Louis Prang first became interested in public art education while teaching his young daughter Rosa to paint. None of the paints sold in the United States matched his standards for quality and safety, so he traveled to Germany to seek out new options. It was there that he developed his own formulas for watercolor paints, which he had produced in Germany and sold here in the United States. It was also during a trip to Germany that Prang realized the differences between Europe and America's methods of art education for both men and women.
While children in upper class Boston did receive art training in finishing schools, Prang wanted to foster natural talent in those students in public schools who did not have the same access to art education. After convincing his circle of friends that public school art education was being tried in other large cities such as London, Prang was able to draft English educator Walter Smith to come to Boston as director of art education for the state of Massachusetts. Once Prang was able to establish a program for art education, he needed to supply the schools with the proper tools, including art supplies and instruction manuals. He hired John S. Clark, an art educator, to run the publication part of the process, and Mary Dana Hicks, an art educator from Syracuse, New York, to start writing and teaching courses.
By 1882, the Prang Educational Company was formed, dedicated to supplying schools with art manuals and supplies. The 1882 catalogue was 300 pages, and gave discounts for teachers and professional artists. It included supplies for oil painting, watercolors, papers, engraving tools, lithographic pencils, and other instruments for creating works of art.
Mary Dana Hicks
Mary Dana Hicks was born in Syracuse, New York, and after losing her husband in a drowning accident in 1858, she focused her attention on her young daughter's education. She became an art teacher at the high school in Syracuse, eventually becoming the supervisor of art education for the entire city. She helped found the Social Art Club of Syracuse, and appeared before the Womanâs Congress in 1875 and 76, promoting art education, public exhibitions and the establishment of more museums. Her promotion of art education eventually caught the eye of Louis Prang in Boston, and in 1879, he called on her to come to Boston to assist him in his push to establish art education in the public schools. Between 1880 and 1882, Hicks traveled to schools in Boston, New York, Philadelphia and Chicago, teaching Saturday morning classes to art instructors how to teach. She eventually became the director of the Prang Normal Art School in 1884, and created similar classes teaching educators how to teach art within state universities, that gave students college credit. She also edited and authored many of Prangâs art texts with John S. Clark. After the death of Prang's wife Rosa in 1899, he married Hicks the following year. Together, they traveled the country, promoting their ideas of art education, and their materials.
After Louis Prang's death in 1909, Hicks lived with her step-daughter Rosa and returned to school, as a student at Radcliffe College. She graduated with an Associates Degree in Arts in 1916, and went on to get her Master's Degree in Education from Harvard University in 1921, at age 85. She died in 1927.
This text book, co-authored by Prang, Mary Dana Hicks and John S. Clark, was meant for the use in public schools to teach color theory andâ¦
This text book used chromolithographs to teach the art of watercolor painting. The twelve floral scenes were after artist C. Ryan. Some of the worksâ¦
This text book was used for the second half of the seventh year as part of Prang's seven year art education curriculum. This copy is signed byâ¦


June 2, 2017, will mark the 90th birthday of our Parkway Central Library. On September 8, 2017, celebrations for the Benjamin Franklin Parkwayâs 100th anniversary will begin and continue until November 16, 2018. The Free Library and Parkway projects were a local example of the United Statesâ first important contribution to urban design: the City Beautiful Movement. Steven Connâs definitive work, Museums and American Intellectual Life, 1876â1926, argues that Americans built these acclaimed cultural institutions of the early 20th century "with the confidence they could collect, organize, and display the sum of the worldâs knowledge," and to attempt historical legitimacy at a time when the young nation was first thrust into a globally prominent role.
From his brownstone on Green St., just blocks from where the Fairmount Parkway and the Free Library of Philadelphia would develop, Edwin Fleisher watched the U.S. assert itself tangibly as a cultural and intellectual match to Western Europe, a process in which he played an integral role. In the late 19th and early 20th centuries, philanthropists from the Jewish community aided and influenced many charities and community organizations in order to preserve their hard-won position within Philadelphiaâs high society. Fleisher founded the nationâs first training orchestra, the Symphony Club, and set a precedent for official music education in the U.S. This paved the way for orchestral training in musical institutions such as Settlement Music School and the Curtis Institute of Music. Until that time, aspiring professional classical musicians would have to had attended in European conservatories to acquire orchestral training.
Fleisherâs greatest gift to his Symphony Club was the vast collection of orchestral performance sets he acquired exclusively for its use. Having purchased a copy of virtually every performance set available from U.S. sources by 1913, Fleisher traveled six times to Europe in search of scores otherwise unavailable. Fleisher personally met with dozens of publishers and composers, and purchased hundreds of scores to meet and exceed club demands. In May 1929, Fleisher donated the Symphony Clubâs massive collection of performance sets to the Free Library. When it had opened its doors two years previously, the Free Library of Philadelphia had been deemed the most technologically advanced library in the world. Appropriately, the worldâs most complete assemblage of orchestral performance sets â a distinction still held today â was now housed in a state-of-the-art institution.
Join us as we rediscover the origins of the Parkway and the Free Library, chronicle the Fleisher Collectionâs founding and donation to the Free Library, and showcase what was state-of-the-art in early 20th-century music. The Fleisher Collectionâs latest display, Philadelphia and the City Beautiful Movement, will be on display outside of the Collection from May 1 through August 25.
Over the next few weeks, the staff of the Special Collections Division of the Free Library of Philadelphia will be writing about items from their collection that relate in some way to Philadelphia.
The Special Collections Division includes the Automobile Reference Collection, the Childrenâs Literature Research Collection, the Edwin A. Fleisher Collection of Orchestral Music, the Maps Collection, the Print and Picture Collection, the Rare Book Department, and the Theatre Collection. These collections are here to inspire you; if youâre interested in learning more, please feel free to contact us for more information. You can also visit our Digital Collections, which are home to over 40,000 digitized items from our collections.


Approach to Teaching and Learning
It is our passion to foster positive associations of the Japanese culture within the children. In particular, for the children of Japanese heritage, we provide a meaningful cultural and language context through an immersive environment, within which they can develop their cultural identity. We celebrate diversity while cherishing the Japanese culture and community. As a group of educators, it is our responsibility to foster sensitivity, inclusiveness, and respect toward other cultures. In our classrooms, we encourage cultural awareness, the importance of accepting diversity and compassion for others from different backgrounds. We must be the role models for a caring and supportive multicultural community â we must all show the young children how to accept and get along with people of all cultures, races, and religions.
The curriculum is designed to inspire and foster the natural curiosity of the children. Through our play-based program, the children will have opportunities to explore a wide range of developmentally appropriate activities, which includes but are not limited to arts and crafts, music and movement, and science experiments as part of the overall whole child approach. Through the play-based curriculum, the introduction of math, science and literacy concepts is taught in a meaningful and experiential context. We are committed to creating an inspiring educational environment where the children have a joyful learning experience.
We believe that each child is a unique individual learner and that our teachers must understand the individual needs of each child. We use a developmentally appropriate approach to differentiate our curriculum and lessons based on the needs of the children in the group. In our play-based curriculum, learning topics are introduced in many ways and woven throughout everyday activities, but our teachers subtly adjust and change the lessons and the goals based on the specific needs of the learner. Our teachers always make sure to observe and learn about the each child in the class so that we can increase the achievement of all children.
Food / Dietary Education
Healthy food is also a very important part of the Japanese culture. We provide children a wholesome and healthy Kyusyoku (School Lunch) and snack everyday. We integrate âFoodâ into our curriculum each month, and through these activities, we teach the children the love and appreciation of the foods that they eat and the people who make the food. Our Kyusyoku chef, Natsuko-sensei shares useful and healthy diet information with the parents to encourage them to adopt these values and practices in their homes.
As long as weather permits, we take the children outside everyday. For the wholesome and healthy development of children, outside play is one of the most crucial time and component. In the outdoor play time, children naturally explore more and take more calculated risks. It encourages both fine and gross motor skill development. It is proven that outdoor place creates more neural networks in the brain and throughout the body, and encourages the entire body to become a tool for learning.
At Aozora Gakuen, we care about the environment and our planet. We feel that it is our responsibility to embody a lifestyle with as little impact on our planet as possible. Throughout the experience in the school, we strive to create good habits in the reduction of both the use of natural resources and the creation of trash by taking examples from small things we do in our daily lives. For example: economizing the use of electricity and water, separating garbage for recycling. We encourage to use reusable wet bags instead of single use plastic bags.


âThe Importance of Musicâ: The Governmentâs National Plan for Music Education
In 2011, the government unveiled a National Plan for Music Education, setting out its plans for the teaching of music education in England until 2020. Its title: The Importance of Music.
It was the first time the government had published a National Plan for Music Education. A fact which Michael Gove (then Education Minister) and Ed Vaizey (at the time Minister for Culture, Communications and Creative Industries) said in the foreword demonstrated their respective departmentsâ âunswerving commitment â¦ to recognise the importance of music in the lives of young people and to ensure that we consistently give young people a music education that is of the highest quality.â
Based on this commitment, the plan outlined the governmentâs vision for music education:
ââ¦to enable children from all backgrounds and every part of England should have the opportunity to learn a musical instrument; to make music with others; to learn to sing; and to have the opportunity to progress to the next level of excellence if they wish to.â
The plan also responded to recommendations made in the report Music Education in England, published earlier in 2011. Carried out by Darren Henley, Managing Director of Classic FM, the study had found music education to be âpatchyâ across the country.
Read Darren Henleyâs report Music Education in England.


This module helps you to interact with superiors, colleagues and collaborators in a harmonious manner. The reading activity pinpoints professional attitudes that are important in any work context to create a positive atmosphere and respectful work relationships. Practise reading comprehension strategies and skills and take a note of any words and expressions you are unfamiliar with. Two listening comprehension activities present excerpts of meetings and the communicative functions they require, for instance presenting information, interrupting others, expressing agreement and disagreement, and leading a meeting. As you practise your listening comprehension skills, take a note of the words and expressions that relate to these functions and observe how and when they are used by the speakers. The grammar component of this module reviews pronouns, which are essential during a meeting to avoid repetition of objects, concepts and peopleâs names. Mastering the different types and forms of pronouns is necessary to avoid any possible confusion or misunderstandings. Finally, you will review and practise words and expressions related to meetings and expressing agreement.


Let martial note in triumph float
And liberty extend its mighty hand...
John Philip Sousa was America's "March King." He was surrounded by music from birth: his father played trombone with the U.S. Marine Band and as a child he studied violin as well as music theory. He grew up during the Civil War in Washington, D.C., where martial music was frequently played both in homes and on the streets.
Sousa attended band rehearsals with his father and, after his parents disapproved of his joining a circus band, was pressed into service as an apprentice musician with the Marine Band. By age twenty-six he was the Band's director -- a position he held from 1880-1892. During those years Sousa added to the Band's repertoire not only the work of Europe's then contemporary composers (Tchaikovsky, Verdi, Wagner and others) but also compositions of his own such as "President Garfield's Inauguration March (1881)," "Semper Fidelis (1888)," and "The Washington Post" (1889).
Sousa was the greatest musical star of his era, combining the charisma and popularity of Leonard Bernstein and the Beatles. He was so popular that he left the Marine Band to start his own band in 1892. It toured the nation with unparalleled success.
Four years later, while on vacation in Europe with his wife, Sousa received word that his good friend and band manager, David Blakely, had died. Sousa quickly returned to the States aboard the S.S. Teutonic. Pacing the deck of the ship, the music of "The Stars and Stripes Forever" began to come to him, its first stirring notes being those of the "Dies Irae." As he wrote in his autobiography, " ...absorbed in thoughts of my manager's death and the many duties and decisions which awaited me in New York. Suddenly, I began to sense a rhythmic beat of a band playing within my brain. Throughout the whole tense voyage, that imaginary band continued to unfold the same themes, echoing and re-echoing the most distant melody. I did not transfer a note of that music to paper while I was on the steamer, but when we reached shore, I set down the measures that my brain-band had been playing for me, and not a note of it has ever changed." For twenty-five years Sousa's Band played the march at almost every concert it held. Although the piece is always played as an instrumental, Sousa did set words -- somewhat triumphalistic by today's standards -- to it.
Let martial note in triumph float
And liberty extend its might hand
A flag appears 'mid thunderous cheers,
The banner of the Western land.
Sousa always wore a neat military-like uniform when he conducted, displayed a lot of vim and vigor on stage, and carried himself with remarkably fine posture. He was the prolific composer of 15 operettas, 70 songs, numerous overtures, concert pieces, vocal works, waltzes, books and articles, along with his 136 marches.
"The Stars and Stripes Forever" was declared the National March of
the United States in 1987. Sousa's other marches included "El Capitan,"
"The Pathfinder of Panama," "Hands Across the Sea," "Solid
Men to the Front" and "The High School Cadets." Sousa also composed
a number of pieces to encourage student bands and music education in U.S. schools:
"Marquette University March," "University of Illinois March"
and "University of Nebraska March."
The Dayton Miller Flute Collection
The "Flute in C" with silver keys and ferrules was used for 11 years by Mr. Louis P. Fritze, a member of the Sousa Band. He played it in the Band's 1910 around-the-world tour. It has been repaired by a broad silver band at the socket of the head-joint and had mother-of-pearl set in the "stopper."
|Learn More About It|
|Related Web Sites|


Christian Education Program
We believe that children and their families benefit greatly from our âChristian Education Program.â Through the use of fun crafts, games, learning activities, stories and service projects, the children experience the joy of learning about good Christian values such as love, kindness, compassion, respect and honesty.
Music and Movement
In our Music and Movement classes children are engaged in singing, playing rhythm instruments, listening to music, learning finger plays, poems and nursery rhymes, dancing and movement activities, as well as creating their own music, songs and dances. Many aspects of music and movement are important to and support the development of our children, from creating neurological pathways to encouraging social interactions to broadening the childrenâs learning experiences.
The goals of the Music and Movement program are several fold, incorporating and spanning both music education and movement development. The program offers many opportunities for the child to:
- enjoy participating in musical and physical activities
- express themselves with music through song and playing instruments
- communicate ideas and feelings through movement
- be exposed to a variety of types of music through listening, singing, and playing music
- become aware of their body, how they move, learn body parts
- work cooperatively to share instruments and the space for movement
- improve their quality of movement: fine and gross motor skills, locomotor and non-locomotor movement
- develop memory skills through learning songs and dances
Music and Movement activities include singing songs, playing and manipulating rhythm instruments, using American Sign Language, practicing active listening to listen to, identify and discriminate sounds based on pitch, timbre and dynamics, practice and develop keeping a steady beat, think creatively to express an idea using musical elements and instruments, discover new ways of musical and physical expression, use of props such as scarves, bean bags and ribbons to develop motor skills and creative expression, practice following direction as well as problem solving
Music & Movement Schedule
Monday: No Music and Movement
Tuesday: Old Seward
Thursday: Jewel Lake and Brandon St.
Friday: Eagle River
Dance Class Schedule:
Dance Class is on Mondays - all sites


Learning at Forest School using the principles of the curriculum
These quotes are taken verbatim from the principles of the primary school curriculum (PSC). So much learning is happening in every Forest school session that is not necessarily obvious to everyone. I hope the pictures and the principles on which we base our learning speak more than a thousand words!
The childâs sense of wonder and natural curiosity
âThe impulse for such learning is the childâs sense of wonder at the complexity of the world, the desire to understand it, and the spontaneous impetus to explore it through play.â PSC
âThis sense of wonder, together with the childâs natural curiosity, is at the heart of the learning process and provides the purest and most valuable motivating factor in the childâs learning.â PSC
âIt is in cultivating the sense of wonder that the curriculum can provide the most fulfilling learning experience for the child and foster an appreciation of the value of learning.â PSC
Environment based learning
âFirst-hand experience that actively engages the child with the immediate environment and with those who live in it is the most effective basis for learning.â PSC
âThis first-hand experience provides a reference framework for the understanding of more abstract concepts. A rich experience of different aspects of the curriculum outside the classroom adds enormously to the relevance and effectiveness of childrenâs learning.â PSC
The aesthetic dimension
âThe curriculum enables the child to perceive the aesthetic dimension in every area. This enriches the learning experiences for the child and the different aspects of conceptual development.â
The childâs social and emotional development
âIt is widely recognised that the childâs social and emotional development significantly influences his or her success in learning. This is addressed most effectively through a school ethos that is characterised by a caring, interactive relationship between teachers and pupils.â PSC
âBy providing children with a successful and happy school experience, by nurturing essential intrapersonal and interpersonal development, and by developing communication skills, childrenâs self-esteem and self-confidence are raised and their motivation to learn is increased.â PSC
The Forest Friday sessions are a great example of the inclusive and diverse ethos of both the curriculum and our school. Itâs fantastic that every child gets to benefit and this wouldnât be possible without the support and hard work of everyone involved. A heartfelt thank you to all involved.


We have been busy building on our work in reading, and putting the pdcinmfl Principle 5 to the test! So, if you:
- are interested in the teaching of reading to beginner learners in MFL
- would like to get some new ideas and innovative resources for teaching reading strategies and phonics in French
- would like to find out more about the latest research findings in this area
â then read on!
We have recently completed our âFLEURâ reading research project. This investigated different ways of teaching reading to beginner learners of French in Year 7. Our project, a âRandomized Control Trialâ funded by the Nuffield Foundation, compared the effects of (a) explicit strategy instruction, (b) explicit phonics instruction and (b) the use of challenging texts on studentsâ reading comprehension (and a range of other outcomes).
We are holding a half-day conference to share our findings and think about their implications for the classroom. This will be held on 3rd July 2018 at Oxford University Department of Education, 15 Norham Gardens, Oxford OX2 6PY, from 1:30pm till 4:30pm. The conference is completely free of charge.
Our project focussed on Year 7, but we anticipate that the findings will also be relevant to colleagues teaching foreign language reading throughout KS3 as well as in primary schools.
If you would like to attend, please send a reply to email@example.com We will then register you for a place and send you further information and joining instructions.
Thanks and best wishes from
Robert Woore, Suzanne Graham, Alison Porter, Louise Courtney and Clare Savory
The FLEUR project team.
The Nuffield Foundation is an endowed charitable trust that aims to improve social well-being in the widest sense. It funds research and innovation in education and social policy and also works to build capacity in education, science and social science research. More information is available at http://www.nuffieldfoundation.org.


Children have been busy learning about germs and microbiology through their âDirty, Stinky Childrenâ project; studying frogs with underwater cameras and learning about the trees and forests.
The project has been so successful the school now funds the programme by renting the learning space to other schools.
Head teacher Julia Alison explained the project was led by the children, who each posed a question to the resident scientist, Alice before a thorough scientific investigation by the class. Mrs Alison says the project is helping children to think more carefully.
âWe donât put a ceiling on the questions, if the children ask a question and itâs what they want to know- even if itâs a secondary school question- we work with them to find an answer, we usually find it leads to another question,â she said.
âThe project has helped the children develop huge self assurance and belief. It gets them thinking about going to university and with their careers; itâs about them taking control and learning to manage their learning through their own investigations. We are very good in this county at innovation and creativity- so itâs all about developing and engaging that in our children.â
She added: âWe are delighted to win this award. Itâs great to have national recognition for the project. We are thrilled."
Kelly Griffiths is the awardsâ organiser and commented: âItâs with great pleasure that we present this award to an amazing project which promotes science, literacy and numeracy skills to children.
What the judges loved about this project was how the children led the programme with their own fantastic questions- and I canât think of a more fun past time than studying frogs underwater!â


This week was a holiday week, so I took a break from my Google-a-Day posts to let you know about a Jedi Mind Trick, and share an oldie-but-goodie. Iâd shared this list with several educators, but never formally published it before. So, here they are!
From K to 12 and Math to Science, there seems to be a technological tool for everything! But whatâs the most Useful? Customizable? User-friendly? Below, I list my favorite free-or-cheap tools.
For quick assessments
Why waste paper, time on marking, and the risk of you dog eating your studentsâ homework? Get immediate results about where your students are (also known as formative assessment) to be able to better target your lessons.
- Edmodo and Google Forms both allow you to create diverse question types and give quizzes to multiple students at one time. Both collect and store results in accessible ways.
- Jeopardy: a more public form of collecting information about your studentsâ knowledge, motivate your students with this make-your-own Jeopardy game. You can fill in the boxes with vocabulary words or short answer questions, and it allows for team play as well.
Reading & Writing
What better way to engage your students than having them interact with their reading? Research demonstrates that teaching reading comprehension strategies has a strong effect on reading, and technology can help (Shanahan et al., 2010).
- Visualizing & Summarizing: Anything from Google Image Search to using imdb to cast actors in roles in your books is a valuable visualization tool. On top of that, you can use pixlr or Over to create movie posters or other visuals, and photopeach, animoto, or storybird to make slideshows that allow for visualizing and summarizing.
- Organizing: The following sites and apps have interactive graphic organizers that allow your students to organize their ideas in a visual way. These can be valuable as a summarizing tool, a âmaking connectionsâ tool, a questioning tool, or for use during the pre-writing stage. Websites like holt and readwritethink have multiple graphic organizers to choose from, and my favorite apps are: kidspiration, inspiration, corkulous, tools4students.
As students get older, they are required to do more and more research. This requires lots of organization and tools that support writing dreaded bibliographies or works cited pages.
- Easybib and NoodleTools are both excellent sources for creating simple works cited pages, and have places to write notes from your reading as you go along.
- For those with media literacy that can distinguish helpful sites from uninformed sites, Diigo Library is a wonderful tool that allows students to annotate websites. Diigo lets students highlight and add post-its to websites, and all of their notes end up in their Diigo library for easy access.
- For those without sufficient internet know-how, teachers can create Google Sites with information that they know to be valuable and useful. This video tutorial or this step-by-step guide teach you the basics.
There are numerous math tools that are targeted at specific tasks, which can be useful. My favorites are usually apps or websites that address multiple skills (so students become familiar with them), and which allow for data collection. Most math apps and sites are also helpful for their provision of âimmediate, targeted, and timely feedback,â which is the most effective type of feedback for student progress (Goodwin & Miller, 2012).
- The site iXL allows teachers to track their students, and any incorrect answers are immediately explained, so students can learn as they practice.
- In the app store, the McGraw Hill apps and the iTooch elementary and middle school math apps are fun, interactive, and informative.
- PowerMyLearning links to math, language, science, and arts interactive games. Highly motivating with lots of choices!
- Noodle links to video tutorials across subject domains, which can help students learn, then practice their skills (Full disclosure: I write for the site).
Happy 21st Century Teaching!


Links and references to other sources of information
This section includes references to academic papers, books and other publications that provide further reading on the themes of composing, creativity, action research and other Listen Imagine Compose-related themes.
There are also a number of links to other organisations doing similar and complementary work.
Sound and Music Summer School for young composers and creative musicians: Sound and Music runs an annual summer school for young composers aged 14 - 18 who enjoy composing and want to learn more. Applications are open January - March each year.
Birmingham Contemporary Music Group: Sequenza. A series of resources exploring composing solo pieces for different instruments. Scheme of Work 5, Expert Composers & Performers, draws on the Sequenza project.
Birmingham Contemporary Music Group: Exchanging Notes. This is an exchange of ideas between composers and teachers designed to strengthen and investigate composing across the secondary music curriculum.
Musical Futures: An approach to teaching and learning music in secondary schools based on real world practices of popular and community musicians, making it relevant and engaging for kids.
Music Excellence: A programme of Continuing Professional Development for secondary music teachers delivering Key Stage 3 and who are based in London (although their resources are accessible to all).
Inspire Music: A resource for everyone involved in music education in any context to be inspired by, reflect on and be curious about what really works!


PhD candidate Christa Greenfader and Professor Liane Brouillette have published in Teachers College Record: "The Arts, the Common Core, and English Language Development in the Primary Grades."
Background/Context: Throughout schooling, English learners (ELs) perform well below their monolingual English-speaking peers on literacy assessments, and Hispanics make up the majority of EL students in the United States. There is a strong consensus about the importance of early English oral language skills for ELsâ literacy development, yet teachers are not adequately prepared to meet the needs of these young learners. Historically, policy has not provided incentives for educators to focus on oral language development in the classroom. However, the recently adopted Common Core State Standards (CCSS) emphasize oral language skills.
Purpose/Objective: This study examines a professional development program that equipped early elementary teachers in five urban schools with arts-based strategies to promote the oral English development of ELs. A second line of inquiry looked at the extent to which the creative drama and dance activities were aligned with CCSS.
Participants: There were 3,792 Kâ2 Hispanic ELs (treatment: N = 497; control: N = 3,295) from Title I schools in a large school district in California.
Intervention: The Teaching Artist Project (TAP) was a two-year Kâ2 arts and literacy professional development program consisting of 28 weekly 50-minute lessons (14 theater and 14 dance). The project provided classroom teachers with in-service training on utilizing movement, gesture, and expression to promote stimulating English verbal interactions. TAP was specifically intended to engage non-native English speakers in classroom dialogues, facilitating their oral English development.
Research Design: This study utilized a mixed methods design. To address the first research question, schools were randomly assigned to treatment and control groups. Multiple regressions were run on data from the California English Language Development Test (CELDT) to investigate the impact of the program on the English-speaking abilities of Kâ2 Hispanic English learners. To address the second research question, document review was used to compare the Kâ2 CCSS speaking and listening standards and the TAP lesson plans.
Findings: The treatment group was found to significantly outperform the control group (Î² = 0.13; p < 0.05) on CELDT speaking scores. Additional review suggested that the performing arts activities corresponded well to the CCSS speaking and listening standards.
Conclusions/Recommendations: Creative drama and dance activities provide rich verbal classroom interactions, boost English oral language skills of ELs, and align with the CCSS. Yet concerns are raised about the lack of speaking assessments on tests created by the Smarter Balanced and PARCC consortiums and the potential subsequent distortion of Kâ2 instruction.
Greenfader, C., & Brouillette, L., (2017). The Arts, the Common Core, and English Language development in the primary grades. Teachers College Record, 119(8).


An international survey found that 36 million U.S. adults have low basic literacy and numeracy skills and, on average, low basic skills are more common in the U.S. than in other countries. Low-basic skills impact employment, earnings and economic mobility. Forty percent of working low-skilled adults have earnings in the bottom fifth of income distribution in the U.S. Adult basic education (ABE) programs that are linked to employment or postsecondary education can help low-skilled adult learners advance along a career path and improve their employment and earnings.
Despite the demand for and potential of these programs, federal investments in ABE serve fewer than 2 million adults annually. These investments have declined by roughly 20 percent since 2005 and the number of individuals served has declined by 1 million (30 percent) since 2000.
This page contains reports, fact sheets, analysis and news about federal adult basic education policy, as well as recommendations for expanding access to adult basic education that is linked to employment or postsecondary education.
- Foundational Skills in the Service Sector | February 2017
- Fact Sheet: The Business Case for Upskilling | February 2017
- Fact Sheet: Upskill U.S. Workers to Support Economic Growth
- Fact Sheet: Adult Educators and Local WIOA Planning
- Fact Sheet: Adult Education and Middle-Skill Jobs
- Slide deck: Key Considerations for Adult Educators in Partnering with Workforce Providers and Employers (VAACE workshop, 10/21/15)
- Slide deck: How Adult Educators Can Foster Immigrant Integration: ESOL and Beyond (VAACE workshop, 10/21/15)
- Slide deck: WIOA and Adult Education: From Policy to Implementation (VAACE keynote presentation, 10/21/15)
- Federal funding for Adult Basic Education (ABE) is currently authorized under the Adult Education and Family Literacy Act (AEFLA) (beginning on page 184), also known as Title II under the Workforce Innovation and Opportunity Act.


We were not intimately familiar with Montessori education prior to starting our son with Montessori One at 18 months of age, but we have been fully converted into Montessori method enthusiasts. Our son and daughter have both attended Montessori ONE since they could walk and their development academically and socially has pleasantly shocked our entire family. Our kindergartner is working with fractions and division and reading at a second grade level. Our 4 year old is reading and practicing writing and working with different math "works". What is truly amazing to us is that they are not single, standout students; all of their peers in their classrooms are also excelling at this level. It truly shows the power of the Montessori way of educating young children. Even more important than the incredible academic success that they've had is that they truly love coming to school and they both feel like they are a part of a community in their classrooms and the school as a whole.
- A. Bower
Montessori ONE Academy is the only Association Montessori International/USA (AMI/USA) recognized school in Albuquerque offering Preschool through Elementary education. The Montessori curriculum seeks to promote a global perspective. It takes an integrated, thematic approach that ties the separate disciplines together into studies of the physical universe, the world of nature, and the human experience. In this way, one lesson leads to many others. Montessori Methodology provides hands-on materials to clearly demonstrate abstract concepts in a concrete manner, so children become confident in their understanding. All aspects of the curriculum are integrated into a meaningful whole that is academically rich and challenging.
Children act and work on real life tasks that foster independence, coordination, order and concentration. It is the âdoorway to the Montessori Curriculum.â The Practical Life area contains variety of items commonly used in the tasks of daily living, like eating, dressing, and cleaning. The materials are also designed to help teach skills involved with caring for the environment and the self, to encourage responsibility and promote high self-esteem. Children gain independence by mastering practical life exercises.
The central purpose of the Preschool Math materials is to lay the foundation for later cognitive development and to prepare for the gradual transition to abstract thinking. Montessori curriculum uses hands-on learning materials that make abstract concepts clear and concrete. Children will learn to recognize numerals, counting sets for numerals, addition, subtraction, skip counting, multiplication, division, measuring, and fractions.
Senses are the âdoorway to the mind.â Sensory and manipulation aid to the development of maturing sense organs (eyes, ears, nose, tongue, and skin). They are also the starting point for intellectual growth. Children participate in careful observation requiring identification of similarities and contrasts. Each sensorial material isolates one defining quality such as color, shape, size, sound, texture, or scent. By mastering sensorial exercises, Children emerge better prepared for future learning in math, language, and science.
Language development activities foster vocabulary development, communication skills, writing and reading readiness. Language activities include a variety of reading materials, phonetic analysis, word skills and reading, as well as, materials for the refinement of motor control for writing. Writing precedes reading in the Montessori Method, as the children explore with drawing and forming letters. The child begins by exploring the sounds that compose words and by relating them to the letters of the alphabet.
Pre-writing skills include preparation of the muscles to hold a pencil, trace outlines and to control the pressure when using a pencil. Reading skills include the use of sandpaper letters, letter sounds, pictures, blends and digraphs, and long and short vowel patterns.
Science is an integral element of the Montessori curriculum. It represents a way of life: a clear-thinking approach to gathering information and problem solving. It includes botany, zoology, chemistry, physics, geology and astronomy.
History and Geography begins with maps and names of continents and countries and subsequently learning about the worldâs cultures.
Music and Arts offer children ways to express themselves, their feelings, and ideas while developing their fine and gross-motor skills.


How can a house built 150 years ago come to life today? How can it seem relevant after so many years of political, cultural and technological change? How can it be a place for all people â all ages, all interest levels, all backgrounds?
These were some of the questions I grappled with when I started at the Lippitt House Museum as its first curator of education at the beginning of this year. For more than 12 years, I had been teaching in modern and contemporary art museums in which the objects dealt with themes and images relevant to todayâs visitors and in which changing exhibitions brought people through the door over and over again. But with my arrival at Lippitt, I wondered how this house, built in 1865, could become a resource and favorite spot for people all over Providence. In other words, I wondered how the Lippitt House could matter.
Enter Lippitt Labs. This May, we will launch (one of) our answers to my initial questions. With Lippitt Labs, the Museum will be transformed every third Saturday of the month into a laboratory for exploring history. Through activities, demonstrations, discussions, and first-person interpretation, visitors will investigate the Golden Age of Providence through the home and lives of the Lippitt family and their live-in servants. The program is designed to make history accessible for visitors of all ages. Each monthâs Lippitt Lab will revolve around a theme and examine historical questions through hands-on learning.
The first monthâs theme on Saturday, May 21 will be Schooling and Education and will explore topics such as:
- Art education: Visitors can participate in drawing exercises like those conducted by Mary C. Wheeler who taught one of the Lippitt daughters.
- Penmanship: Visitors can try their hands at writing script with a steel nib and ink well (and compare to the quill pen it replaced) and write postcards inspired by the Victorian postcard mania.
- Discipline and rewards: Visitors can create a 21st century version of the Victorian âreward cardâ for good behavior.
- Early childhood education: Visitors can explore the ideas of Friedrich Froebel through the block building and paper folding exercises of the first kindergartens and see images of Lippitt children in 19th century Providence Froebel kindergartens.


Here is a list of subscription databases the library offers that contain information about this topic.
To access these, you will be prompted to sign-in using your Eastern login (this is the same as your Brightspace and Eastern email logins).
This guide acts as a starting point for your research. Consult it to learn where to find books, articles, journals, databases, and other information resources.
How to use this Guide:
Located on the tabs are different types of resources- Books, Journals, Websites, etc. Click on the tab to find resources about ESL education in that format.
If you need help with your research you can send me an instant message (see box on the right), an email, or come by my office. I am happy to help!
Reference databases provide contextual information about all different topics.
Education majors have TWO great libraries to utilize during their time here at Eastern-
To learn more about obtaining a B.A. in Elementary Education or secondary education with a certification in teaching English as a second language (K-12), click on the link below.


Helping develop early literacy skills.
The video above has been created as a self-guided learning tool for you. First, watch the video. Afterwards, a series of questions will appear below. Consider these questions and replay the video. After watching the video a second time, click to reveal answers to each of the questions to find out if youâve identified key points.
How is the provider encouraging literacy development?
She is holding the baby so the book it at his level. She is encouraging the infant to look at the images and showing him how to turn pages.
How is the provider encouraging autonomy for the infants?
She is allowing the child to handle the book and attempt to turn pages. She asks âdo you want to go to the next pageâ. This is giving the infant cues that they are important to the literacy process.
In what way is the provider making the infant feels safe and comfortable. Why is this important to literacy development?
She is holding the child securely in her lap, she is talking softly, and she is encouraging the infant. Feeling safe and secure is one of the most important factors in any development. Only when a child feels safe and secure can their brains fully develop. For more about brain development see the brain development link.


The School aims to provide a broad and balanced curriculum for all pupils so that they can fully develop their talents. We place a strong emphasis on the core subjects of English, Maths and Science. At the same time we recognise that every child should be given the opportunity to explore their interest in the wide range of subjects that we can offer them at Lawn Manor. We believe every child can be successful and achieve given the right opportunities; we believe that our curriculum provides these opportunities and as a consequence pupils at Lawn Manor make good progress and leave us with the knowledge and skills that enable them to be successful in their adult lives.
Our School offers an environment where success at Primary is developed by high quality teaching that ensures all pupils are both supported and challenged in the class room. We focus on the building blocks of learning in the core subjects and we pride ourselves on identifying areas of need and providing top quality interventions where necessary in order to ensure timely support for the best progress. These interventions take place not only during the school day but before and after. We ask that students see obstacles as challenges to be overcome and find the necessary strength in themselves (with our help) to rise to new and more difficult challenges.
There is a strong focus on key literacy and numeracy skills throughout the School in all subjects not just Maths and English. We believe good literacy and numeracy skills are at the heart of all good learning so we ensure that opportunities to develop these skills are in the whole curriculum from year 7 to 11.
The School is organised into 7 faculties, each led by a Director of Faculty. Full details of the topics covered in each subject area are available in the subject pages.
We believe that our curriculum can inspire and create a great future for all students who study at Lawn Manor.
Please expand the subjects menu bar for details on each subject.


Musical culture is understood by us as a vital and spiritual environment, within which only music itself can meaningfully exist. such an environment is necessary, in which there are symphony orchestras and concert halls for professional music education.
A certain life experience of performers and listeners is needed, without which it is not easy to feel the tragic imagery of his music, and a certain artistic experience is needed, within which, for example, the rigid timbre of a snare drum and a high flute is unequivocal act as symbols of inhumanity, while the monologue of bassoon or violin evokes the idea of the mental world of a thinking and suffering person.
The vital and spiritual environment, which we call a musical culture, and to which, in one way or another, most people are involved, is far from homogeneous. In some cases, the boundaries of music and cultural areas are very rigidly defined and difficult to penetrate (in youth rock culture we clearly observe the properties that prevent it from becoming all-aged). In other cases, these boundaries may not be so noticeable at first sight, but they do exist. In different texts, we meet attempts to separate various musical spheres within the musical culture: serious music and entertainment ("light"), folk and professional music, oral tradition music and written, mass and elite music, primary genre music, which is directly included in the flow life, and music of secondary genres, existing in special non-domestic forms.
Each of these and other similar distinctions are based on different criteria, dictated by the need for research or publicist task. At the same time, music is most often viewed in its sociological projection, i.e. either from the point of view of those social tasks for which it adjoins, (organization of recreation, the performance of ceremonies, etc.), or from the point of view of the interests of those social groups within which it is predominantly distributed (rural or urban population and youth). But when the goal is to understand the nature of musical culture as a spiritual interaction of people about music , regardless of their professional, social, age or any other sociological definition, it is necessary to select the criteria essential for the actual process of the musical process of royalty free beats.
There are at least two criteria that characterize the quality of the internal organization of the music and cultural environment. One of them is the status of a musical work accepted in it. It can be different: from the idea of a musical work as a complete creation of individual compositional creativity completed in its boundaries and thought out in all its details, to the notion of music as a non-independent component of an integral ritual action, the question of whose authorship is not put at all. It is clear that these two polar approaches to each other within each culture to the degree of authenticity and stability of the musical text reflect the entire dissimilarity of the corresponding music and cultural systems in general.


The LegoÂ© Works Car Factory is a practical education program where students learn about the history of assembly lines and how they work, then apply their knowledge to work together as an assembly line and build a Lego vehicle.
Available at the Museum or can come to you as a school incursion.
Suitable for years R-4.
This program is designed for primary students and encourages exploration of the topics and themes on how cars are made and how assembly lines work. It also gives students the opportunity to experience the difference between early motor vehicles and todayâs vehicles.
Students will view historical footage and investigate an older vehicle in the Museum collection, introducing them to topics such as industrialisation, community and family life, history and change, the impact of technology while engaging with both literacy and numeracy skills.
Finally, they will create a small scale vehicle as part of a team and enjoy understanding problem solving, coordination and team work. Each student receives a special badge to acknowledge that they have participated in the Lego building activity.
- Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI006, ACHASSI023, ACHASSI039)
- Pose questions about past and present objects, people, places and events
- (ACHASSI001, ACHASSI018, ACHASSI034)
- Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008, ACHASSI025, ACHASSI041)
- Differences and similarities between studentsâ daily lives and life during their parentsâ and grandparentsâ childhoods (ACHASSK030)
- How changing technology affected peopleâs lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046)
Concepts for developing historical thinking
The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance, continuity and change, cause and effect, place and space, interconnections and perspectives and action.


Effect of sensorimotor groups on gross motor acquisition for young children with Down Syndrome
Posted on April 16, 2014 by Kristen Peschock
Group intervention sessions have been studied in various populations and ages as a way of improving gross motor skills. Studies have been performed with children with cerebral palsy, obesity, and developmental coordination disorders and found that group intervention sessions increase gross motor development. Group intervention, when compared to individual therapy sessions have also been found to be beneficial in improving socialising among peers and increasing efficiency for the Physical Therapist (PT). This study focused on the effects of group intervention on gross motor skill development in young children with Down Syndrome.
About the Study:
This study compared the effects of group intervention in addition to individual intervention with individual intervention alone. Ten young subjects with Down Syndrome were randomly chosen with an age range of 13-29 months old. Each of the subjects were able to independently sit, but not able to walk independently. Of the 10 subjects, three were female and seven were male. Each of the subjects received Physical Therapy and Occupational Therapy. Half of the subjects were placed in the intervention group and the other half in the control group.
How did they measure outcomes?
Outcomes were measured using the Gross Motor Function Measure (GMFM) and the Goal Attainment Scaling (GAS). The GMFM measures the ability to perform various gross motor tasks in children with Cerebral Palsy and Down Syndrome. The GAS is a tool used to set objective goals for the subject based on their current gross motor skills level. The childâs current level is set as a GAS score of -2. The GAS score ranges from -2 to +2, where a -2 is the childâs current level, a 0 is the expected level of performance after intervention, and a +2 is the most favorable outcome. For this study, one PT performed the GMFM on all of the subjects and another PT determined the GAS objectives. Three assessments using the GMFM and GAS took place. The first assessment was the childâs initial assessment at the beginning of the study, the second took place 10-12 weeks after the study was complete, and the third occurred 4-5 weeks after the second assessment.
Each subject continued their regular Physical Therapy and Occupational Therapy individual sessions for the duration of the study. The intervention group also participated in a one hour sensorimotor group therapy session one time per week for 10 weeks. The group therapy sessions took place in a private practice office and were performed by a PT and an Occupational Therapist (OT). The group activities included task-specific practice with crawling, creeping, climbing, sitting, pulling to stand, cruising, supported standing, supported walking, and fine motor activities.
What were the results?
Results of the study showed significant improvements in the GMFM and the GAS scores with the intervention group. Significant improvement was found in the intervention group with the crawling and kneeling domain of the GMFM from pretest to post-test and in the lying and rolling domain from pretest to follow-up. Significant improvements were also noted in total GMFM score from pretest to post-test and from pretest to follow-up in the intervention group. A significant improvement was also found in the intervention group for the GAS scores from pretest to post-test.
Were there any limitations?
this was a good study, however there were some limitations to it. One limitation is the small sample size. Another limitation is the short duration of the intervention aspect of the study. The short duration may not have been long enough to see effective changes in gross motor skills when using the GMFM and GAS. These assessment tools have been found to be more sensitive to change with gross motor skills over a period greater than 3-6 months long. Also, the subjects were not randomly assigned to either group, due to some of the families being unable to attend the group therapy sessions. In addition, the individual intervention sessions were not controlled by the study even though the subjects all had similar goals that were being addressed in the individual sessions.
Take home message:
This study showed that the subjects in the intervention group improved their overall gross motor skills, according to the GMFM and GAS results. Therefore, group intervention sessions may be beneficial in improving gross motor skills in young children with Down Syndrome. However, further research is needed to validate the results of this study.
LaForme Fiss AC, Effgen SK, Page J, Shasby S. Effect of sensorimotor groups on gross motor acquisition for young children with Down syndrome. Pediatric Physical Therapy. 2009; 21 (2): 158-166.


Getting Ready for a Lifetime of Learning
Your child will gain independence while getting ready for the transition to kindergarten with a more organized environment. Our passionate teachers will partner with you during this special time making their "senior year" of preschool the best it can be.
Your Prekindergartner's Day
Each day your child will explore a variety of cultures, doing simple addition and subtraction, creating simple patterns, singing songs, doing art, and making music.
Purposeful Play Is Early Education
Each day is packed with carefully designed activities structured around the six main development areas. Here are a few example activities:
Your child will have opportunities to write and talk about his or her state and states he or she has visited through journaling activities and during class discussions. Two- and three-dimensional shapes will be discussed as your child explores the different shapes on both your stateâs flag and the U.S. flag.
Outdoor activities involve skills such as surveying, map making, and estimating distance. Your child will also learn about landscapes while discussing the painting Hudson River at West Point by Olivia C. Starring.
In this unit, your child will have numerous opportunities to review all of the Spanish words learned in the fall in addition to learning how to say simple greetings in Spanish.
Your Kindergartener's Developmental Areas
Language and Literacy Development
- describe familiar people, places, things, and events with detail
- retell a familiar story with the beginning, middle, and end in order
- write his or her name as well as many other letters
- use writing as a way to describe experiences or feelings, making drawings and letters
- remember information and thoughts from past experiences
- help develop a plan for completing a multi-step project like building a community with blocks
- complete challenging activities that require greater focus and persistence
- recognize the feelings of others and respond appropriately like comforting a friend who is upset
Social and Emotional Development
- seek out interactions with a variety of adults, with both new and familiar people
- routinely share, take turns, and interact with other children in a respectful and helpful manner
- recognize and accept similarities and differences among people and showing an appreciation for diversity
- demonstrate an ability to resolve conflicts using words
Physical Development and Wellness
- coordinate different body movements to catch and throw a ball and move through obstacle courses
- participate in physical activity for at least 2 hours daily
- use scissors to cut simple shapes and writing utensils to trace letters and numbers with greater accuracy
- discuss how exercise makes the body feel
- create simple patterns and arrange objects according to size
- perform simple addition and subtraction
- use knowledge and personal experiences to predict outcomes of scientific experiments
- explore a variety of cultures by identifying ways people are alike and different
- craft detailed works of art using various materials like paint and modeling clay
- move to a tempo, beat, or style of music
- follow multi-step directions as stated in a song, like hopping or clapping
- participate in a variety of musical experiences


Sensory Processing Disorder
Sensory Processing Disorder (A.K.A. Sensory Integration Dysfunction) is like a road block in the brain. Sensory information is received in the brain, but the neurological âtraffic jamâ affects the ability to carry out a functional task. Sensory information, such as sound, movement, and touch, can be misinterpreted.
When does OT get involved in Sensory Processing concerns?
We work with a child and family when a childâs sensory-related issues affect home, school, and/or social dynamics. Our goal of therapy is to allow the child to achieve success by participating in daily activities, such as playing with friends, participating in school activities, and completing daily routines.
We provide therapy to help with:
- Self-regulation/modulation- the ability to monitor and control oneâs self in different times and settings throughout the day
- Motor planning- the ability to understand, organize a plan, initiate, and execute a task
- Balance and coordination
- Body and spatial awareness
- Social interaction
- Motor skill development
- Focus and attention span
- Hyper-sensitivity to various input, such as touch, visual, sounds, smells, taste, and/or movement
- Lacks or has decreased awareness of various input, such as touch, visual, sounds, smells, taste, and/or movement
- Interacting in social situations
Tools we use:
- Alert Program
- Essential oils
- Just Right Challenge
- Oral sensory motor input
- Proprioception tools
- Tactile (Touch) tools
- Therapeutic ListeningÂ®
- Vestibular tools
- Wilbarger Approach to Treatment of Sensory Defensiveness
An innovative program that teaches children how to choose appropriate strategies to change or maintain states of alertness. Used before important tests, social gatherings or other stress or âmentally engagingâ tasks, this fun and innovative program can help children âtune inâ and give their best in any endeavor and environment.
Just Right Challenge:
Challenging, child-directed activities are chosen in a playful, motivating environment to encourage active engagement and increase confidence.
Oral sensory motor input:
Regulation can be achieved through oral sensory tools, such as whistles, chewy tools, and deep breathing techniques.
The proprioceptive system is located within the muscles, joints, ligaments, tendons, and connective tissue. It is responsible for telling where your body is in space (body awareness) and safely maneuvering around the environment. Tools, such as weighted blankets, resistance tunnels and trampolines, are used to improve body, safety, and spatial awareness in daily settings.
Tactile (Touch) tools:
Tactile input includes discriminating different types of textures, differentiating pressure touch versus light touch, and identifying pain and temperature. We use a variety of modalities, such as fidgets, vibration, dry and messy play activities and much more to target the tactile system.
A Sensory Integration program that focuses on stimulating and strengthening the vestibular core through music frequencies. TL is an auditory intervention that uses the organized sound patterns inherent in music to impact all levels of the nervous system.
The vestibular system is located in the inner ear and is responsible for movement and balance. Tools, such as swings, monkey bars and foam pit, are used to improve balance and coordination.


Are you interested in this innovation?
Great. Our mission is to help education innovations spread.
You have many options to proceed.
1. Innovation Page
As you have probably noticed, you can get more information from our innovation page.
We have tried to gather a lot of relevant information in simple and compact form, â from introduction to intended outcomes, from videos to photographs.
2. CONNECT WITH THE INNOVATOR
Maybe you want to ask something directly from the innovator.
ItÂ´s not a bad idea since they are the best experts.
3. CONNECT WITH us
But if you want to ask something from our experts at HundrED, that is fine as well.
We are here to help you and this service is free of charge.
Thank you for your question - we will get back to you the soonest.
And also remember that you can bookmark all your favourite innovations to your profile page for later use or for sharing them with the colleagues.
What is Tikichuela Mathematics?
Emma NÃ¤slund-Hadley Lead Education Specialist, IDB
Mathematics is key to understanding the world around us. Numeracy skills open up opportunities for employment and contribute to the prosperity of nations. In regions of Paraguay, children were leaving school without these important skills. There were large attainment gaps between rural and urban schools and between Spanish and GuaranÃ speaking students.
This problem was higher in rural areas where the quality of teachers was inconsistent due to a lack of pre-service training. Attempts to transform early mathematics education had not been successful as gaps in pedagogical knowledge hindered teachersâ ability to translate the curriculum documents into their practice.
Tikichuela Mathematics recognized these challenges and came up with an imaginative solution. Every lesson was turned into a script and recorded to create an interactive radio programme full of music, theatre, singing, and games. This enabled all teachers to deliver a high-quality lesson regardless of their own knowledge or ability.
Mathematics lessons in Paraguay traditionally rely on learning by rote and by memorization but Tikichuela Mathematics uses a play based pedagogy. Friendly characters guide them through the audio lessons and children learn actively through dance, theatre, song, and movement.
Rather than replacing the teacher, the audio lessons guide the teacher in the delivery of the lesson to ensure that all children get access to high-quality mathematics instruction. The children love their mathematics lessons and their obvious joy prompted the Panamanian government to adopt the Tikichuela programme.
To ensure that all children learn, the lessons repeat all key concepts in both Spanish and GuaranÃ. Tikichuela Mathematics has been shown to raise the achievement for GuaranÃ speakers, who traditionally perform more poorly than their Spanish speaking peers, and has been particularly beneficial for bilingual children who hear the lesson in both languages.
Teachers donât need much initial training to start using Tikichuela Mathematics. There is some training in the days before school starts, and teachers receive in class tutoring with modeling of teaching and feedback during the school year. In addition, groups of teachers meet regularly to discuss challenges and successes of specific lessons.
The project started with preschool, but based on the success, it has been expanded to 1st and 2nd grade and audios are currently also being developed for 3rd grade. Moreover, a Tikichuela Science program is currently being piloted in preschools in the department of CaaguazÃº.


Overcome the Hidden Hurdle
Adaptive Literacy Intervention for Grades 3-12
The Reading Plus Difference
Seventy percent of non-proficient students read inefficientlyâthey struggle to move their eyes smoothly and comfortably over lines of texts at an appropriate rate. These students are often assessed for gaps in foundational skills and comprehension, when the actual hurdle is reading inefficiency. As a result, these inefficient readers often receive instruction and practice for the wrong issue and continue to struggle. Reading Plus not only assesses efficiency, but also measures and increases motivation and comprehension. Students are given choice and control to practice at their own pace with a program that uses adaptive technology in a truly meaningful way.
Rapid Results in Your RTI Model
Reading Plus produces 2 Â½ years of growth in just 60 hours of personalized instruction.
Adaptive instruction is complemented by easily accessible resources that enable teachers to meet the needs of every student.
Equity for All
With Reading Plus, teachers are given the tools to help ALL students master grade-level content. Each student has access to grade-appropriate texts through an experience that has the same look and feel regardless of reading level. Reading Plus provides equity for all learners.
The most valuable way to gain understanding of the effectiveness of Reading Plus is to see how other schools and districts have closed the gap and accelerated growth after using the program.
Reading Plus features an easy-to-use educator management system that provides quick access to a complete suite of reports that show growth at the student, class, school, and district levels.
We are committed to helping educators understand, identify, and navigate the complex world of education funding. Reading Plus meets federal and state guidelines for multiple funding sources, including Title I and IDEA.


PURPOSES OF THE VISUAL ARTS COURSE
Individuals with the following characteristics and a society formed of these individuals are aimed
. Adopting the aim of life that forms the present and future of the societies,
. Developing world perception and interpretation competency,
. Approaching social development and nature sensitively,
. Being able to respond to the new impacts and initiatives incorporated by the fast changing communication and interaction environment and facilities into the individual and social life dynamics,
. Having inquiry awareness,
. Being able to produce new solutions for the problems that the scientific and technological changes and transformations create in societies,
. Being able to express oneself, equipped with positive qualifications,
. Being aware that art is a value that honour individuals and societies.
VISUAL ARTS EDUCATION
While art education aims to help people in making aesthetic judgement it teaches to feel new shapes, have fun and direct his sensations correctly. It is not for training artists but to direct everyone in creativity and meet his intellectual, cognitive, sensory and emotional needs. It endeavours to train creative power and potentials and organize aesthetic thinking and consciousness.
Art is necessary as it enables the person to arrange his social relationships, cooperation and contribution, being able to chose and express the correct thing, experience the happiness of starting and completing a work and be productive. Art education supports observation, original creation and personal approaches and develops practical thinking. In increases the power of realizing events in the mind without their happening. It develops the manual skill of the individual and helps him in analyzing. The following areas are developed:
. The studentsâ developing creative behaviours that they can use in every area,
. Noticing the affect of points, lines, colours, shapes and stain repetitions in visual fibre formation and being able to use it in their works
. Learning the basic elements of painting (ratio-proportion, light, shadow, etc.)
. To be able to differentiate which branch of visual arts a work belongs in
. To be able to recognize that taste may differ according to education, culture and other factors
. Being able to make visual woks that reflect and promotes his national culture
. To be able to differentiate visual figuration elements in his works and the artworks he observes.
. To be able to differentiate the abstract and concrete expressions in artworks
. Knowing various art terms
. To be able to form original compositions with using artistic regulation principles
. To be able to take an aesthetic judgement of the artwork he sees
. Being able to express his feelings, thoughts and artistic impressions with various visual art techniques
. Making compositions with geometric shapes
. Learn about various paints and materials
. Have information on painters and their movements
. Make reproductions of important painters.


Master of Music (MM)
The purpose of this study was to determine the effectiveness of aural modeling in guided practice through the Internet on the sight-singing improvement of elementary education majors. Students enrolled in a music methods course for elementary education majors (N=37) used software delivered via the Internet to practice sight-singing. The experimental web page included visual examples of sight-singing exercises as well as aural modeling of each of the exercises. The control web page included only visual examples. A t test for independent samples indicated no significant difference in the posttest scores of the two groups in rhythm (p > .05), pitch on solfege (p > .05), or pitch on text (p > .05) at the conclusion of the 15 weeks of study. However, both groups did improve significantly from pretest to posttest, indicating that the skill of sight-singing can be taught to elementary education majors using multimedia technology.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Hall, Jessica L., "The effects of Internet guided practice with aural modeling on the sight-singing accuracy of elementary education majors" (2002). LSU Master's Theses. 486.
Evelyn K. Orman


The field of art, design and media encompasses several occupations. The majority of the applicable positions require a BS (Bachelor of Science)or a BFA (Bachelor of Fine Arts) degree from an accredited college.
This is obtained either by attending classes on a bricks-and-mortar campus, or by online courses. It generally takes four years to complete either the BS or BFA degree program. Many specialized fields are included in these studies:
- Interior Design
- Graphic Design
- Fashion Design
- Industrial Design
- Multimedia Art and Animations
- Art Direction
Art, Design and Media Admission Requirements
The admission requirements vary with each university. However, they all require a high school diploma, or the equivalent, a minimum grade point average (GPA) and an ACT or SAT score. It is also mandatory that certain courses be completed in high school, which includes English, Social Studies, Math and Science. The number of required years of those courses range from three to four years, depending on the university. Some universities require at least one year of fine arts, as well. There are colleges that waive this requirement, since not all high schools teach fine arts.
Some universities may also require a portfolio submission with an application for admission. A portfolio usually consists of six or more pieces of work, in the selected field of study, to highlight artistic ability, perception and conceptualization. Quality is the most important factor when selecting which pieces to include in a portfolio, not quantity.
Career Opportunities After Earning an Art, Design or Media Degree
There are many traditional occupations that incorporate art, design or media education. Fashion design encompasses the creation of clothing, shoes and accessories. An internship often comes before a long-term position with many companies. In interior design, both home and business consulting opportunities are available. An interior designer works with customers to create living spaces, as well as office spaces.
Graphic design programs allow for a wide selection of occupational opportunities. Graphic artists work in various industries and specialized fields, such as publishing, marketing, public relations, and advertising. Graphic artists work with images, text and audio to create finished products, including web and mobile designs.
Post-Graduate Salary Information with an Art, Design or Media Degree
The Bureau of Labor Statistics report that Arts and Design occupations have median annual salaries of $43,950 per year. Fashion designers are always in demand, but there is often the need to relocate to geographical locations where the demand exists. The salary for a fashion designer often depends on the specialization and level of expertise. Entry-level positions for fashion design graduates are often at a lower salary, as compared to one who is more experienced. However, the potential to expand into more specialized niches, as well as learning more about business management, increases as experience grows.
Bureau of Labor Statistics, U.S. Department of Labor, http://www.bls.gov/ooh/arts-and-design/
Bureau of Labor Statistics, U.S. Department of Labor, Graphic Designers, Job Outlook- http://www.bls.gov/ooh/arts-and-design/graphic-designers.htm
Find Art Design and Media Schools
Find schools in your area
Art Design and Media Programs
- Animation and Media Arts
- Architectural Design and Drafting Technology
- Art Education
- Arts and Design
- Audio Production
- Computer Drafting and AutoCAD
- Digital Film and Visual Effects
- Digital Media
- Entertainment and Media
- Fashion Design
- Fashion Marketing and Retail Management
- Fashion Merchandising
- Game Art and Design
- Game Development
- Graphic and Web Design
- Interior Design
- Internet Marketing
- Jewelry and Accessory Design
- Multimedia Technologies
- Web Design and Development


By Felicity Fletcher-Campbell, Janet M Soler, Gavin Reid
Imminent problems in Literacy improvement: tests, Pedagogy and Programmes considers the complexity of literacy problems, exhibiting how examine into literacy problems should be multi-faceted and multi-disciplinary and contain a number study techniques and strategies. The chapters convey that this is often essential to accommodate the big variety of matters which could, almost certainly, clarify literacy problems and recommend innovations and interventions to ease these problems. This Reader is proper to all postgraduate scholars of Literacy, in addition to educators, pros and coverage makers.
Read Online or Download Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes PDF
Best instruction methods books
This publication describes a method of winning lecture room habit administration concepts built by means of the writer over greater than 25 years of training perform. It outlines the problems confronting academics attempting to deal with scholars' misbehavior in colleges and describes 4 different types of pupil who could be helped to act responsibly.
Packed jam-packed with intriguing principles and robust visible aids, this publication deals field-tested actions to aid practitioners inspire and nurture younger childrenâs creativity and mind's eye.
Researchers and educators regularly demand longitudinal study on language studying and instructing. the current quantity explores the relationship among longitudinal examine and complicated language capacities, under-researched parts, and proposes an schedule for destiny study. 5 chapters probe theoretical and methodological reflections in regards to the longitudinal learn of complex L2 capacities, by means of 8 chapters that record on empirical longitudinal investigations spanning descriptive, quasi-experimental, qualitative, and quantitative longitudinal methodologies.
Ã If we reveal scholars to a research of human affliction now we have a accountability to steer them via it. yet is that this the function of faculty background? This factor is the reason in the back of educating the Holocaust essentially old, ethical or social? Is the Holocaust to study as a ancient occasion, for you to constructing scholars' critcal historic abilities, or as a device to wrestle carrying on with prejudice and discrimination?
- Earth And Its People, 4th Edition
- Reflecting on Literacy in Education (Master Classes in Education Series)
- Instant Practice Packets: Alphabet: Ready-to-Go Activity Pages That Help Children Build Alphabet Recognition and Letter Formation Skills
- Starting to Teach in the Secondary School (Learning to Teach Subjects in the Secondary School)
Additional resources for Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes
If and when evidence accrues for the existence of an underlying ârootâ cause of reading ability differences, strengthening that factor would clearly be an important facet of any early intervention program. , & Bloomfield, B. (1997, April). The development of phonological processing in preschool-aged children: Preliminary evidence from confirmatory factor analysis. Paper presented at the meeting of the Society for Research in Child Development, Washington, DC. E. (1989). Longitudinal follow-up of children with preschool communication disorders: Treatment implications.
Four year follow-up study of language-impaired children. Annals of Dyslexia, 34, 49â68. , & Kaplan, C. (1998). Language-impaired preschoolers: a follow-up into adolescence. Journal of Speech, Language and Hearing Research, 41, 407â418. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217â234. , & Carta, J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65, 606â621.
The influence of orthography on readersâ conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1, 371â385. Elbro, C. (1999, April). How quality of phonological representations of lexical items predicts phonological processing of spoken and written language. E. Pennington (Chair), Longitudinal studies of children at family risk for dyslexia: Results from four countries. Symposium conducted at the meeting of the Society for Research in Child Development, Albuquerque, NM.


About Boston Childrenâs Museum
Boston Childrenâs Museum is the second oldest, and one of the most influential childrenâs museums in the world. It was founded in 1913 by the Science Teachers' Bureau, a group of visionary educators dedicated to providing new resources for both teachers and students, as a center for the exchange of materials and ideas to advance the teaching of science. For over 100 years it has been engaging children in joyful discovery experiences that instill an appreciation of our world, develop foundational skills, and spark a lifelong love of learning.
The Museumâs exhibits and programs emphasize hands-on engagement and learning through experience, employing play as a tool to spark the inherent creativity, curiosity, and imagination of children. Designed for children and families, Museum exhibits focus on science, culture, environmental awareness, health & fitness, and the arts. In addition to extensive child-centered exhibits, Museum educators develop numerous programs and activities that address literacy, performing arts, science and math, visual arts, cultures, and health and wellness. The Museum is also one of the few childrenâs museums in the world to maintain a collection. The Museumâs collections of Americana, Natural History, Global Culture, Native American, Dolls and Dollhouses, and Japanese artifacts encompass more than 50,000 items.
As one of the largest childrenâs museums in the world, Boston Childrenâs Museum also provides museum consulting services and creates award winning traveling exhibits, staff training curriculum, and exhibit kits for Museum professionals.


Visual Communication (Graphic Design)
Visual Communication Design students learn to combine communication and technology with design and business to create powerful visual solutions. Students become adept in analyzing communication problems and inventing beautiful and appropriate solutions that respond to human needs and improve the quality of business, government and everyday life. Course content deals with a variety of visual communication design problems related to the community, society, industry, commerce, and advertising. Attention is given to the development of a well-rounded, representative, and quality portfolio.
Career options for visual communication designers include a wide range of areas such as traditional print media, magazine and book design, corporate marketing communications, branding, packaging design, exhibition and environmental design, motion graphic design, website design, interface design and more.
Sample of Related Skills
- Understand software utilized in the creation, dissemination and documentation of graphic design work
- Demonstrate competence with the principles of visual organization, including the ability to work with visual elements in two and three dimensions; color theory and its applications; and drawing
- Apply knowledge of the principles of visual organization to conduct formal analysis of artworks
- Demonstrate a working knowledge of media, technologies and equipment applicable to their area of emphasis. This includes environmentally responsible practice
- Integrate skills in studio practice, theory, analysis, media and technology to address a variety of art problems, independently and in collaboration with others
- Demonstrate through public exhibition the capability to produce work that provides visual solutions to organizationâs communication problems
- Understand design problems related to the community, society, industry, commerce, and advertising
Popular Career Paths
Advertising Designer: Involves creating graphics and layout for print, web, billboard, etc. advertisements
: Entails utilizing oneâs network and resources to contract with individuals, companies, or organizations to complete project-based assignments
Print Designer: Involves ensuring print on a page is attractive and ready to print using typographical and technical skills
Web Designer: Entails coupling creativity and design skills with technical coding skills to design and build webpages
Jobs to Consider
Places to Seek Employment
Art and Film Companies
State, Local, & Federal Agencies
Universities and Colleges
Public Relations Firms
View specific employers by state.
- Consider starting your own business, doing freelance work, or working several part-time positions at once.
- Gain direct experience within the areas that interest you most through research projects, independent study, internships, part-time jobs, student organization involvement, or volunteering.
- Register for HireJayhawks.com and subscribe to the Internship Newsletter to receive automated weekly emails with specific internship information.
- Consider joining a professional organization related to your area of interest in visual arts/design, and if possible, attend local and or regional conferences to network with professionals working in your field.
- Earn a minor or take additional coursework outside your major when relevant.
- Conduct informational discussions with individuals from industry.
- Attend the University Career Fair each spring.
- Engage in personal networking to enhance employment prospects.
- Start early on developing your professional portfolio.
- Develop skills including: customer focus, problem solving, self-direction, team orientation, analysis, communication skills, critical thinking, and high ethical standards.
Job and Internship Search Resources
- Americans for the ARTS - job bank with careers in the arts
- Apparel Executives - job listings for both internships and full-time positions in the apparel and fashion industries
- ArtistsRegister.com - list of excellent opportunities for competitions, internships, exhibitions, festivals and fairs, film, and public art
- ArtSchools - online resource for portfolio preparation for college and employment opportunities
- Creative Hotlist - online search engine geared towards career development in the art fields
- Coroflot - online resource for the "creative world at work" featuring job listings board, portfolio advice, groups, and general career advice
- Design Addict - resource featuring over 5000 links in all fields regarding visual arts/design such as museums, collectors, associations, and artists
- Incredible @rt Department - national job listings board arranged by state which offers a variety of art related jobs
- National Art Education Association - premier electronic recruitment resource for the profession, includes job listings
- theCreativeloft - job listings for individuals in creative industries
- Upwork - resource to connect freelancers with job opportunities


Litemcy development is a process in which a person learns how to read and write and
develops hislher cognitive competence. Also, literacy development provides a way in which
a person forms certain assumptions of good readers and writers. Such assumptions formed in
Ll litemcy development are mostly culture- and language-related and usually play an important
role in L2learning, especially influencing the self-conception ofL2 writers.
This paper, based on qualitative study, firstly investigates the possible influences of Ll
litemcy development and early experiences of L2 learning on L2 writers' self-esteem. This
paper, then, raises a discussion on the importance of authorship, culture awareness and expression
of ideology from the perspective of contrastive rhetoric, whole language, and Ll and L2
literacy development, to see whether EFL students writers are able to be revalued. The conclusion,
from interview, observations, and analysis of two adult students' English composition,
suggests that EFL student writers in Taiwan may be more positive to English writing if they
are provided with broadened definitions of good English writers. Implications and suggestions
for further L2 writing instruction will be discussed also.
The Proceedings of the Eighth International Symposium on English Teaching=ç¬¬å«å±ä¸è¯æ°åè±èªææå¸åéç è¨æè«æé, pp.441-452


ERIC Number: ED458543
Record Type: RIE
Publication Date: 1997-Sep
Reference Count: N/A
"Reading for Information": How Student Teachers React to an Interactive Teaching Approach.
This study monitored 50 student teachers' perceptions of an interactive approach within one area, that of "reading for information," in order to identify the factors which fostered familiarity with this approach to teaching. The student teachers identified factors which helped them to learn about the teaching of "reading for information." There was strong agreement that learning about the techniques required to "read for information" provided them with needed subject knowledge. There was also strong agreement in the usefulness of an interactive approach. Not only did it help them find out about how to teach the subject in school it also provided certain affective conditions important in supporting their own learning. The credit they gave to the power of images in helping them reconstruct their understandings about how they might teach is the subject of this paper. (Contains 18 references.) (Author/RS)
Descriptors: Elementary Education, Foreign Countries, Higher Education, Instructional Effectiveness, Preservice Teacher Education, Reading Comprehension, Reading Instruction, Student Attitudes, Student Teachers, Teaching Methods
For full text: http://brs.leeds.ac.uk/cgi-bin/brs_engine.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Scottish Educational Research Association (Dundee, Scotland, September 18-20, 1997).


M.A. Reading Education
Language, Literacy, and Special Education
College of Education
Language arts (Elementary);Education; Elementary--Parent participation
Elementary Education and Teaching
The purpose of this qualitative research study was to explore how a partnership might be forged between parents and teachers to develop the literacy skills of upper elementary school students in grades 3-5. The family literacy event used in this study consisted of two sessions held at the students' school. The first session was a parent-only learning experience, and both parents and students were invited to participate in the program's second session. The content of the family literacy event used in this study focused on encouraging critical, high-quality literature conversations at home to benefit students' literacy development. Teacher researchers collected data using parent surveys, attendance records, anecdotal observations, and teacher research journals. Careful analysis of this data suggests parents want be involved in their children's development and value support from teachers to help them strengthen that role. Parents understood and could independently compose inferential questions, and they shared an intention to implement the strategies presented at the event in their literacy conversations at home. Benefits from both parent-only and parent-student structures were observed, suggesting both structures can be used to support literacy development. Implications for hosting family literacy events and opportunities for further research in family literacy are discussed.
Lehr, Morgen and Remchuk, Lisa, "Encouraging parent-student literacy conversations: hosting an upper elementary family literacy event" (2015). Theses and Dissertations. 459.


Subject Leader â K Wharton-Darke
Teacher â H Veal
Teacher â J Evora
Teaching Assistant â Z Barnes
Teaching Assistant â E Dykes
Teaching Assistant â J.Palmer
Whilst we know and understand that learners come to Southbrook with many different experiences, abilities and emotions towards learning maths, as a department we encourage a growth mindset with the aim that all pupils will enjoy and thrive in the subject. Pupils have 5 lessons of maths each week through KS3 and a minimum of 4 lessons through KS4, with some having 5 (if they are taking GCSE).
In our department we believe that:
- Everyone can progress in maths!
- The speed of progress is not important and is likely to be different for different students
- Maths can be done in many different ways using many different methods
- We can use a variety of resources, tools & methods to learn and make progress in maths which should always be available to students. Each student will have a unique learning journey, supported through skilled, imaginative, creative and differentiated teaching and learning so that every pupil leaves Southbrook having been given the opportunity to reach their potential.
- Mistakes are valuable, they encourage brain growth and learning
- There are no wrong answers, they are just not correct yet. There is no shame in making mistakes; they are and essential and valuable part of learning which should be celebrated not hidden.
- Maths will help you in life, not just with numeracy skills but because it makes your brain think abstractly (in different ways).
- Although practical skills lie at the heart of the needs for most pupils at Southbrook, maths also provides them with the opportunity to develop reasoning, sequencing, problem solving and coordination skills as well as something they can enjoy doing because itâs just fun to do!
Key Stage 3
Assessment in KS3 is against our Progression Pathway and works cohesively with our scheme of work (which you can find at the bottom of the page). We use pre and post unit tasks to set targets for pupils for each unit of learning. The initial task is used formatively to inform the teacher of what level they need each student to work towards. This is particularly useful, as our pupils often have a varied profile of skills so this enables us to flex around the pupils needs. The post unit assessment is used a point of reflection for pupils as well as the teachers to look at what went well and what needs further work. The emphasis being away from looking at overall attainment but rather individual learning needs.
At the start of year 7 we also baseline numeracy skills using the Sandwell Numeracy Assessment. We re-test at the end of year 9 and 11 as a way of reflecting and monitoring more globally a studentâs progress through the key stages.
Key Stage 4
Assessment in KS4 follows a more formal structure since all students will follow the AQA Entry Level Certificate, which has a modular structure. Within this, students which have been identified (usually through KS3) as following a GCSE pathway will also be monitored by individual teacher-led assessments, which may consist of a variety of different techniques including exam papers, teacher-written tests, AFL data, or teacher judgement.


SARVA SHIKSHA ABHIYAN (S.S.A)
Sarva Shiksha Abhiyan (SSA) is a flagship programme of Government of Indiaâs for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right
In Odisha SSA has been implemented in 30 districts since 2001 with the following objectives
- All Children of 6-14 years age group in school by 2003.
- All Children to complete 5 years of schooling by 2007.
- All Children to complete 8 years of schooling by 2010.
- Universal retention by 2010.
- Bridge all gender and social category gaps at primary stage by 2007 and at Upper Primary stage by 2010 and Focus on Elementary Education of satisfactory quality with focus on education for life.