Did you know that music is a crucial part of what makes us human? We are all born musical. We are wired that way. Music is embedded within us and somehow it gets "taught out of us" throughout our early years and our schooling years. Some children grow up without opportunities to nurture their musical intelligence. This is devastating to me...
Here are a few articles and videos that I have found useful when researching about how music impacts brain development in the early years and beyond.
Music and Movement for Infants and Toddlers: Naturally Wonder-full
By Dr John Feierabend
MMADD about the Arts: An introduction to primary arts education
By D. Russell-Bowie (2014)
I get asked this so often! When I meet someone for the first time and it gets to the questions about my profession, the first myth I come across is that learning music = learning an instrument so therefore teaching music = teaching an instrument. So when I tell people I teach babies (and preschool aged children) there is a lot of confusion about how you teach music to babies. I like to refer to it as how you 'do music' with babies and young children. So here's what we do...
I was recently reading an article by the National Association for Music Education. Click here to read it yourself. They list beliefs about young children and musically appropriate musical experiences and I'd like to explore some of them here.
"All children have musical potential. Every child has the potential for successful, meaningful interactions with music."
I've commented on this before, but I definitely believe that all children are wired to love and enjoy music and all children have musical potential. I have had the privilege of being part of the musical journey of many families and never ceases to bring warmth to my heart when I see children's response to classical music. They just love it!
This article also lists some qualities of the adults in charge of providing these musical experiences to young children. "These persons should:
Research shows that ALL children are born with musical aptitude, and following that thought, everyone has the potential to achieve in music. It's time to dispel the myth that you've either got it or you don't. Today, I'm going to help you with what to do from here: how can we as parents and carers of children nurture their musical development and help them make their own music (or make music their own)?


On entering Co-op Academy Swinton, children are placed in a mixed ability form group. These units are not too large, usually about 25 students. All the forms of the same age group make up a Year Group which is the responsibility of a Pupil Progress Coordinator and Year Manager. They are the members of staff who collect all the information – social, behavioural and academic, concerning your child. It is to the Pupil Progress Coordinator and Year Manager that any personal information, problems involving your child or enquiries should be directed in the first instance.
Our subjects are covered by ten faculties. They are;
- English: English Language, English Literature, Media, French and Spanish
- Maths: Mathematics
- Science: Science and Separate Sciences
- Humanities: History, Geography, Religious Studies and PSHCE
- Modern Foreign Languages: French, Spanish and Mandarin
- ICT: Business Studies, Computing – Computer Science and Creative Media Products
- PE: PE and Sports Studies
- Arts: Art and Photography
- Technology: Design Technology
- Performing Arts: Performing Arts, Drama, Music and Music Technology
As our intake includes children from the whole ability range we operate on the principle that each of our students is an individual whose abilities in different subjects are likely to vary; because children vary in their strengths and in the rate at which they develop, we organise many of our subject groups around a system of ability sets. Students improving their performance or those encountering increasing difficulty can be moved between the sets.
A minority of subject staff prefer to teach students in a wider mix of ability. Teaching groups which contain a wide spread of ability from the most able to the least able student are called mixed ability groups. Wherever possible, and wherever this can be shown to be educationally advantageous, these subject areas will be enabled to do so.
Teaching in the classroom
Our teachers organise the classroom seating and use teaching strategies which will vary appropriate to the subject and the teaching group. This may include:
- Set groups
- Mixed ability group work
- Practical activities
- Experimental opportunities
- Active learning
- Didactic presentations
- Group and class discussion
- Audio-visual supported lessons
- The use of ICT to support learning
Literacy and Numeracy
These aspects of school are given the highest priority. We have responded to the latest national developments in these areas of the curriculum and are confident that this will enable all students to continue to progress after leaving their primary schools. Those students who may struggle with their literacy and numeracy are provided with personalised learning programmes to enhance their literacy and numeracy skills.
Our pledge for Literacy and Reading ages
We have an academy pledge that 95% of children will finish our Year 7 with a reading age of 10.5 or above. Our English and SEN departments work closely together to construct personalised interventions for students who arrive in September of Year 7 with a reading age below 10.5. Students work during some form times and in small reading groups in order to develop their reading skills. The academy follows ‘Grow@KS3 inference methods’ which ensures that our students are able to access all areas of the curriculum.
All students at KS3 read during form time; a substantial amount of money has been spent on new books for form time and these were chosen after consultation with the students. Form tutors hear their form read individually and this is used to boost the amount of private reading time being undertaken in school. We also use ‘IDL’ (Indirect Dyslexia Learning) which we follow with some of the students who really struggle with their literacy.


Everyone’s gotta eat, and kids who have a chance to prepare meals are more likely to try new foods. Parents can help foster a lifetime of healthy eating habits, independence, and money-saving skills by encouraging young chefs in training to pursue their interests.
Kid friendly recipes designed to suit a range of ages and cooking abilities make this bestselling book from America’s Test Kitchen an excellent choice for families with multiple children. From introductory recipes designed to teach skillful measuring and pouring, like layered yogurt parfaits, to more complex fare like omelettes, each recipe teaches foundational skills for a lifetime of cooking and eating well.
Often the first kitchen skill that interests children is baking. There are few store-bought treats that can compare with warm cookies, brownies, and other delicious home baked goodies. Baking is also a skill that’s rich in opportunities to learn science, from careful control of time and temperature, to precise measurements, to an early understanding of the chemistry involved in browning, rising, and other in-oven transformations.


Traditionally, educators have been generous in dispensing advice to parents about how they can help their children learn to read and write when they enter school (e.g.,Mergentime, 1963; Vukelich, 1984). However, researchers in emergent literacy (Clay, 1966) have found that many young children enter school already possessing considerable literacy knowledge. Consequently, there is a burgeoning interest in working with parents to understand the important roles they play in their school aged children's literacy development.
Anderson, J. (1995). Listening to Parents' Voices: Cross Cultural Perceptions of Learning to Read and to Write. Reading Horizons: A Journal of Literacy and Language Arts, 35 (5). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol35/iss5/3


Children who are deaf or hard of hearing can face significant challenges developing the language and literacy skills needed to succeed in school and to become self-sufficient adults. For many years, PaTTAN has been working in tandem with national experts to conduct research through pilot projects, and to offer trainings on literacy development of students who are deaf or hard of hearing. As a result of these efforts, numerous tools for assessing students and informing instruction based on data driven decisions were created and shared.
Instruction in writing does not happen in isolation from instruction in reading. “…the intimate relationship of reading and writing is such that deaf children’s performance in the “input” (reading) domain generally is paralleled by their performance in the “output” (writing) domain.” Educating Deaf Students: From Research to Practice. Marschark, M., Lang, .H. and Albertini, J.A. 2002.
PaTTAN has collaborated with Dr. Lana Santoro to create a series of Toolkits focused on building the skills of writing for children who are deaf or hard of hearing. Each kit includes a webinar, powerpoint and resource packet for implementing intervention strategies.
The Writing Toolkit for Students who are Deaf or Hard of Hearing: The Writing Process
The Writing Toolkit for Students who are Deaf or Hard of Hearing: Micro-level Writing


Life as a parent is a busy one. Often, the expectations and requirements of your day never cease. You depend on a trustworthy form of daycare. And while daycare is what most parents are familiar with, there is another option, one that provides you and your child with lasting intellectual, emotional, and psychological benefits.
Instead of choosing a Day Care Center, why not choose a Preschool Learning Center. An early childhood learning center provides your child with an opportunity to experience and grow in a structured learning environment with teachers and other children. Covenant Schools of Albuquerque and Rio Rancho, New Mexico is a place of learning, laughter and growth for your preschool child with programs and curriculum proven to build long-term academic success.
Early learning centers are more than a place to drop your kids off while you are at work or school, they are institutions of learning that provide your child the tools needed to succeed throughout their future.
Here are some important reasons your child should attend one of Covenant Schools Preschool Programs.
1. Your child’s emotional and social development can be greatly impacted by Early Childhood Developmental Learning Programs
At Covenant Schools, educators are more than just people who “watch over” your child. Our teachers are trained to promote curiosity, develop emotional skills, and even encourage enriching engagement between your child, adults, and the other peers in their class. Teachers work in tandem with a child’s parents to establish and set goals for development and then strive to give each child the emotional connections they need to develop and grow.
2. Early child development and learning centers promote cognitive and language skills
A child’s vocabulary grows exponentially between the ages of 3 and 5. Word usage and sentence structure becomes more complex; children during this time period formulate much of their longer-term language capabilities. Covenant Schools will cultivate in each student a daily experience rich with language. Classes engage in conversational exercises and teachers assist students to expand their vocabulary. Activities like singing, storytelling and question-answer games help expand and enrich your child’s vocabulary and understanding of communication and language appropriateness.
Hands-on activities and tactile learning experiences are used to challenge your child’s brain activity and problem solving skills. Thought Enrichment Programs, taught at Covenant Schools are paramount to a child’s cognitive learning abilities.
3. Preschool learning programs promote math and reading skills
In order to prepare your child for kindergarten, educators at Covenant Schools offer a wide range of games and activities that promote pre-k matching and reading skills. These activities consist of singing the alphabet song while following along in a picture book, building connections between the visual and the spoken word.
Math skills are introduced by sorting games, counting games, and matching activities that are designed to grow a child’s understanding of numbers. Teachers are trained to make learning math as much fun as possible and put the learning in terms that the child enjoys and understands.
4. Covenant School prepares your child for future learning
Parents rely on preschool programs to prepare their child for kindergarten and elementary school. We are not baby-sitters; we are educators and early childhood developmental specialists! A quality early child learning center gives your child the tools they’ll need to succeed at the next level. We believe the difference is because of our highly trained staff that takes an active role in giving each individual child the skills needed to advance. It’s all about the child and learning experiences are tailored to each child’s individual needs.
Put your child on the path to a successful learning future with one of our Covenant School Preschool Programs. We offer multiple locations for early child learning in Albuquerque and Rio Rancho, New Mexico.


When children transition from early intervention or kindergarten to primary school it is expected that there is a degree of independence. With children who have an Intellectual Disability(ID) management of personal skills is usually an area of difficulty for them to develop. Once again depending on the degree of your child’s ID, the level of skill development and expectation will be varied. If your child has an associated learning disability such as Autism Spectrum Disorder(ASD) or Attention Deficit Hyperactivity Disorder(ADHD) then your child may experience a further level of difficulty with the development of personal skills.
Helping your child to develop motor skills will assist them with personal skill development. Fine and gross motor skill development will help in the management of personal skills such as cleaning teeth or assisting in household chores like setting the table. Manual dexterity will assist your child with manipulation tasks in the school setting such as handwriting, accessing technology and sports and leisure programs. Personal skill development in these areas is essential for your child’s future development and independence.
Many personal skills can be taught naturally through the day linked to tasks that occur. For example:
- Packing and unpacking their school bag each day at home. This will help your child to understand that they need to be responsible for their belongings. They will be required to care for their personal belongings at school and to pack away and retrieve items throughout the school day.
- Identifying items of clothing and dressing is an everyday task that needs to be mastered. Encourage your child to be as independent as possible with these tasks. At some stage they may attend school organised swimming lessons or a camp where they will be required to change and manage their clothing.
If your child has a severe ID with an associated physical disability, then their participation in these skill development areas may be very limited. It is important however, to involve them in each task and acknowledge any attempt by your child to contribute to the task. Remember that your child will require many opportunities to learn the tasks and repetition will help them towards independence.


RLA 312 Overview
This course focuses on the language and literacy development of primary grade level students while taking into account diversity among learners. Various lenses will be used to explore language, literacy and learning among diverse populations of students. Students will learn how to plan, assess, and instruct students in the areas of phonics, vocabulary, fluency, and writing. Children’s literature will be explored for appropriate incorporation into instruction. Students will participate in on-site clinical practicum experiences (field experience) through Cardinal Stritch University partner schools in primary grades 1 through 3. The Kennedy Center defines arts integration as “an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject area and meets evolving objectives in both.” In RLA 312, students will apply visual arts standards and arts integration strategies to learning and teaching primary level language and literacy skills. Prerequisite: Admission to the advanced sequence or literacy minor, RLA 307.
- 4.00 Credits
Middle Childhood Lang, Lit and Lrn - 2020 Fall RLA312
Stritch.DescriptionLabel: This course focuses on the language and literacy development of kindergarten through primary grade level students while taking into account diversity among learners. Students will learn how to assess, plan, and instruct students in the areas of reading, writing, listening, and speaking.
RLA 312 A
8/24/2020 - 12/13/2020
M, W 8:45 AM - 10:45 AM
Face to Face


This excerpt taken from “Preparing your Band for Festival” by Bill Hoehne.
You begin preparing for festival the first time a future ensemble member hears your current group perform, or hears somebody talk about your group!
The attitudes and standards of musical performance and behavior of any group define their festival performance potential. The director must insistently and consistently inspire the students to the highest musical standards. These standards are defined by the director’s musicianship, personality and attitudes, the professionalism of the program’s organization, the attitudes of the students and the school community, and the characteristics of the school environment. Pragmatically, this translates to specific strategies. Include in the design of your life continued involvement with playing and making high-level, high-quality music.
Lead by presenting the highest possible example of commitment, enthusiasm, preparation, responsibility and integrity, and encourage those who cooperate.
Lead by presenting the highest possible example of commitment, enthusiasm, preparation, responsibility and integrity, and encourage those who cooperate. Guide and nurture the development of positive, reasonable, ethical and mature attitudes. Continually pursue the most efficient tactics for every organizational element of your program. If something is too challenging,time consuming or expensive- fix it.
Establish high expectations for the maintenance of your facility and equipment(rehearsal room, office, storage facilities, instruments, etc.) and insist on a perpetual mode of respect, manners and courtesy. The psychological impact of clutter is distraction, which diminishes the potential for focus, and tolerance of disrespect of any kind will retard all musical efforts.
As philosophical as these standards may seem, the level of achievement of the musical parameters of tone, pitch adjustment, rhythm, balance and expression will be defined by the levels you establish of these standards.
The selection of literature for festival performance is a process that requires careful consideration. The key to success is the coordination of literature selection with the realistic assessment of eventual performance mastery by each student. The instance of the presentation of literature beyond the ability of the performers to master is rampant at festivals.
The difference between the director’s and the adjudicators’ assessment of mastery will be the essence of the value of the ensemble’s evaluation.Instrumentation is another factor that will significantly affect your establishment of musical standards, your day-today music making, your selection of literature and the assessment of your groups at festival.
The recruitment and development of bass instrument performers is crucial for bands of any classification, and should be considered one of the highest priorities. Bands hoping to successfully present mastered A and AA literature must also first meet the challenges of maintaining a supply of proficient double reed, low reeds, French horn, baritone, and concert percussion performers. The director must make these facts known at the beginning of each school year, and constantly promote appreciation for students willing to play these important instruments.Successful directors are continually searching for quality literature because the instrumentation and mastery potential of their groups are constantly changing.
Fortunately, the availability and variety of quality wind band literature,especially at the mid-level (Grade B) has improved significantly in recent years. Although an exact definition of quality literature is elusive, generally recognized characteristics include the presence of additive counterpoint,distinctive articulation style, sequential and evolving musical texture, and melodic and harmonic intrigue. One of the most effective ways to select appropriate literature is to collect and review recordings of pieces on the SCSBOA Festival Literature list in which you recognize these (and other) characteristics. Other lists, published in journals and periodicals, or as ensemble literature resource books, can also be useful for the exploration of literature and the collection of recordings. Make sure that you are receiving the annual recordings freely distributed by wind band music publishers, and listen to all the music that is appropriate for the level of your groups.
Your fellow directors are also constantly searching for and trying new music, and will have many pieces to recommend. Remember, however,that their standards and the characteristics of the group that enjoyed success with a favorite piece may not necessarily match your current group and situation.
Finally, design your festival literature presentation to include pieces that are contrasting and complimentary: fast and slow, legato and articulated, traditional and contemporary, etc.
Bill Hoehne is the Director of Chamber Winds and Percussion at Citrus College. He is an accomplished musician with over 27 years experience as a professional woodwinds performer and 25 years as a music educator. Mr. Hoehne earned a Bachelor of Music Education degree from the University of North Texas, a Master of Music degree from the University of Miami at Coral Gables, and is pursuing a Doctor of Musical Arts degree at the University of Southern California.


This book has two purposes: To open up the debate on the role of informal education in schooling systems and to suggest the kind of school organizational environment that can best facilitate the recognition of informal learning. Successive chapters explore what is often seen as a duality between informal and formal learning. This duality is particularly so because education systems expend so much time and effort in certifying formal knowledge often expressed in school subjects reflecting academic disciplines.Recognizing the contribution informal learning can make to young people’s understanding and development does not negate the importance of valued social knowledge: That complements it. Students come to school with knowledge learnt from their families, peers, the community and both traditional and social media. They should not have to "unlearn" this in order to enter the world of formal learning. Rather, students’ different learning "worlds" should be integrated so that each informs the other. In a knowledge-based society, all learning needs to be valued.
Some contributors to this book reflect on how new educational systems could be created in a move away from top-down authoritarian and bureaucratic management. Such open systems are seen to be more welcoming in acknowledging the importance of informal learning. Others provide practical examples of how informal learning is currently recognized. Some attention is also paid to the evaluation of informal learning. A key objective of the work presented here is to stimulate debate about the role of informal learning in knowledge-based societies and to stimulate thinking about the kind of reforms needed to create more open and more democratic school learning environments.
Table of Contents
Series editor’s note
Figures and tables
1.Towards a new educational contract (JAVIER CALVO DE MORA)
PART I. Schools and Informal Learning: Shaping the Future
2. What we really learn in school? (ROGER C SCHANK)
3. Exploring the foundations of informal learning (JUDITH LLOYD YERO)
4. Inventing a public education system for the 21st Century (JOHN H. FALK)
5. The relationship between formal and informal learning (DANIEL A. TILLMAN, SONG A. AN AND WILLIAM H. ROBERTSON)
PART II. Case Studies of Informal Leaning’s Potential
6. Asian students’ informal civic learning: Can it enhance civic knowledge and values? (KERRY J KENNEDY and XIAOXUE KUANG)
7. The Shanghai model for global geography education (OSVALDO MUÑIZ SOLARI and LIANFEI JIANG)
8. Academic family and educational Compadrazgo: Implementing cultural values to create educational relationships for informal learning and persistence for Latinx undergraduates (ALBERTA M. GLORIA, JEANETT CASTELLANOS, MARY DUEÑAS, & VERONICA FRANCO)
9. Formal–informal, exclusion–inclusion: An empirical investigation of Swedish music education (CECILIA WALLERSTEDT )
PART III. Informal learning as lifelong learning and its evaluation
10. Governance of informal learning as a pathway for the development of young adults’ agency for sustainability (VALERIJS MAKEREVICS & DZINTRA ILISKO)
11. Integrating formal and informal learning to develop self-management skills: Challenges and opportunities for higher education in the university-to-work transition (AMELIA MANUTI)
12. Informal learning assessment (JAVIER CALVO DE MORA)
13. Is an "avant-garde" assessment? The certification of competencies in the Italian higher education system (SERAFINA PASTORE)
14. Conclusion: Open schools and shared responsibilities: Integrating informal and formal learning in 21st-century schools (JAVIER CALVO DE MORA and KERRY J KENNEDY)
Javier Calvo De Mora is a Professor of School Organisation at the University of Granada, Spain. His main research interest is in policy, institutional collaboration and leadership studies. He is currently coordinator of the European Network on Research on Citizenship Education.
Kerry J. Kennedy is a Professor Emeritus, Advisor (Academic Development) and Senior Research Fellow in the Centre for Governance and Citizenship at The Education University of Hong Kong. He is also a Distinguished Visiting Professor at the University of Johannesburg.
'This book adds to our understanding of the role of informal learning as a critical contributor to the future of schooling in a wired global context. The authors show how informal learning deepens and broadens what is learned formally and also contributes to student growth and development while helping solve local and global challenges.' - Karen E. Watkins, Professor and Associate Department Head, Department of Lifelong Education, Administration, and Policy (Adult Education, Learning and Organization), The University of Georgia, USA


Behavior Management Cycle Trajectory Module
Promoting and creating a positive classroom environment can be one of the most challenging (and instrumental) foundational skills for any teacher to become proficient at during their first year(s) in the classroom. At Teaching Excellence we've developed a 'Behavior Management Cycle' to illustrate and guide the development of our teachers on each of the components of effectively managing students' behavior. See the graphic below, noting that a teacher's 'Authoritative Voice' is central to each part of the cycle:
The goal is to, initially via Proactive Expectations, ensure that all of your students understand your baseline expectations (both behaviorally and academically) so that they can fulfill those expectations. Once one has a knack for explicitly and confidently proactively setting their expectations during every single transition of the class, the other components support moving any off-task behavior/student back towards being on-task in the lesson as quickly and efficiently as possible.
Sometimes thinking of behavior management just as a cycle can be limiting because it doesn’t include the lesson that you are teaching. The graphic below, the BMC Trajectory, shows that the purpose of our teacher tools like redirections, authoritative voice and consequences are all used to either keep students engaged in the lesson or bring them back to the lesson if they have gotten off track. The dark green line is the goal for all time in a lesson and the BMC is a means to that end. You will see this image several times throughout the module.
The Behavior Management Cycle Trajectory
How to Use This Module/Resource:
View the video and PPT slide deck (be sure to download and save to your desktop) for each component of the Behavior Management Cycle Trajectory
As you view the video, complete the adjoining "Processing and Planning" Guide (be sure to download and save to your desktop), saving each individually to your computer for future use with your Instructional Coach
At any time you can jump ahead to the other components of the Behavior Management Cycle Trajectory by clicking on the yellow titles above, taking you to the corresponding professional learning video and adjoining processing and planning guide.
Click on Proactive Expectations above to get started


An early childhood learning center may be a part of a public school, a daycare center, or a privately owned center for children who are not yet old enough to be enrolled in traditional primary schools. These centers are often also called head-start programs or preschool. Normally, children between the ages of 3 and 5 can be enrolled in early childhood learning centers. These are some of the different subjects that are often taught in early childhood learning centers.
Social Skills and Hygiene
One of the first things that young children are taught is proper social skills. This includes how to share with others, how to use proper manners, and what type of behavior is considered acceptable and unacceptable. Not every child matures at the same pace. Therefore, it may take longer for some students to learn social skills than others. For example, at such a young age, some students may still have not mastered proper personal hygiene. If needed, they will be given proper potty training, taught to wash hands frequently, and even taught how to brush their teeth.
Art and Music Appreciation
Students of an early childhood learning center are also taught to appreciate art. This is done by teaching each child the name of colors and allowing them to express themselves through drawing, coloring with crayons, or using finger paints. Students are taught about music as well. Teachers may teach the students children's songs, play music and music videos, or show them the different sounds that are made by certain musical instruments. This often helps students discover if they are artistically or musically gifted at a very young age. It also encourages students to appreciate art and music.
Reading, Writing, and Math
To better prepare the students for primary school, they may be taught simple reading, writing, and math skills. This often includes helping students learn to read short, age-appropriate books, print their names, and how to do simple addition problems. However, these subjects are normally done in a fun way that is on the student's level so they will enjoy learning without the stress of being graded. For example, teachers may present reading, writing, and math as games the students will play together.
Early childhood learning centers are beneficial to both students and parents. Students are learning important skills in a safe and fun environment and parents have the ability to work and earn an income while their children are in class.Share


Sarva Shiksha Abhiyan (SSA) has been implemented for universalizing elementary education which mainly includes universal access and retention, bridging of gender and social category gaps in education and enhancing learning levels of children. The RTE Act, 2009 provides for the right of children to free and compulsory education till completion of elementary education in a neighborhood school.
Most States/UTs have included a variety of interventions for quality improvement as envisaged in RTE Act. Quality Monitoring Tools (QMTs) have been implemented to institutionalize quality monitoring system in elementary education in the States and UTs. QMTs are used to collect information on various quality parameters related to school and classroom process and provide appropriate feedback for improvement.


PR Primary Music
VIRTUAL SCHOOL: MUSIC
Virtual Music Lessons for Grades 1-3 Click HERE
**Please click on the correct dates EVERY MUSIC DAY to complete your music work. Remember to watch the entire slide show and follow all directions that are given.**
You are listening to: "Kinderszenen, Op. 15: I. Of Foreign Lands & People" by Robert Schumann
Pine-Richland Music Department
Inspiring and connecting people for a lifetime through creating, performing and responding to music.
The Music Department believes that the role of music instruction in the schools is to provide opportunities for children to discover their innate musical abilities in a safe, fun and collaborative classroom environment. Music-making is a human behavior across all cultures, and all students deserve the chance to find their place in the culture of music in the school community and beyond. In addition to building musicianship, studying music allows for full use of the brain and facilitates learning and healing on many levels. Musical skills and behaviors learned in school will serve students for life.
Click here to learn more about the benefits of music education.
Students at the primary schools receive 40 minutes of music instruction weekly based on the Core Arts Standards.


Students in high-quality school music education programs score higher on standardized tests compared to students in schools with deficient music education programs, according to a study published in last week’s issue of the Journal for Research in Music Education.
This is the first study ever to examine the quality of school music programs as a factor affecting test scores, independent of the socioeconomic level of the school or school district. The study comprised 4,739 elementary and middle school students in four U.S. regions and revealed a strong relationship between elementary (third- or fourth-grade) and middle school (eighth- or ninth-grade) students’ academic achievement and their participation in school music programs that differed based on quality. \
Whether you have future concerto musicians on you hands or maybe just want to give your students a boost on their test scores, Worthington Direct can help. Make sure musicans have the proper chair pitch for insturment use, with the Choir/Musician Chair from KFI. After all the hard work spent rehearsing, display your choir or orchestra proudly on Stages and Risers from Midwest Folding Products. Visit Worthington Direct today at www.worthingtondirect.com.
Results from the elementary schools show: — Students in top-quality music programs scored 22 percent better in English and 20 percent better in mathematics than students in deficient music programs. — These academic differences were fairly consistent across geographic regions. — Students at the four elementary schools with high-quality music programs scored better than students participating in programs considered to be of lower quality. Results from the middle schools show: — Students in top-quality instrumental programs scored 19 percent higher in English than students in schools without a music program, and 32 percent higher in English than students in a deficient choral program. — Students in top-quality instrumental programs scored 17 percent higher in mathematics than children in schools without a music program, and 33 percent higher in mathematics than students in a deficient choral program. — Students at schools with excellent music programs had higher English test scores across the country than students in schools with low-quality music programs; this was also true when considering mathematics. — Students in all regions with lower-quality instrumental programs scored higher in English and mathematics than students who had no music at all. — Students who participated in low-quality choral programs generally scored the lowest.
"It is crucial to note that this project has revealed a relationship between quality music instruction and heightened academic performance," stated Dr. Christopher Johnson, professor of music education and music therapy and associate dean of the school of fine arts at the University of Kansas, and lead investigator for the study. "Clearly, music supports academic performance, and quality music programs are related to higher test scores."
Though the arts, including music education, were designated as a core academic subject by the No Child Left Behind Act, the act does not specify standards for arts education. Local communities and school districts continue to make curriculum decisions that emphasize instructional time for reading and math, which may well impinge on access to music and arts education. This study demonstrates the importance of considering music education programs in any definition of a quality curriculum, thereby ensuring that all children have equal opportunities to succeed in school.
"Music education provides a solid foundation for children, giving them benefits in childhood that lead to success in life," said Joe Lamond, president and CEO of NAMM. "School administrators, teachers and parents all agree that music and arts education contribute to children achieving their full potential, which is the purpose of our educational system and something we all care deeply about." continue reading


Native Americans were the first to live in Idaho more than 10,000 years ago. The area that is now Idaho was purchased with the Louisiana Purchase in 1803; Lewis and Clark explored it in 1805. Beginning in 1843, wagon trains headed for Oregon and Washington traveled through Idaho, and in the mid to late 1800s, Mormon settlers arrived from Utah.
- Northern Idaho and southern Idaho are very different places, culturally, politically, and geographically. Northern Idaho is a sparsely populated area with dense forests. The area attracts outdoor enthusiasts and tourists. Forestry is the major industry. Southern Idaho is mostly flat farmland. The area is home to many small farming communities, and wheat, barley, sugar beets, and potatoes are the major crops.
- Idaho is the largest producer of potatoes in the U.S. In fact, in some areas, school is closed for several weeks each fall so children can help with the potato harvest.
- Idaho is bordered by Oregon, Washington, Nevada, Utah, Wyoming, Montana, and Canada.
- Craters of the Moon National Monument is covered in lava beds. The landscape is eerie and otherworldly.
Idaho Quick Stats
Capital: Boise (population, 205,671)
Largest city: Boise (population, 205,671)
State bird: mountain bluebird
State flower: mock orange
Questions and Answers
Question: How do Idaho farmers irrigate their crops?
Answer: Southern Idaho’s climate is fairly dry. Mormon settlers built reservoirs and canals in many parts of southern Idaho. These canals are still used to bring water to crops.
Watch a short video about Idaho.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Idaho Facts for Kids ." Easy Science for Kids, Sep 2020. Web. 27 Sep 2020. < https://easyscienceforkids.com/idaho/ >.
APA Style Citation
Tobin, Declan. (2020). Idaho Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/idaho/
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- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
Sponsored Links :


How Does A Parent Begin?
Parenthood takes us to extreme heights where we have never ventured! The uncharted territory can take us off guard, not knowing how quite to proceed. How does a parent begin the enormous task of raising and educating a precious child?
Continue reading How Is Your Child’s World Educating Them?
What does an effective teacher look like? What are his/her characteristics. Dive in below, to have a look at what we believe to be an effective teacher, who will be remembered fondly by colleagues.
Continue reading Characteristics Of An Effective Teacher
You get an opportunity to learn something new and improve your skills that teach creativity when you spend a day in your school.
Continue reading Can Essay Writing Skills Affect the Development of Creative Thinking in Students?
Amazing how new words pop up the English language all the time! And if you are a logophile (someone who loves words) nothing gives you a kick like learning the latest new word added to the language. Let us look at 10 of the latest additions:
Continue reading 20 Brand-New English Words You Should Learn Today
Whether you are just starting to consider a career in elementary education, are enrolled in an education degree program, or are starting your job search process, you may have some questions about how you become an elementary school teacher.
Continue reading What You Need to Do to Become an Elementary School Teacher
There comes a time in the life of every student when he starts to look for internships, usually only to discover that companies don’t exactly stand in line hoping to snag them for themselves.
Continue reading Buy Dissertation Online that Offers Internship Search Recommendations
Modern teens are seemingly more ‘educated’ than parents about sex, with all the information floating around them in gadgets and know-all friends freely dispensing advice. However, wise parents know better.
Continue reading Top Ten Sex-Education Books for Teens
Chores are necessary part and parcel of growing up. Successful parenting involves a chore chart that is followed diligently. Assuming chores and duties in the house has been shown to be a positive factor in a normal life functioning individual. Continue reading Chores For Kids: A First-time Parent’s Guide
Student loans and mortgages are just two issues that will be on your children’s minds when they become adults, yet the process of becoming financially savvy should begin in childhood. Continue reading Teaching Kids About Money In A Fun, Engaging Way
Is coding for kids ? Yes! Kids everywhere should be taught coding with as much pedagogy and importance as they learn mathematics. Not only does that prepare them for the future, it also massively increases the potential salary they can earn as an adult.
Continue reading How to Teach your Kids How to Code – Without Force-feeding Them
Like it or not, English is the de facto language of the world we live in right now. If you don’t know English, you are automatically ineligible to work in most countries. And if you know English (not just any English: idiomatic, standard English) well, it’s a free passport to wealth and riches. Continue reading Top 5 Sure-fire Methods To Get Your Child Learn English
Math phobia is so common among children that it really is becoming an epidemic of sorts. We hear the refrain again and again from all sides: “Ï hate mathematics!”. Continue reading Top 3 Reasons for Math Phobia in Children


WHAT DOES EAR TRAINING MEAN?
The term ‘ear training’ means developing the competence to recognize instantly what you hear. This applies to all musical concepts including melodies, chords and rhythms. As a musician, the ability to respond spontaneously to the music around you is crucial, both on stage and in the studio. Not everything is rehearsed and written down, some of the most sublime moments in recorded and live music are improvised. This is where ear training comes in.
Having taught ear training for several years, I still have difficulties understanding why some people can do this naturally, whereas others may struggle for months on end without much progress. This secret may be revealed by neurologists some day. In the meantime, some of us will continue practicing the usual drills of music; triads, 7th chords, inversions, scales, rhythms and so on. All of these are well represented in apps like Ear Master, which are fine tools in their own right, but don’t make the process of ear training any smoother.
EAR TRAINING VOCABULARY
Maybe the fixed terms we use to denote what we hear form part of the struggle itself. Terms such as “major triad”, “minor seventh chord”, “2nd inversion”, “Dorian scale” can often sound alien and intimidating. If a student is not very familiar with these terms and the systems they represent then I can imagine this to be a big obstacle. The vocabulary itself can often also shroud the basic musical processes that they name.
INTRODUCING MELUDIA For EAR TRAINING
Meludia is a beautifully designed web app with quite a different approach to the subject. It doesn’t confront the user with any difficult jargon until the base process of recognition has been established. Instead it uses layman’s terms to annotate the exercises; such as high or low, stable or unstable. It starts at the very beginning. One must initially, for example, distinguish the difference between only one note or more than one, or make an assessment as to whether a fast flurry of notes is either ascending or descending in pitch.
It uses very good sounds, mainly piano, orchestra and drums for the rhythm exercises. Every once in a while, technical terms are tentatively introduced, like major and minor. They are not explained and nor do they need to be. Meludia conveys the lesson through audio, which greatly aids the process of ear training. Indeed, in most cases, the ideas explain themselves.
Each exercise is presented with gorgeous graphics and a kind user interface. Piano keyboards, interval numbers and other useful information is all helpfully displayed. Although designed to accommodate the very beginner, the tasks and theory presented in Meludia become very complex indeed.
Meludia is split across four difficulty levels – beginner, intermediate, advanced and expert. You can begin any of these at any time, but cannot skip ahead within a section. I think this allows a better learning curve.
Our friends at Meludia are offering our readers a two week free trial of their premium membership!
Use the code: UBERCHORD
WHO IS MELUDIA MADE FOR?
- Musicians or music students of any level, any age and any instrument
- All professional musicians
- Music teachers or professors for use in class
WHAT ARE THE KEY FEATURES?
- Practice sessions
- Perfect structure to slowly grasp how to ‘hear’ music
- Good sounds and overall design
OUR FIRST IMPRESSION
We had a very good first impression of Meludia. At Uberchord we share in the mission of developing innovative new ways to make learning music more accessible and enjoyable. The graphics are very appealing as are the sounds to the exercises. The exercises load quickly and we got into the flow of improving through the levels and took us all the way to the advanced level 27. Sharing Meludia with my students and colleagues led to a lot of positive feedback.
Meludia will hopefully make ripples within the musical education market. It will improve the way its users hear and recognize music. It also trains both focus and memory, which can only lead to a higher level of composition among musicians. Ear training being one of the most difficult and unexplainable skills in music education – and also one of the most important – definitely needs some innovation. It is good to see Meludia finding new ways to approach this important and overdue domain! Can’t wait to enter the expert level!


How is the Health of our kids? We have all heard the old adage, “The kids of today are the future of tomorrow.” What happens when the kids of today are less healthy than the kids of yesterday? It is no secret that our children today have many health obstacles to overcome to ensure that they have a bright tomorrow.
I recently read an article by Dr. Mehmet Oz and Dr. Michael Roizen. I could not believe what the research revealed about our children and their future health. I have included below some of my favorite parts from the article.
“Today’s teens are developing heart disease, high blood pressure and diabetes at a younger age than any generation before them. After 40 years of improvement in America’s heart health, they’re likely to live shorter lives than their parents. There is no way to sugar coat this. More than 70 percent of teens studied already had one or more of these red flags: high blood pressure, high blood sugar, high triglycerides (a menacing blood fat), low levels of healthy HDL cholesterol, and lots of excess pounds.
2. Salt: kids eat more blood pressure-boosting sodium than any other age group.
3. Skipping the good stuff: only about 20 percent of kids eat five servings of fruit and veggies a day, or enough whole grains.
4. Sitting around: just 20 percent of teens get an hour of physical activity per day, the minimum for good health.
So as parents, and adult role models, what can we do to help? Truth is, we know what really keeps kids’ hearts healthy, not lectures and weigh-ins. Kids click with what YOU do. Don’t shame them, but focus on positives and their health. Start with these five basic recommendations:
Get every kids’ cholesterol checked. Heart-health experts now recommend that all kids have a cholesterol test between ages 9 and 11 and again at age 17 to 21. Total cholesterol over 189, LDLs over 199 and triglycerides over 114, and healthy HDL below 45 means it is time to eat smarter.
Know your kids’ blood pressure. Your pediatrician can tell you if you child is fine, or needs help.
Change your menu. Today. Don’t wait! Few teens get even half the cholesterol-lowering fiber they need. Serve more fruits, veggies and grains. Toss walnuts and raisins on oatmeal, or Cheerio’s, keep apples and oranges on the counter, make sandwiches with 100 percent whole-grain bread, sprinkle veggies with almonds and serve water instead of sugary soft drinks.” Lead the way.
Downshift on pizza and other teen salt bombs: The single largest source of sodium in teens’ diets is pizza, so make it a once-a-month treat-and start with a big salad so a couple of slices of pizza will fill them up. Cutting back on salt now will cut your teens’ risk for high blood pressure later by 63 percent.
Tun off the TV and get moving: Play back-yard soccer, go to the playground, go skating or play Wii Fit. Simply cutting your family’s staring at TV time in half will help everyone burn calories and build muscle and as a result, self confidence.”
Not only do we need to follow these guidelines from Dr. Oz, but we need to realize the impact (both positive and negative) that parents and peers have on their children. Modeling good healthy behaviors will benefit both the leader and follower. These behaviors include: exercise, healthy eating, taking time for ourselves to “recharge” our batteries, and getting the proper amount of sleep. If you or a loved one is struggling, a therapist or health coach/trainers at Whole Fit can help support your efforts to change.
Whole Fit provides a comprehensive approach to wellness, weight management, and performance training. Our team includes experienced professionals with a wide range of health and wellness backgrounds. To learn more about our team visit us online at www.wholefitwellness.com.
About the Author: Camille Olson is currently working in the marketing department at the South Shore Center for Couples & Families. She received her B.S. degree from Brigham Young University in elementary education. She is married and is the mother of five children.


Today I have a great guest post from Bridget, sharing a fun and hands-on way to learn numbers using rocks!
Children have a natural tendency to engage with nature and are designed to learn through exploration of the world. They have recently arrived on our marvelous and fascinating planet, and nature is pretty amazing and unfathomable. It's great to use natural elements to promote learning because they are free, free, interesting to children and sustainable for our planet.
These number rocks are a cool way to strengthen children’s numeracy skills (counting, matching, one to one correspondence, number recognition, amount and number order.)
Hands-On way to Learn Numbers with Rocks
What you need:
- Ten rocks
- White paint
- A black pen
- A collection of leaves, seeds and sticks (whatever you can find).
What to do:
- Paint the rocks with the white paint and wait for them to dry.
- Put one dot on one rock and write the number one on the back of the rock. Write number ‘2’ on the next, adding two dots and so on until you have done ten rocks. If your children are up to it, make a rock with a plus sign on and a rock with a minus sign.
- Go on a ‘treasure hunt’ and pick up lots of leaves, flowers, seeds and sticks.
Match each stone with the same number of natural items.
Put the rocks in a bag. Take turns picking a rock out of the bag and finding the corresponding number of items.
Sort the natural items into groups and then find the rock where the number corresponds with each group.
Order the rocks from one to ten or ten to one.
Play a game. The first player picks a rock; the second player finds the leaves or sticks to match the number and then picks another number. The next player finds the corresponding seeds to match the second rock. Add the two numbers together and count all the items to see what the answer is.
Sit the rocks in a basket in your child’s room so that they can include them in their play! You might even stick craft eyes on them and give each one a a name. Your child might end up inventing new things to do with them.
Bridget is a passionate early childhood education manager, teacher and advocate. She is the author of Road No Good runner up in the Finch Memoir Prize 2016 and available in bookstores from 1st February 2017. Bridget is a busy mother of two children, a one year old and a three year old. She shares easy ways to help young children develop critical social and emotional skills on her blog at www.fathomkid.com.
For more ideas like this one, check out my Pinterest board below for homeschool preschool ideas.


You’ll never find Emma without a water bottle — or three — by her side. Since having surgery last year to remove kidney stones, the high school senior drinks 100 fluid ounces of water a day to help prevent new stones from forming.
Emma was just 6 years old when she was diagnosed with her first kidney stone, a small, solid collection of mineral crystals that form in the kidney. Kidney stones can become painful if they enter the ureter, the tube that empties urine from the kidney into the bladder.
A decade later, surgeons at the Pediatric Kidney Stone Center at Children’s Hospital of Philadelphia (CHOP) discovered and removed more stones. Since then, they’ve been working with Emma on prevention measures to help keep more stones from developing.
Diagnosed with kidney stones
Kidney stones are becoming more common in both adults and children. Emma’s family’s introduction to the condition came when Emma was just 6 years old and in first grade. One day they found blood in her urine. Her mother, PJ, brought her straight to CHOP, an hour from their home in Limerick, PA. After extensive testing in the ER, she was referred to a nephrologist, or kidney specialist. Her family got an immediate diagnosis when, during the appointment, Emma passed a kidney stone.
Kidney Stones on the Rise
A comprehensive evaluation showed that Emma had too much calcium and not enough citrate in the urine, which both raise the likelihood of producing kidney stones. The family also learned some of their relatives had kidney stones. The condition tends to run in families.
After the kidney stone passed, Emma was symptom-free for a decade. Then, after Thanksgiving of 2016, she began complaining of stomachaches and back pain. When the pain didn’t go away, her parents brought her to CHOP Urgent Care in King of Prussia. After looking at Emma’s history with kidney stones, doctors referred her to the multidisciplinary Pediatric Kidney Stone Center at CHOP’s Main Campus. In the years since Emma had her first stone, the center had been established to meet the increasing need for specialized care for children with stone disease.
Kidney stone surgery
An ultrasound showed Emma had many stones in both kidneys. She met with urologist Gregory E. Tasian, MD, MSc, MSCE, and nephrologist Lawrence Copelovitch, MD, who determined that Emma would need surgery to remove the stones.
During surgery, Dr. Tasian inserted a long, thin fiberoptic telescope called a ureteroscope into her ureters and vaporized some of the stones in the kidneys and captured others for analysis.
Plenty of fluids and monitoring to prevent stone recurrence
The plaque inside Emma’s kidneys doesn’t cause her pain, but it’s not reversible or treatable, and makes more kidney stones likely. So now, it’s all about prevention. In addition to drinking water throughout the day, Emma takes a potassium citrate pill twice a day. She also watches her sodium intake, which helps decrease calcium excretion in the kidney.
“It seems easy, but it’s hard to maintain,” says PJ of her daughter’s diet. “Everything has sodium in it.”
Emma’s care team at the Pediatric Kidney Stone Center continues to monitor her kidney health. Every six months, she has a 24-hour urine analysis to measure urine volume and levels of acidity, calcium, sodium, uric acid, oxalate and citrate.
To Emma, now 17, managing her kidney health is just part of life. She doesn’t let it interfere with sports (she competes in high school track, both pole vaulting and shot put), or with her summer plans to lifeguard at a summer camp in the Poconos. In the fall she will attend Bloomsburg University in Pennsylvania, where she will double major in special education and elementary education.
Dr. Tasian has already told Emma to skip campus health services if she has abdominal pain, and go directly to the local hospital instead. Her team at CHOP is prepared to consult with local physicians to make sure Emma receives coordinated care.
“Our philosophy is to provide a stable care ‘home’ for patients and their families as they grow up,” says Dr. Tasian. “We will continue to care for them during college and work with them to find an appropriate adult care team wherever they end up after they graduate.”
"Kidney stones seemed like something that happened to older people, so I never imagined that I'd be diagnosed with a kidney disease as a teenager,” says Emma. “But now it's just a part of who I am."


- Career Clusters: The National Career Clusters® Framework, from Advance CTE: As an organizing tool for curriculum design and instruction, Career Clusters provide the essential knowledge and skills for the 16 Career Clusters and their Career Pathways. It also functions as a useful guide in developing programs of study bridging secondary and postsecondary curriculum and for creating individual student plans of study for a complete range of career options.
- Employment Resources, Office of Refugee Resettlement, Office of Health and Human Resources: Refugees seeking employment in the United States can face many difficulties ranging from understanding hiring processes, to needing new certifications and credentials, to discrimination. The following resources provide information on how to address these difficulties.
Curriculum & Lesson Plans
- Developing Basics Skills Curriculum for an IET: A Guide for the Pathways to Employment Program, Institute for the Study of Adult Literacy (ISAL), The Pennsylvania State University, 2015. This guide is the primary resource for the!basic skills training, not occupational skills training. It is designed to enable Title II providers and their training partners to adapt existing curriculum and/or develop new basic skills curriculum to help adult education students successfully complete occupational skills training and move forward on a career path.
- Basic Curricular Lesson Plans, Integrated Education and Training (IET) Library, A Pathways to Employment Initiative, Penn State, 2017. In this online resource find:
1. Emergency Medical Technician Lesson Plans;
2. Fit4 Healthcare/Foundational Skills in Healthcare Lesson Plans;
3. FIT4 Advanced Manufacturing/Foundational Skills in Manufacturing Lesson Plans; and
4. Mechanical Components/Mechanical Maintenance Foundations Lesson Plans
- Curriculum and Assessment: Resources for Teachers, Morgan Hill Community Adult School: This site provides a list of outstanding national resources that will aid teachers in helping their students advance in the Career Pathway system.
- Lesson Bank from Kentucky Adult Education: The KYAE Skills U Lesson Bank is a repository of standards-based units and lessons created by KYAE Skills U instructors. KYAE Skills U has developed a process for lesson acceptance which includes a template with specific guidance on what should be included in each section, and a rubric for scoring. All lessons and units have undergone a rigorous vetting process to ensure they are relevant and appropriate to the adult learner.
Lesson Plans for Community-Based Literacy Program Volunteers and Staff That Teach the Lowest Literacy Level Adult Learners
- Integrating Workplace Skills in General ESL Classes, PDF Handouts from CATESOL 2011, Ronna Magy, SBCGlobal.net and Donna Price, San Diego Community College Continuing Ed.
- Educator’s Toolkit for Career and Education Planning, Florida Department of Education. This Toolkit provides easy access to classroom activities, lesson plans, and related web-based resources. Each module includes a module description, lesson plans with student handouts, recommended websites for additional information, and a glossary for the unit. This online resource, designed for middle school children but easy to modify for low literate adults, includes the following modules:


See how one school uses Digital Technology in the Curriculum.
Scratch in School
In this short video clip, principal Enda McGorman speaks about why his school uses Scratch to support numeracy skills, in particular problem-solving.
Here teacher Elaine Lyons uses Scratch, among other tools, in a 6th class lesson on procedural writing based on a science experiment.
Step by step Scratch lesson plans aimed at primary teachers.
ACTION website: NCCA’s curriculum resources
This site is aimed to support teachers in the ‘how to’ of teaching and learning through the use of multimedia. It focusses on ‘showing’ rather than ‘telling’ the features of effective teaching and learning in different settings. Click here.
Edutopia’s success stories about what works in US public education revolve around their six Core Concepts
To increase engagement and retention, academic subjects are presented in an interdisciplinary fashion that reflects modern knowledge and society. For example history, literature, and art can be interwoven and taught through text, images, and sound.
Project Learning. Search the site to access more than 2,200 features, or visit our Video Library to browse more than 150 videos. Click here.
ICT Guidelines for Teachers (NCCA)
Information and Communications Technology in the Primary School Curriculum Guidelines for Teachers. Click here.
ICT in the Curriculum publications form the NCCA
The NCCA has information on following;
- NCCA vision for ICT in Curriculum and Assessment
- Framework for ICT in Curriculum and Assessment
- ICT in Curriculum and Assessment: Primary
Professional Development Service for Teachers (PDST)
PDST Technology in Education Website offers resources for teachers towards enabling them to implement the Primary School Curriculum effectively in their schools. Click here.
Scoilnet – Resource Finder
Scoilnet is the web portal for Irish Education. Its Resource Finder links to a vast number of online resources to support teaching and learning. There are dedicated sections for teachers, students, parents and school management. Click here.
Wikipedia Selection for Schools
This Selection is a free, hand-checked, non-commercial selection from Wikipedia, targeted at schools and useful for much of the English speaking world. It has about 5500 articles (as much as can be fitted on a DVD with good size images) and is about the size of a twenty volume encyclopaedia (34,000 images and 20 million words). Click here.


It is a challenge dealing with difficult students, even for the most experienced teachers. Difficult students disrupt the learning experience and create an unpleasant environment for other students. This is why it is important for teachers to be able to handle difficult students. By handling the situation, it helps them to teach better and provide a more safe environment for other students. Here are some helpful ways to handle difficult students:
Keep a Close Relationship With Parents
Every time you have problems with the student, be sure to contact parents and let them know the situation. Let them know how often they are causing problems and the punishment for their behavior. By communicating with parents, you may also find out problems going on in the household.
Be Sure To Have Clear And Defined Student Expectations
At the beginning of the school year, help students know their consequences for unwanted behavior. Follow through with the same consequence every time they misbehave. They should always know what their consequence is when they break the rules. Let them know that misbehavior always equal consequences.
Be Consistent and Fair With All Students
It is important to be consistent with your consequences because it teaches them accountability for their actions. Also, make sure you treat all students the same. Give each child the same consequence for the same misbehavior.
Show Students That You Genuinely Care
When you show students that you care, you will earn respect from them. Make sure that they know that it is their behavior that you dislike and not them.
Be a Good Listener
Allow students to be able to talk you about the situation and how they are feeling. If they see that they can easily talk to you, they may open up to you more about issues at home. Also, be sure to discuss the positive things about them before the negative.
Never Discipline In Front Of Other Students
Be sure that you set a time when you will discipline the student. Never call them out in front of their classmates because it will only escalate the issue.
Model Positive Behavior
Be sure to model expected and appropriate behavior and let them know what type of behavior you would like to see. For example, if you want them to raise their hands before speaking, make sure you model that.
Reward Students For Good Behavior
Let the difficult students see that you reward other students for good behavior. This could make them re-think their behavior and motivate them to do the right thing. Some examples of how you can reward students includes giving them a longer recess, a hand stamp, candy, or special seating.
Never Give Up
No matter how difficult the student is, don’t give up. As long as you are showing the student that you genuinely care and want them to succeed, you will eventually earn their respect.
TeachHub.com. 10 Ways To Deal With Difficult Students. Methods and Management for Middle School. http://www.teachhub.com/10-ways-deal-difficult-students
Teachers. 25 Sure-Fire Strategies for Handling Difficult Students. Author: Linda Shalaway. http://www.scholastic.com/teachers/article/25-sure-fire-strategies-handling-difficult-students
About.com. Elementary Education. Tips On Handling Difficult Students.


(First published at Art Accelerated’s Blog, July 30, 2017)
By Neal Lemery
What is the value of art in our lives? Does it have an impact?
“Art is the lie that enables us to realize the truth.” (Pablo Picasso)
Art is a way of finding and expressing the truth in our lives. It allows us to explore and find things within ourselves we may not have realized are there. Art allows us to discover who we are.
“Art is an irreplaceable way of understanding and expressing the world,” said Dana Gioia, chair, National Endowment for the Arts. “There are some truths about life that can be expressed only as stories, or songs, or images. Art delights, instructs, consoles. It educates our emotions.” (Commencement address, Stanford University, 2007)
Working in high school art classes, researchers Hetland and Winner found that arts programs teach a specific set of thinking skills rarely addressed elsewhere in the school curriculum—what they call “studio habits of mind.” One key habit was “learning to engage and persist,” meaning that the arts teach students how to learn from mistakes and press ahead, how to commit and follow through. “Students need to find problems of interest and work with them deeply over sustained periods of time,” write Hetland and Winner.
They found that “the arts help students learn to ‘envision’—that is, how to think about that which they can’t see. That’s a skill that offers payoffs in other subjects, they note. The ability to envision can help a student generate a hypothesis in science, for instance, or imagine past events in history class. Hetland and Winner, Studio Thinking: The Real Benefits of Visual Art Education (2007).” Karin Evans, Arts and Smarts, Greater Good Magazine, UC Berkeley, (December 2008)
“Along with the perks of enjoying and experiencing art, there are real-world benefits to making the art with your own two hands. According to a 2014 study, producing visual art improved psychological resilience and increased brain activity for the participants by the end of the experiment.” Gabe Bergado, Mic.com (December 15, 2014)
“Art allows children to express emotions that can be difficult to discuss with others.
“According to research conducted by the Childcare Education Institute, ‘art offers children an important outlet for emotional expression and the assurance that their feelings are valuable,’ which is particularly critical for disadvantaged children whose feelings might have never been validated. Expressing emotions such as anger or fear through artistic expression such as dance or writing allows children cope with aspects of living in a healthy, safe space. It also enables them to release difficult emotions instead of repressing them.” K. Nola Mokeyane, Information on How Art Helps the Behavior of Disadvantaged Children, (oureverydaylife.com)
Does art have value? I would argue yes.
“When Winston Churchill was asked to cut arts funding in favour of the war effort, he simply asked,’then what are we fighting for?’ ” (Kazuo Ishiguro)
In my own life, art has had a tremendous impact. By allowing myself to be creative, and to have space in my life where I can explore and play, I have greatly expanded my view of who I really am.
I’ve always been a photographer, exploring light, composition, and “seeing” the world in a different way. That creativity helped balance my life in college and law school. I played in school bands, and loved music.
My interest in art, and my hunger for a creative outlet brought me to look at my love for gardening as a way of expression. Years later, I took art classes at my local community college. In that work and discipline, I found a sense of freedom and self expression.
Over time, I’ve learned to give myself permission to experiment, to “let go”, and be uninhibited with my art. In many ways, it is a return to the spontaneity of childhood play. Now, I play my guitar, and pick up my paintbrushes with a sense of excitement and limitless possibility.
And, in my art, I have found a self I never really honored before, and am getting acquainted with my soul, a person I really enjoy.


The Power of Music in an Isolated World
Posted on 13th July 2020 at 15:15
In this unusual time, during which every one of us is facing a new set of personal challenges, people are finding many ways to cope and to thrive.
This week, the Arts in the UK received an unprecedented package of Government support, underlining the importance of music in our lives.
As if we didn’t already know it, scientists say that music is helping carry us through the crisis.
In a blog for the University of Oxford, Professor Eric Clarke, an expert in the psychology of music, discussed how music has been a big support for communities. Clarke explained: “It’s very striking that, from early on in this serious phase, people have felt moved or motivated make music. Music is a collective experience which can overcome physical distance, since one of the advantages of the auditory domain is that physical distance doesn’t necessarily impede social togetherness.”
A 2011 Harvard Medical School article explored the various benefits of music including how “a 2006 study of 60 adults with chronic pain found that music was able to reduce pain, depression, and disability. And a 2009 meta-analysis found that music-assisted relaxation can improve the quality of sleep in patients with sleep disorders.”
In 2017 the All-Party Parliamentary Group on Arts, Health and Wellbeing, issued the Inquiry Report “Creative Health: The Arts for Health and Wellbeing”. Sir Nicholas Serota, Chair of Arts Council England, said:
"There is growing evidence that engagement in activities like dance, music, drama, painting and reading help ease our minds and heal our bodies. This timely report sets out a clear policy framework for the cultural sector to continue its impressive work in improving people’s health and wellbeing."
The 2017 report highlights work across Guy’s and St Thomas’ NHS Foundation Trust, led by Breathe Arts Health Research which brings music, dance and poetry into clinical spaces. This work has been found to reduce anxiety. The report also highlights that, “Children with additional needs are able to express themselves through music. The connection between music therapy and autism spectrum disorder (ASD) has been explored since the 1970s.”
Music, Children and Young People
Back in February 2017, our guest blogger, Dawn Rose discussed the various benefits of music participation for children.
But even just listening to music can help with anxiety or depression as well as helping you to study, as discussed here.
Music is an integral part of life for many young people. It can help them express themselves and helps develop bonds between friends. As this article from the TES states, “There is nothing like music and art for sparking creativity, tapping into emotions and helping young people understand and develop their own life while navigating that of others.”
Music Departments in Schools can also be a key safe space for pupils to meet – summed up in this video
Understanding the value of music can get us through challenging times. Here are some ways you can engage with your family or pupils using music.
Share your favourite music. Discuss why you like the piece of music, perhaps share why it is special. When did you first hear it? Did you listen to it at particular point in your life? How does the music make you feel?
Create playlists of your favourite music to go along with other activities eg hand washing in school, long journeys, chores at home.
Listen out for music on tv, in films or in computer games – how does that music make you feel? How does the music reflect what is happening on screen?
Pick a song and write some new verses
Tagged as: #LETTHEMUSICPLAY, LOCKDOWN, MUSIC EDUCATION, MUSIC FOR ANXIETY, MUSIC FOR ISOLATION, MUSIC IN THE TIME OF CORONAVIRUS, MUSIC LISTENING, MUSIC RESOURCES
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This unit provides students with the foundational skills required to research and develop sustainable health promotion activities across multiple health settings. Understanding principles of health promotion implementation with diverse groups and exploration of current health promotion strategies means students gain real life skills applicable in any health practice. This unit aims to equip students with understanding and aptitudes to work with vulnerable population groups across the lifespan and contribute to a more just society. Language and literacy skills are embedded within the unit to develop students¿ academic abilities. An introduction to critical thinking, researching topics, reading and writing is presented in alignment with CDU resources and services to assist students in these areas. This unit includes the development of a professional portfolio for students to build on throughout their studies.
PRESCRIBED TEXT - PROMOTING HEALTH
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Content Analysis of the Sixth-grade Book of "Thought and Research" Based on Curriculum Criteria (Philosophy for Children)
This study aims to achieve a level of training categories (Philosophy for Children) on the content of thought and research sixth-grade book published in 2013. Studies were carried out according to the method of application and descriptive data collection, in which data was collected by content analysis method. Data collection tools in the study are checklists of teaching philosophy to children program criteria, including four concepts (reasoning, conceptualization, judgment and wisdom) and sixteen sub-components. In this study, analysis basis was sentences, paragraphs and questions on the content of the studied book. Due to the limited size of the population, the 'sample population' was selected. The descriptive analysis methods (frequency, percentage and mean tables) were used for analyzing the findings. The results showed that the authors have paid more attention to some components of teaching philosophy to children, such as links between concepts, reality representation, cognition, inductive and deductive methods, application of criteria, difference, similarity, and decentralization and less attention to some components such as benchmarking, consistent beliefs and behaviors, true-heartedness and good deeds, faith to good words and deeds, and knowing the truth. (original abstract)
- Parirokh, M., Parirokh, Z., & Majdi, Z. (2010). The trace of philosophical concepts in children's stories, research on the identification of factors associated with the education of philosophical thought. Studies in Librarianship and Information Science, 16(4): 57- 80.
- Javidi Kalateh Jafarabadi, T., & Akbari, A. (2009). "Analysis of the P4C curriculum and appropriate reading material features for its implementation", National Conference on School Libraries, activating education system and participation in the teachinglearning process, Mashhad.
- Hosseini, A. (2004). The nature of creativity and its enhancing practices. Mashhad: Astan Quds Razavi publication.
- Daneshvar, M., Gholam Hossein, A., Spidkar, M., Roshandel, Ali Akbar., Hamzeh Beigi, T., & Saffari Nazari, M. (2011). The teacher book of sixth-grade thought and research. Tehran: University of Tehran Publication.
- Salehi Omran, A., & Chaharbashlu, H. (2010). "Content analysis of the textbooks of primary education schools based on the components of creativity as one way of enhancing creativity in students", The Third National Conference of Understanding Creativity (TRIZ) and innovation engineering and management, Tehran, IRAN.
- Farzanfar, J. (2010). "Studying philosophy of childhood and the role of story in the development of philosophical spirit in children", PhD thesis in Philosophy of Education, Teacher Training University, Tehran.
- Marashi, M. (2008). "Teaching philosophy to children, a new approach to the curriculum", the education, On the occasion of celebrating Pakseresht, MJ, Shahid Chamran University, Ahwaz.
- Marashi, M. (2006) "investigating the effect of Research community method in teaching philosophy to children's program on the reasoning skills of third-grade male junior high school students", doctoral dissertation, Faculty of Education and Psychology, Shahid Chamran University, Ahwaz.
- Maleki, H. (2007). Curriculum planning guideline. Mashhad: Payam Andisheh publication.
- Naji, S. (2009). "The new interpretation of Islamic Education (recovering the components of the philosophy for children program)". Farhang, 69: 177-214.
- Albergaria, P. (2011). Critical Thinking, Questioning and Creativity as Components of Inteligence. Journal of Procedia-Social and Behavioral Sciences, 30: 80-91.
- Barrow, W. (2010). Dialogic, Participation, and the Potential for Philosophy for Hagman, Sally, (1990A), "Philosophical Aesthetics in Art Education: A further look toward implementation", in Art Education, V.43, No.4 Children's Thinking Skills and Creativity, Vol. 5, NO. 2.
- Hanna, J. (2007). Child, Philosophy and Education, Discussing the Intellectual Sources of Philosophy for Children, Finland: Oulu University.
- Jessica, G (2007). Companying classroom of an inquiry curriculum, Lawrence Erlbaum associates.
- Lipman, M., A. M. Sharp, and P. Oscanian (1980). Philosophy in the Classroom, Philadelphia: Temple University.
- Tricky. S (2006). "Effects of P4C in 100 primary schools" Educational research, Spring 2006, No.1.


For this Assessment, you will assume the role of a teacher in an early childhood learning center located in Hansvale County, Minnesota. Hansvale County is fictional. In preparation for the new school year, the director of Building Blocks Learning Center has enlisted your help. She has asked you to compose a series of articles for the faculty newsletter that will address important issues and trends in the upcoming school year. See the “Request from Building Blocks Learning Center Director” document for more information.
Your response to this Assessment should:
- Reflect the criteria provided in the Rubric.
- Adhere to the required assignment length.
Use the APA course paper template for more information. All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.
Professional Skills: Written Communication and Information Literacy are assessed in this Competency. You are strongly encouraged to use the Writing Checklist and to review the rubric prior to submitting.
This Assessment requires submission of one (1) document that includes four (4) articles for the faculty newsletter (one article for each part of the Assessment). Save this file as PV004_firstinitial_lastname (for example, PV004_J_Smith). When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation bar.
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Access the following to complete this Assessment:
- Request from Building Blocks Learning Center Director
- Demographics from Hansvale County
Part I: Changing demographics and Building Blocks Learning Center
Using the “Demographics from Hansvale County” document, write an article for the faculty newsletter that includes the following:
- An explanation of how changing racial, cultural, and linguistic demographics in the county impacts the center
- Two real-world examples that illustrate how home language or race might impact children and families
- An explanation of at least one way Building Blocks Learning Center can respond to changing demographics to ensure an equitable program
Part II: Poverty and child development
Using the “Demographics from Hansvale County” document and information from the professional knowledge base, write an article for the faculty newsletter that includes the following:
- An explanation of how poverty impacts healthy child development and learning
- A description of at least two ways the center can adjust or add programming to meet the needs of children and families living in poverty
- A recommendation regarding how individual staff members can promote the healthy development and learning of children living in poverty
- An analysis of at least one recent state or federal policy related to early childhood education to ensure equity for all children in early childhood settings. Explain how the policy might impact the center.
Part III: Brain research and Building Blocks Learning Center
Using three research articles written in the past 5 years about brain research and child development, write an article explaining brain research and its impact on the early childhood field that includes the following:
- A summary of three recent developments in brain research and child development (Note: Use articles that have been published in the past 5 years, either from the Walden library or other professional resources, to support your summary.)
- A description of at least two ways teachers at Building Blocks Learning Center can use this information about the brain and child development to foster healthy development and promote learning
Part IV: Effective use of technology in the classroom
Using two research articles written in the past 5 years about the effective use of technology with children, write an article explaining the implications of technology on child development and the early childhood field that includes the following:
- An explanation of the benefits and challenges of using technology as a teaching tool for children
- A recommendation for families concerning appropriate use of technology for children at two different stages of development (i.e., infant-toddler, preschool, school-age)


Parents play an important role in their children’s education, but there are substantial differences in the home learning experiences of children by socioeconomic status. In this seminar, Susanna Loeb and Ben York discuss the results of a randomized control trial of READY4K!, a text messaging program for parents of preschoolers designed to help them support their children’s literacy development. Susanna Loeb and Ben York sent parents in the treatment group three texts per week about an early literacy skill or cluster of skills for the entire school year. About every two weeks, they sent one “placebo” text to parents in the control group about the district’s kindergarten enrollment process or required vaccinations. They found that READY4K! had significant positive effects on parents’ home literacy activities, parental involvement in the school (as reported by teachers), and children’s scores on a spring early literacy assessment. Given the extremely low cost and widespread use of text messaging, texting is an attractive alternative for supporting parents.
Substantial systematic differences exist in children’s home learning experiences. The few existing parenting programs that have shown promise often are not widely accessible, either due to the demands they place on parents’ time and effort or cost. In this study, we evaluate the effects of READY4K!, a text messaging program for parents of preschoolers designed to help them support their children’s literacy development. The program targets the behavioral barriers to good parenting by breaking down the complexity of parenting into small steps that are easy-to-achieve and providing continuous support for an entire school year. We find that READY4K! positively affected the extent to which parents engaged in home literacy activities with their children by 0.22 to 0.34 standard deviations, as well as parental involvement at school by 0.13 to 0.19 standard deviations. Increases in parental activity at home and school translated into student learning gains in some areas of early literacy, ranging from approximately 0.21 to 0.34 standard deviations. The widespread use, low cost, and ease of scalability of text messaging make texting an attractive approach to supporting parenting practices.


Written and Illustrated by: Innosanto Nagara
For Ages: 3-7 years
Language: English/Some Spanish
Topics Covered: Activism, Social Justice, Global Community.
Summary: This book is filled with jumping off points for vocabulary, beginning to plant the seed of activism, and literacy development. A is for activist uses each letter of the alphabet to introduce social justice concepts in a short rhyming fashion. For example: “F is for Feminist. For Fairness in our pay. For Freedom to Flourish and choose our own way”. This opens the door for massive amounts of discussion with the audience and the reader. By showcasing different terminology than most alphabet board books coupled with bright graphic illustrations, this book keeps the attention of children. Robust terminology paves the way for endless questions and discussion. This book can also be used to gauge interest in a variety of subjects to open the door for a deep dive into social justice and activism topics with young children. This is a book to buy for every new baby that comes along! It addresses critical topics in an approachable way, perfect for the early childhood demographic.
About the Author & Illustrator:
Innosanto Nagara was born and raised in Jakarta, Indonesia, and moved to the U.S. in 1988 to study zoology at UC Davis. A couple of decades later, he is a graphic designer. He is a founding member of Design Action Collective, a worker-owned cooperative design studio in Oakland that is dedicated to “serving the Movement for social change”. He’s very lucky to be able to do what he does best (graphic design) for the people and organizations he respects the most (activists) who are working towards a better world.


Resources › For Educators Task Analysis: The Foundation for Successfully Teaching Life Skills A Well Written Task Analysis Will Help Students Gain Independence Share Flipboard Email Print Hill Street Studios / Blend Images / Getty Images For Educators Special Education Applied Behavior Analysis Behavior Management Lesson Plans Math Strategies Reading & Writing Social Skills Inclusion Strategies Individual Education Plans Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Jerry Webster Special Education Expert M.Ed., Special Education, West Chester University B.A., Elementary Education, University of Pittsburgh Jerry Webster, M.Ed., has over twenty years of experience teaching in special education classrooms. He holds a post-baccalaureate certificate from Penn State's Educating Individuals with Autism program. our editorial process Jerry Webster Updated April 20, 2018 A task analysis is a fundamental tool for teaching life skills. It is how a specific life skill task will be introduced and taught. The choice of forward or backward chaining will depend on how the task analysis is written. A good task analysis consists of a written list of the discrete steps required to complete a task, such as brushing teeth, mopping a floor, or setting a table. The task analysis is not meant to be given to the child but is used by the teacher and staff supporting the student in learning the task in question. Customize Task Analysis for Student Needs Students with strong language and cognitive skills will need fewer steps in a task analysis than a student with a more disabling condition. Students with good skills could respond to the step "Pull pants up," while a student without strong language skills may need that task broken down into steps: 1) Grasp pants on the sides at the student's knees with thumbs inside the waistband. 2) Pull the elastic out so that it will go over the student's hips. 3) Remove thumbs from waistband. 4) Adjust if necessary. A task analysis is also helpful as well for writing an IEP goal. When stating how performance will be measured, you can write: When given a task analysis of 10 steps for sweeping the floor, Robert will complete 8 of 10 steps (80%) with two or fewer prompts per step. A task analysis needs to be written in a way that many adults, not just teachers but parents, classroom aides, and even typical peers, can understand it. It need not be great literature, but it does need to be explicit and use terms that will easily be understood by multiple people. Example Task Analysis: Brushing Teeth Student removes toothbrush from toothbrush caseStudent turns on water and wets bristles.Student unscrews toothpaste and squeezes 3/4 inches of paste onto bristles.Student opens mouth and brushes up and down on upper teeth.Student rinses his teeth with water from a cup.Student opens mouth and brushes up and down on lower teeth.Student rinses his teeth with water from a cup.Student brushes the tongue vigorously with toothpaste.Student replaces toothpaste cap and places toothpaste and brush in toothbrush case. Example Task Analysis: Putting on a Tee Shirt Student chooses a shirt from the drawer. Student checks to be sure the label is inside.Student lays the shirt on the bed with the front down. Students checks to see that the label is near the student.Student slips hands into the two sides of the shirt to the shoulders.Student pulls head through the collar. Student slides right and then left arm through the armholes. Keep in mind that, prior to setting goals for the task to be completed, it is advisable to test this task analysis using the child, to see if he or she is physically able to perform each part of the task. Different students have different skills.


Southeast Asia Quiz – FREE Online Interactive Earth Science Quiz
Enjoy this Easy Science for Kids Southeast Asia Quiz – you’ll get your quiz score after completing this FREE interactive online quiz on Southeast Asia. You need to answer all the questions to be able to get your score. You can do this fun Southeast Asia quiz again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Southeast Asia.
Southeast Asia Quiz & our FREE Geography Quizzes
Our easy earth science quizzes are a free interactive earth science quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Southeast Asia Geography quiz helps your kids learn fun facts about Southeast Asia while enjoying this FREE online interactive quiz.
If your child is enjoying home-schooling, or is doing after-school education, then this is a fun yet educational activity, with reading comprehension benefits for 1st – 5th grade kids. Kids will enjoy competing against their classmates and friends, to see who gets best results, doing these fun earth science quiz questions on Southeast Asia.
As a reading comprehension training activity for kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you set a restriction on the number of times your kids can read about the Southeast Asia quiz topic, before they do the actual earth science quiz for kids.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this quiz about Southeast Asia and our other fun kids quizzes, as a listening comprehension activity; you read out to them about the topic and then read the interactive quiz questions and answers. You will select the Southeast Asia quiz answer they think is correct, and at the end you get the quiz score. Your child can try this Southeast Asia quiz again and again, till gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Southeast Asia? Check out all our other fun Easy Science Quizzes for Kids and other EASY scienceForKids.com. Visit our Easy Earth Science for Kids all about Southeast Asia page. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Southeast Asia Quiz – FREE Online Interactive Earth Science Quiz - ." Easy Science for Kids, Sep 2020. Web. 27 Sep 2020. < https://easyscienceforkids.com/southeast-asia-quiz-free-online-interactive-earth-science-quiz/ >.
APA Style Citation
Tobin, Declan. (2020). Southeast Asia Quiz – FREE Online Interactive Earth Science Quiz -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/southeast-asia-quiz-free-online-interactive-earth-science-quiz/
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In Episode 145, Dan and Michael chat with Heidi Torres about her recent article in Theory & Research in Social Education titled, “‘They have their own way, and you should respect that’: Investigating the outcomes of an elementary world cultures curriculum.”
Books, Articles and Other Amazing Resources
- Torres, H. J. (2019). “They have their own way, and you should respect that”: Investigating the outcomes of an elementary world cultures curriculum. Theory & Research in Social Education, 47(4), 548-576.
- Dr. Torres recommended the following articles and books at our request:
- Barrett, M. (2007). Children’s knowledge, beliefs and feelings about nations and national groups. Hove, UK: Psychology Press.
- Barrett, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, 23, 93-104.
- Pettigrew, T. F., & Tropp, L. R. (2011). When groups meet: The dynamics of intergroup contact. New York, NY: Psychology Press.
- Torres, H.J. (2019). “They have their own way, and you should respect that”: Investigating the outcomes of an elementary world cultures curriculum. Theory and Research in Social Education, 47(4), 548-576.
- Torres, H. J. (2019). Developing imaginative engagement in young children using children’s literature. The Social Studies, 110 (4), 161-169.
- Torres, H. J. (2018). Opening doors to world cultures: The power of children’s literature to teach global, cross-cultural aims. Oregon Journal of the Social Studies, 6(1), 71-81.
- Coming soon: the FundMe site for Michael’s hitchhiker guide to the globe class. (not really)
Biographies Heidi Torres, Ph.D. is an Assistant Professor of Elementary Education in the department of Instructional Leadership and Academic Curriculum at the University of Oklahoma*. *That’s where Dan graduated from… three times! Editor We would like to thank Zack Seitz of Wylie High School (TX) and the University of North Texas for his editing skills.