that complicate their efforts to support studentsâ literacy development, including feelings of inadequacy as teachers. This paper focuses on low-stakes writing strategies that teachers might use to promote literacy development in the classroom and decrease their feelings of inadequacy. The authors, Lauren and Heather, use the lenses of dialogic pedagogy and the reflective turn to draw upon literature on the blending of reading and writing instruction and elements of autoethnography to examine their efforts to support studentsâ literacy development. Working from the literature and pedagogical reflections, the authors offer suggestions for instructional practice teachers can use to support studentsâ literacy development. Key findings explore multiple ways of knowing and low-stakes writing activities.
May, Lauren A. and Wright, Heather
"Writing that Values Multiple Ways of Knowing: Supporting Early Career Teachersâ Efforts to Promote Literacy Development,"
Virginia English Journal: Vol. 70
, Article 4.
Available at: https://digitalcommons.bridgewater.edu/vej/vol70/iss2/4


Kelvin Smith Library
The content of this tutorial is due to the expertise of Stephen Toombs, Kulas Music Librarian from 1988-2016
This online tutorial covers use of the advanced search space in online academic databases with emphasis on those databases of use to graduate students in music and music education.
Academic databases provide indexing, abstracting, and links to full text or facsimiles of primary and secondary materials for a specific academic disciplines or group of disciplines. These materials consist primarily of journal articles, chapters of books, and dissertations, but may include any material which serves in scholarly research.
An âadvanced search spaceâ in an online database includes multiple boxes for inputting search terms, coupled with the ability to choose which database indexes will be searched. An example of the advanced search space in RILM (the most important database for journal articles on music) with search terms entered and indexes chosen:
This search will retrieve all articles in the journal Early Music which have something to do with gesture.