NCTE Recognition Order
National Council for Teacher Education (NCTE) is an Indian government body set up under the National Council for Teacher Education Act, 1993 (#73, 1993) in 1995 is to formally oversee standards, procedures and processes in the Indian education system. This council function for the central as well as state governments on all matter with regards to the Teacher Education and its Secretariat is located in the Department of Teacher Education and National Council of Educational Research and Training (NCERT). Despite the successful functioning in terms of educational field, it is facing difficulties in ensuring the maintenance of the standards of teacher education and preventing the increase in the number of substandard teacher education institutions in the country.
Before 1995, the NCTE had existed since 1973 as a government advisory body (and not as a separate institution) to look after development and progress of "teacher education". The NCTE was then only a department of the National Council of Educational Research and Training. As per the NCTE's own admission, it failed in its objective of overlooking and, to an extent, regularising norms and processes in teachers' education in India because of lack of formal jurisdiction. To that effect, the National Policy on Education, 1986 allowed the setting up of a government authorized institution with formal powers.
- To achieve planned and coordinated development of teacher education system throughout the country.
- To regulate and properly maintain the Norms and Standards in the teacher education system and for matters connected therewith.
- It aims at training individuals for equipping them to teach pre-primary, primary, secondary and senior secondary stages in schools, non-formal and part-time education, adult education (correspondence) and distance education courses.
- undertake surveys and studies pertaining to all aspects of the teacher education and publish the corresponding results.
- For the preparation of suitable plans and programmes regarding the field of teacher education, it makes recommendations to both the state and central governments, universities, University Grants Commission (UGC), and other recognized institutions.
- it co-ordinates and monitors the teacher education system throughout the country.
- it lays down the guideline for the minimum qualifications need for an individual to be a teacher in schools and recognized institutions.
- it lays downs guidelines for the provision of physical and infrastructural facilities, staffing patter etc. for the compliance by recognized institutions.
- it lays down standards with respect to examinations, the major criteria for such admission as well as schemes for courses or training.
- it promotes and conducts research and innovation in schools and recognized institutions and then disseminate the results thereof.
- it examines its own laid-down guidelines, norms and standards for the improvement.
- it identifies the recognized institutions and set up new institutions for the developmental programmes of teacher education system.
- it takes up necessary steps for the prevention of the commercialization of teacher education.
- it also performs other function that are entrusted to it by the central government.
- Diploma in early childhood education programme leading to Diploma in Pre-school Education (DPSE).
- Elementary teacher education programmes leading to Diploma in Elementary Education (D.EI.ED).
- Bachelor of Teacher elementary education programme leading to Bachelor of elementary education (B.EI.ED)degree.
- Bachelor of Education Programme leading to bachelore of education (B.Ed) degree.
- Master of Education Programme leading to Master of education (M.Ed) degree.
- Diploma in Physical Education Programmes leading to Diploma in Physical Education (D.P.Ed).
- Bachelor of Physical Education Programmes leading to Bachelor of Physical Education (B.P.Ed) Degree.
- Master of Physical Education Programmes leading to Master of Physical Education (M.P.Ed) Degree.
- Diploma in elementary education programmes through Open and Distance Learning System leading to Diploma in Elementary Education (D.EI.Ed).
- Bachelor of education programmes through Open and Distance Learning System leading to Bachelor of Education (B.Ed) Degree.
- Diploma in Arts Education (Visual Arts) programme leading to Diploma in Arts Education (Visual Arts).
- Diploma in Arts Education (Performing Arts) programme leading to Diploma in Arts Education (Performing Arts).
- 4-yr integrated programme leading to B.A.B.Ed/B.Sc.B.Ed Degree.
- Bachelor of Education Programme 3-yr (Part-Time) leading to Bachelor of Education (B.Ed) Degree.
- 3-yr integrated programme leading to B.Ed.M.Ed.(Integrated) Degree.


Daily oral language (DOL)
It involves using a text that has many errors for children to notice and fix up.
It is a wall in the classroom on which teachers place word cards grouped by initial letter.
Active problem solvers who are expected to take initiative in solveing their own reading difficulties.
Dynamic ability groups
A small number of children who have similar reading abilities are selected to read together.
Sets of texts that begin with easy texts that are highly repetitive with few words. Gradually children read more difficult texts that include more words and more complex, literary and informational language.
A combination of letters that is reliably associated with a particular pronunciation, especially in the middle and final positions of a word.
Scope and sequence
A list of skills students in a particular grade are expected to learn and that their teachers are required to assess and teach. Usually found in a published basal reading series or in a district or state curriculum guide.
A word-study activity in which children collect words by making word cards for them, and then, after several days of collecting, arrange the cards according to the words' spelling patterns.
It is a system for associating word parts (individual sounds or larger chunks of spoken words) with individual letters or combinations of letters.
Consonant phonemes that are spelled with two letters.
/A/ as in ate, /E/ as in east, /I/ as in ice, /O/ as in oat, and /U/ as in use.
/a/ as in ask, /e/ as in ebb, /i/ as in it, /ah/ in odd, /uh/ as in up.
Vowels whose distinctiveness is diminished by their being followed by /r/.
Systematic phonics instruction
They teach with a sequence of phonics skills in mind.
Embedded phonics instruction
This occurs while children are reading continuous, authentic, and functional texts, such as in guided reading instruction or writing in journals.
It includes all that a teacher might do or say during embedded insturction to support a child in successfully applying phonics generalizations.
Automatic sight vocabularies
Are all the words that can be read immediately, on sight, without having to use decoding strategies; a reader looks at a sight word and recognizes it in less than one-tenth of a second.
A component of writing instruction, in which a teacher provides to a whole-class group a short period of focused instruction about some small part of the writing process.


All teachers have responsibility for promoting the development of numeracy. With an increased emphasis upon numeracy for all young people, teachers will need to plan to revisit and consolidate numeracy skills throughout schooling.Building the Curriculum 1
All schools, working with their partners, need to have strategies to ensure that all children and young people develop high levels of numeracy skills through their learning across the curriculum.
These strategies will be built upon a shared understanding amongst staff of how children and young people progress in numeracy and of good learning and teaching in numeracy.
Collaborative work with colleagues within their own early years setting, school, youth work setting or college and across sectors will support staff in identifying opportunities to develop and reinforce numeracy skills within their own teaching activities.


The poem was published by educator and writer Sarah Josepha Hale as part of a collection of children's verses in 1830. She had been encouraged to produce this volume by Lowell Mason, the composer and music educator who is considered the founder of school music education in the United States. He was specifically in search of material he could set to music for instruction, and he included "Mary's Lamb" in his Juvenile Lyre, Or, Hymns and Songs, Religious, Moral, and Cheerful, Set to Appropriate Music, For the Use of Primary and Common Schools. This songbook was used in Boston public schools and was probably the first such collection in the United States. Hale's verse is reportedly based on the true story of Mary Sawyer, who took her lamb to school in the vicinity of Sterling Massachusetts, which, subsequent to the song's success, has erected a statue in her honor.
|"Mary's Lamb," with music by Lowell Mason from the Juvenile Lyre, 1831,|
Boston Literary History
Pound, Gomer. "Mason's Hand in "Mary's Lamb"." The Bulletin of Historical Research in Music Education 7, no. 1 (1986): 23-27. http://www.jstor.org.proxy.libraries.rutgers.edu/stable/40214696.
Richards Free Library


Social & Emotional Development
|Preschool Progress Checklist
1. I participate in classroom routines and undertake new tasks with confidence.
- follows classroom routines
- participates in group activities
- continues trying when things are hard
- chooses own activities at playtime
2.I show independence in caring for myself and meeting my needs.
- dresses self
- eats with utensils
- takes care of toileting needs
3. I show an ability to work and play in my classroom.
- plays with friends at school
- takes turns and shares with others
- role plays cooperatively
4. I am aware of my emotions and express them constructively.
- expresses own feelings constructively
- displays self-confidence and manages own emotions
- identifies feelings of others
- responds appropriately to others
- with teacher's help, solves problems with words Physical Development
5. I can use my large muscles with ease and coordination.
- hops on one foot 5 times
- rides a tricycle
- throws and catches a ball
- walks on a balance beam
6. I can use my small muscles with ease and control.
Language & Literacy Development
- holds pencils and markers with a mature grip
- draws recognizable shapes and objects
- cuts out shapes, turning the paper
- does an 8-10 piece puzzle
7. I am developing an understanding of writing.
- differentiates between writing and drawing
- reads own writing
- writing includes recognizable letters
- writes first name
8. I am developing an understanding of reading.
- understands how books and print work
- demonstrates understanding of stories
- "reads" familiar story to an adult
- recognizes familiar print such as names or signs
- identifies 15 or more letters
9. I gain information from listening.
- tells others about things heard
- listens at group time
- follows a two-step direction
- stays on topic during short conversation
10. I can answer questions and describe personal experiences.
- answers "wh" questions (what, where, who)
- uses more specific and varied vocabulary
- talks about what's happening using descriptive words ("I see a big red truck.")
- talks about events, adding some details ("My mom went to the
- book store and bought me a book called The Cat in the Hat.")
11. I know about colors and shapes
- sorts a set of objects by one attribute
- identifies 6 colors
- identifies 4 shapes
12. I can create a two-piece pattern.
- creates own 2-piece pattern with 3 repetitions
13. I can compare objects.
- uses words to make comparisons (words ending in "er" or "est")
14. I understand counting.
- counts to 20
- counts a group of 8 objects
- recognizes some numerals


Using a Flume to Demonstrate Fluid Properties and Sediment Transport
SUNY-Buffalo State College
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Sep 13, 2006
Used this activity? Share your experiences and modifications
A laboratory recirculating flume offers ideal opportunities for conducting demonstrations designed to help students observe and understand a variety of fluid properties and the basics of sediment entrainment and transport.
The demonstrations are used in an undergraduate sedimentology course taken by geology and geography majors (including pre-service earth science and elementary education majors to satisfy a science elective requirement. The course is a combined lecture/laboratory, meets twice a week for 90 minutes. The only pre-requisites for the course are introductory geology and introductory geology lab.
Skills and concepts that students must have mastered
The demonstrations are scheduled to coincide with the discussion of the topic during lecture. Each demonstration takes only a portion of the total class time and can be used to introduce a topic or take place after a lecture to illustrate and reinforce the concept/process. Each demonstration discussed in the 'activity description' (linked near the bottom of this page) explains the concepts that students learn before and after the activity.
How the activity is situated in the course
The demonstrations can easily be completed during a 90-minute class period. One or more demonstrations can be combined, but done as stand-alone exercises breaks up the learning and allows for connecting the demonstration to the lecture.
Content/concepts goals for this activity
Fundamental fluid behavior (transition from laminar to turbulent flow) is critical to understanding sediment entrainment, transport, and depositional processes. The demonstrations are designed to build upon each other, starting with observing streamlines for laminar and turbulent flow conditions (demonstration 1), estimation of critical threshold velocity (demonstration 2), migration of ripples (demonstration 3), and density flows (demonstration 4). Students are asked to observe and record their observations, noting important sedimentary processes, and explore what happens when parameters/flow conditions change (e.g., water depth, velocity, degree of turbulence, and density differences). The flume demonstrations also help students learn about models and scale (benefits and limitations of using flumes to model real-world fluvial processes).
Higher order thinking skills goals for this activity
Students measure water depth, velocity (using a Marsh-McBirney portable current meter), use ink to define streamlines, and carry out other observations to confirm/modify their predictions about flow behavior and sediment transport processes.
Other skills goals for this activity
Demonstrations involve students participating in setting up the flume (filling, water temperature, placement of bed material), recording velocities, and documenting their observations (sketching and describing what they see). The open-ended nature of the demonstrations also supports students posing questions. For example, "what if an obstacle was on the bed?" answered by experimenting with the placement of different sized/shaped objects on the bed, using ink streamers to see if they observe flow separation, and/or scouring of sediment behind the obstacle.
Description of the activity/assignment
A 20-foot long recirculating flume is used for a series of demonstrations designed to help students explore the principles of fluid dynamics and sediment transport. The design and construction of the flume and four demonstrations are described in the attached activity. The demonstrations build upon each other so that students have a chance to develop an understanding of sedimentary transport processes and the deposits they produce.
Determining whether students have met the goals
Discussions take place before, during, and after each demonstration. The students are asked to draw their sketches on the board as part of the post-demonstration discussions, and exam questions require students to describe and explain what they observed during the flume demonstrations.
More information about assessment tools and techniques.
Download teaching materials and tips


The number of young people reading from a screen every day has overtaken those who read printed material for the first time.
However, according to research done by the National Literacy Trust, it could be potentially detrimental to their reading ability.
The study found those who read only electronic books daily are significantly less likely to be strong readers than those who read daily in print, and are much less likely to enjoy reading.
The research, which surveyed 34,910 young people aged eight to 16, also revealed that fewer students who read from devices reported having a favourite book.
The Trust reported that more children, particularly boys, now prefer reading from a screen than from a magazine, newspaper or book.
While children had initially been slower to catch on to ebooks than adults, the number of young digital readers has doubled in the last two years.
Publishers and retailers have caught on, making a larger range of children’s books and comics available on devices such as iPads and Kindles.
The reading of newspapers by children and young people has fallen from 46.8 per cent in 2005 to 31.2 per cent in 2012.
While only 3 in 10 children and young people last year said that they read a newspaper outside of class, the reading of news on electronic devices is becoming more popular.
Over 40 per cent of children and young people reading news on their computer, 35.5 per cent on their smartphone and a third reading news on their tablets.
The research also showed that while nearly all children have access to a computer at home and 4 out of 10 own a tablet or a smartphone, three in 10 do not have a desk of their own.
Pupils who receive free school meals - a measure of a family’s socio-economic status - are also significantly less likely to read traditional books than their peers who do not receive meals.
Children who eat free at school read more fiction but less news on electronic devices than those who pay for meals.
Joan Brady, the Whitbread-prize winning author, has previously said it would be a “problem” if the surge in e-books comes to mean that children never pick up a real book.
“There is a certain amount of gravitas to a page that you don’t get on a screen,” she said. “All the technological things are a huge addition, but hopefully it will not bury the book.”
While the Trust acknowledged the positive impact technology has had on reading numbers, they urged a “healthier balance” using both books and technological devices.
Jonathan Douglas, National Literacy Trust’s director, said: “Our research confirms that technology is playing a central role in young people’s literacy development and reading choice. While we welcome the positive impact which technology has on bringing further reading opportunities to young people, it’s crucial that reading in print is not cast aside.
“We are concerned by our finding that children who only read on-screen are significantly less likely to enjoy reading and less likely to be strong readers.
“Good reading skills and reading for pleasure are closely linked to children’s success at school and beyond. We need to encourage children to become avid readers, whatever format they choose.”


CD 1000 - Introduction to Childhood Studies
Provides an overview of the skills, knowledge and dispositions necessary for working with school-age children in various community settings. Students begin to develop the concept of the "whole child" in the context of today's society, including the impact of technology on children and learning environments. Explores the various ways professionals can positively contribute to the lives of children. Introduces students to the Childhood Studies and Elementary Education majors and the Conceptual Framework for Teacher Education. Introduces students to the institution's electronic portfolio tool and course management system. Students are exposed to educational technologies that relate to managing learning activities, delivering materials to learners and assessing learning through the development of an electronic portfolio as an example of authentic assessment. Falls and Springs. (TECO)
*All course information is from the 2013-2014 Catalog.


Nation's Arts Report Card Released (June 15, 2009)
Washington, D.C. - Today, for the first time in more than a decade, the U.S. Department of Education announced the results of the 2008 Nation's Arts Report Card, detailing how much eighth-grade students know and are able to do in music and the visual arts. The results, officially known as the 2008 National Assessment of Educational Progress in the Arts (NAEP) reveal barriers to student achievement in the arts, with significant racial/ethnic, gender, and socioeconomic gaps. The results elicited the most direct and supportive statement from the federal government regarding arts education in recent years. In response to the results, the Secretary of Education and senior officials at the National Endowment for the Arts and the National Assessment Governing Board all called for substantially increasing access to arts learning and significantly improving the quality of national data collection on the status of arts education in the nation's schools.
The League is working with our national partners, including the Arts Education Partnership, to analyze the report results, discern what comparisons might be made to the 1997 report, and make resources available to help orchestras understand and communicate the results in the context of their own communities. A complete analysis will be provided soon, but initial resources are available in the meantime for your use.
Duncan Says, "We Can and Should Do Better"
In response to today's release, U.S. Secretary of Education Arne Duncan said, "These results are important for several reasons. First, they remind us that the arts are a core academic subject and part of a complete education for all students. The arts are also important to American students gaining the 21st century skills they will need to succeed in higher education and the global marketplace -- skills that increasingly demand creativity, perseverance, and problem solving combined with performing well as part of a team. The results also remind us that learning in the arts can and should be rigorous and based on high standards, and that it can be evaluated objectively, using well-designed measures. This Arts Report Card should challenge all of us to make K-12 arts programs more available to America's children and youth. Such programs not only engage students' creativity and academic commitment today, but they uniquely equip them for future success and fulfillment. We can and should do better for America's students."
Student Performance and Equity Gaps in Music
Students were asked to respond to music via multiple choice and open-ended questions. Students from lower-income families scored, on average, 28 points lower than their peers from higher-income families. The NAEP measures what students know and are able to do and does not provide a complete picture of how much arts education is being delivered in our nation's schools. However, some contextual questions regarding instruction and student participation reveal:
- Only 57% of eight-graders attended schools where music instruction was offered at least three or four times a week, and 8% attended schools where no music instruction was offered.
- 34% of eight-graders reported participating in one or more musical activities in school.
- Only 5% of students reported playing in an orchestra in school.
Promote the Results
The nation-wide release of the Arts Report Card provides an excellent opportunity to prompt a discussion about the status of arts education in your community! Stay tuned - the League has been working with its national partners to create a toolkit to help you understand and communicate about the NAEP results and will make these tools available online soon. In the meantime, find the full results online, view the League's music education advocacy tools, and check out the emerging toolkit on maximizing the Nation's Arts Report Card.
The League is a member of the Performing Arts Alliance, a coalition of national performing arts service organizations dedicated to advocating for national policies that recognize, enhance, and foster the contributions the performing arts make to America.


Assessment Summary for 2010 for the Elementary Education Program
It is the belief of the Education Department and the Elementary Education Program that no singular instrument, method, or approach can by itself provide a comprehensive or complete measure of student achievement. By placing value on multiple ways of assessing learning, we can gain more substantive knowledge about how both our candidates and our programs are progressing. Candidates are assessed throughout the Elementary Education program with varied opportunities for reflection and self-assessment. Student assessments and evaluations are based on multiple sources of data (portfolios, observed performance with K-8 students and families, papers, exams, etc.). The assessment process is designed to ensure that students demonstrate skills and knowledge of the 4 C’s: communication, critical thinking, cultural knowledge, and citizenship, in addition to meeting the standards and outcomes of the Elementary degrees.
For the 2010-11 year, assessment data from multiple sources were analyzed to determine student growth and progress, program strengths and challenges, and improvements that need to be made to enhance student learning. It was noted that all students reached appropriate levels of achievement as assessed through portfolios, GPA’s and critical assignments in all areas except the MACK assessment. The MACK includes the Praxis II test, which is often a challenge for candidates seeking licensure. Although only 1 candidate did not meet this standard to become licensed, it is critical for our department to ensure all students are adequately supported with remediation as needed.
The following changes to the Elementary AS and BS degree programs will be made to enhance student learning and assist the department with the assessment and outcome process:
- Elementary students will take the MAP test in the fall to determine skills in reading, writing and math; sequential tests will be administered for those students needing remediation and follow up.
- The TEP Portfolio, application and assessment process will be updated to address new INTASC principles, and to ensure proper data points and assessments are analyzed and to better distinguish student skill levels throughout all 3 TEP stages.
- Articulation agreements will be developed with Montana TCU’s
- Endorsement areas will be expanded to enhance program offerings and opportunities for increased graduate employment.
- A Teacher Education Mentorship Program will be implemented to support candidates and provide information on skills needed for professional teaching careers.


Our shipping department will be closed for the holidays and inventory from Wednesday, December 25th through Friday, January 3rd. Orders will resume shipping on Monday, January 6th. We appreciate your patience during this time.
Weaving together accepted ideas about art, children, and schooling, the author tells the story of art education practice a century ago.
Readers will gain insights into the circumstances under which curricular practices originated, and will better appreciate the beliefs that shape art education today. 146 pages, softcover
Meet the people who proposed and implemented the changes in the way art should be taught
Gain insight about circumstances that caused numerous practices in education today
Discover the origins of the focus on elements of art and principles of design


What is MITIE?
Methodist Institute for Technology, Innovation and Education (MITIE) is a comprehensive, state-of-the-art education and research center at Houston Methodist Hospital in Houston, Texas. Its educational mission focuses on physicians who wish to acquire new procedural skills and integrate new technologies into their practices. Its research mission is to enhance the use of image-guided technology to guide procedures, incorporate robotic surgery into the image-guided platform, and develop new technology and procedural techniques. To accomplish these missions, MITIE contains three essential elements housed under one roof:
- Virtual hospital: The virtual hospital uses simulation technology to recreate any part of the patient care environment. Skills ranging from establishing an airway on a partial task simulator to crew resource management of an operating room emergency on a high-fidelity, full patient mannequin can be practiced here. Simulation allows the reliable recreation of low-frequency, high-risk events in a manner conducive to learning while robust audiovisual recording fosters debriefing after an exercise to shape behavior in a positive way.
- Procedural skills lab: The procedural skills lab is equipped to conduct hands-on procedural training using animate and inanimate models. Each skills station is essentially a compact operating room or endoscopy suite with all the tools necessary to conduct procedures across a variety of surgical and medical specialties.
- Core of research operating rooms equipped with surgical robots and image-guidance technology: The core suite of research operating rooms in MITIE are focused on training in robotic surgery, image-guided procedures, and the development of new technology.


Connecting Geoscience Departments to the Future of Science
New Structures for Research and Curriculum
Representatives from twenty-six geoscience departments met at Carleton College in April, 2007, to consider how geoscience departments can adapt as the field of geoscience changes. A full description of the workshop can be found on the workshop website. Keynote presentations focused on:
- What are the major themes that are central to geoscience research in the next 25 years?
- What are the key elements of curricula that will prepare geoscience students for the future we envision?
- What types of programs and structures (within and beyond the department) are needed to support this research and education in the future?
Keynote speakers and participants agreed that our science is heading toward
- An increased emphasis on addressing societal Grand Challenges
- Geoscientists will be involved in constraining likely scenarios for the future through an understanding of Earth history, the Earth system and modeling.
- Understanding system behavior more completely, including
- Geological-biological systems interactions,
Earth and space systems interactions, and
Models as drivers of data collection and research
- Interdisciplinary interactions and cross-disciplinary synthesis
- This will involve collaborations on campus and beyond.
Over the course of two days, participants developed a consensus about important elements for undergraduate geoscience programs:
- Learning how to study the integrated Earth System
- Using data, models, systems approach
- Incorporating interdisciplinary teams and collaborations
- Learning how geoscience contributes to solving grand societal challenges
- Using problem based approaches in courses and undergraduate research
- Understanding geoscience as a contributor, in the context of multidisciplinary approaches
- Preparation for a rapidly changing discipline
- Building strong foundational skills (there is not a strong consensus on what these are)
- Developing students' abilities to use skills in a wide variety of problems/activities
- Facilitating students' learning to learn
Additional implications for departments emerged:
- It is increasingly important for departments to develop a breadth of expertise.
- This can be accomplished via hiring, growing or collaborating. If it is to be accomplished via hiring, departments need to be careful to hire for future needs, rather than allowing the curriculum of the past to drive their future.
- It is increasingly important for departments to be recognized as a player.
- This is true both in terms of the contributions of geoscience to solving societal grand challenges and in terms of the place of geoscience departments on campus.
- It is increasingly important for geoscience departments to foster collaborations.
- These collaborations can be within the department, crossing subdisciplinary boundaries; they can be within the institution, crossing disciplinary boundaries; and they can be external to the institution.


|Home » Curriculum » Art: Grammar Stage, Grades 1-6 » Barry Stebbing's Sequential Art Curriculum, Grammar Stage
Feed My Sheep
A full art curriculum for grammar stage students in 3rd through 6th grades, and can be used in any grade independent of previous art instruction. The 200 lessons can be completed in one year doing art daily, or in two or more years doing art one, two or three days a week. The lessons include color theory, drawing, nature studies, perspective, anatomy, portraits, cartooning, penmanship, academia, art appreciation, and more. Barry Stebbing’s art books are full of inspirational quotes from the Bible and famous artists on topics of art, wisdom, and beauty that children can even include in their copybook. For ages 8 to 13.
Please see God and the History of Art for CCH’s recommendation of combining Feed My Sheep with that curriculum for a complete 3rd through 6th grade grammar stage art education.


What's New1. Improved quality of the characters.
2. Proper support for iPad3/iPad4.
3. Proper support for iOS6.
App DescriptionThis unique interactive app Natural Science for Kids: Mechanics is sure to make learning mechanics both easy and amazing.
Friendly characters will guide you along the learning material. A teacher of Science and his students are continuing their exciting trip through the world of knowledge. Now their task is to discover the laws of mechanics. Taping on a character will make him/her draw important conclusions of the learnt phenomenon. You’ll learn a lot of interesting facts about work, force, energy and mechanisms. The world around us is so diverse and interesting.
Make your own route for the trip using a map. A lot of topics are complemented with a fun game. So learning mechanics becomes a fun and engaging process. Download Natural Science for Kids: Mechanics right now!
There are 4 educational themes:
• Mechanical Work
• Sources of Energy
• Four educational themes in one application.
• Interactive game scenes are bound to help students master the learnt material and discover the laws previously unknown for them.
• Fun and welcoming characters assisting in knowledge gaining.
• Video and colorful animations help explain physical processes.
• Fun activities touch upon every scene to provide the learner's active engagement in the process.
September 26, 2013 New version 1.3.3
May 21, 2013 New version 1.3
December 12, 2012 New version 1.2
July 24, 2012 New version 1.1
June 20, 2012 Initial Release


Young Child: Build a Musical Foundation
- Age Range:
5 to 7 years old
- Class Length:
Usinga small-group approach to music education, Kindermusik for the Young Child provides a pressure-free class where your child can develop a strong musical foundation by learning the concepts, language, notation, and vocabulary of music and its greatest composers.
The programme is designed to prepare the young child who is eager for first experiences with musical symbols and instrument discovery but is not yet ready for formal lessons and traditional music reading with an instrument. Parents or caregivers are encouraged to attend the last 10-15 minutes of class.
What you’ll experience in class:
- Singing and vocal development. . It may sound like a foreign language when your child sings “ta” and “ti-ti,” but he’s using the language of professional musicians and composers and getting ready to read and write simple rhythm patterns.
- Movement. You’ll see your child dance expressively to music, giving him the practice he needs to coordinate his body movements to the sound of music. This kind of musical play not only improves musicianship, but his physical coordination as well. Reading and writing. He’ll learn melodic notation and identify pitches such as the C, A, and D notes on the treble clef, plus rhythmic notation. Eventually he’ll even compose his own music.
- Reading and writing. He’ll learn melodic notation and identify pitches such as the C, A, and D notes on the treble clef, plus rhythmic notation. Eventually he’ll even compose his own music.
- Focused listening. Your child will learn to identify a range of orchestra instruments and their sound qualities, while also gaining an early awareness and knowledge of composers and masterworks in Western arts tradition.
- Exploring and playing musical instruments. . Authentic percussion, string, pre-keyboard, and woodwind instruments expose your child to the many choices for future musical study, and at the same time provide your child with the opportunity to musically succeed before taking on more formal instruction.
- Developmentally appropriate curriculum for children ages 5 to 7; caregivers attend the last 10-15 minutes
- 15 week couse
- Weekly 60- to 70-minute class
- One set of At Home Materials—Children’s folder with stickers and Music At Home cards, Family Songbook, instrument (wind, string, or pre-keyboard instrument depending on the semester), CD of music from class, canvas bag (during first course) and games bag
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Based on a Theory of Cognition, Lindamood-Bell® programs differ from traditional reading and comprehension programs by focusing on the process, rather than the subject.
Proficiency in learning requires the ability to process language, which is dependent on the sensory-cognitive functions of phonemic awareness, symbol imagery, and concept imagery. By developing and strengthening those underlying sensory-cognitive functions, Lindamood-Bell programs improve reading, spelling, comprehension, critical thinking, and math skills for kids and adults (Pre-K through college and beyond).
Our goal at Lindamood-Bell is to turn struggling readers into independently successful readers. Our programs follow specific steps to help our students develop their sensory-cognitive skills to the point of self-monitoring, self-correction and, ultimately, independence. Upon gaining confidence in their ability to catch and correct their own mistakes, kids and adults, alike, are able to apply these skills to educational, occupational, and social contexts, even beyond reading and math.
It is common to see years of learning gain after just four to six weeks of intensive instruction in any of our reading, comprehension, and math programs. This type of process-based instruction is proven to be an effective strategy for early language and literacy development, and is also successful for students exhibiting symptoms of dyslexia, hyperlexia, ADHD, CAPD, autism spectrum disorders, and other learning difficulties.
Furthermore, Lindamood-Bell comprehension, math and reading programs are research-validated. We continuously evaluate and improve our programs, and our instructional methods, based on extensive data collection and analysis. Beyond even analyzing and collecting data from our Learning Centers and School Partnerships, we also fund and participate in research projects with institutions such as MIT, UAB, Wake Forest, and Georgetown University to ensure that we always provide the most effective reading, comprehension, and math programs for kids and adults of all ages.
Our reading, comprehension, and math programs include:
- Seeing Stars®: Symbol Imagery for Phonemic Awareness, Sight Words, and Spelling (SI™)
- Visualizing and Verbalizing for Language Comprehension and Thinking® (V/V®)
- Talkies®: Visualizing and Verbalizing for Oral Language Comprehension and Expression (Talkies®)
- Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech (LiPS®)
- On Cloud Nine® Math (OCN™)
The Seeing Stars® (SI™) program develops symbol imagery: the ability to visualize sounds and letters in words for both phonological and orthorgraphic processing. Students move through a series of steps – from single consonants/vowels to multisyllabic and contextual reading – to develop the imagery-language connection for competency in written language.
The Visualizing and Verbalizing® (V/V®) program develops concept imagery for both oral and written language. Through a series of steps, students learn to create an imaged gestalt (whole) and integrate that imagery with language as a basis for language comprehension and thinking.
The Talkies® program is the primer to the Visualizing and Verbalizing® (V/V®) program for students who need simpler, smaller steps of instruction to establish the imagery-language connection. The goal of Talkies instruction is to develop mental imagery as a base for language comprehension and expression. Talkies instruction may benefit students with prior third-party diagnoses of expressive language delays or autism spectrum disorders.
The Lindamood Phoneme Sequencing® (LiPS®) program develops phoneme awareness. Students learn to recognize how their mouths produce the sounds of language. This kinesthetic feedback enables them to verify sounds within words and to become self-correcting in reading, spelling, and speech.
The On Cloud Nine® Math (OCN™) program stimulates the ability to image and verbalize the concepts and processes of math. Concept imagery and numeral imagery are integrated with language to improve math computation and problem solving.
~ To get started with instruction, visit our Learning Centers page to find the location near you or call us at 800-300-1818.
~ To get started with a Professional Development option, click here to learn more, or call us at 800-233-1819.
~ To purchase support materials, please visit Gander Publishing.
We look forward to Creating the Magic of Learning with you.


Division of Social Sciences and Human Services
Social workers help people deal with a wide range of problems. They help individuals and families cope with mental illness and problems such as inadequate housing, unemployment, lack of job skills, financial mismanagement, serious illness, disability, substance abuse, unwanted pregnancy or antisocial behavior. They also work with families who have serious conflicts, including those involving child or spousal abuse. Through direct counseling, social workers help clients identify their concerns, consider solutions and find resources. Often, social workers provide concrete information such as where to go for debt counseling, how to find child care or elder care, how to apply for public assistance or other benefits or how to get an alcoholic or drug addict admitted to a rehabilitation program.
Social workers may also arrange for services in consultation with clients and then follow through to assure the services are helpful. Most social workers specialize in a clinical field such as child welfare and family services, mental health or school social work. Clinical social workers offer psychotherapy or counseling and a range of services in public agencies, in clinics and in private practice. Other types of social workers are: Social workers in child welfare or family services may counsel parents on how to care for disabled children or to arrange for services during a family member’s illness; in child or adult protective services they investigate reports of abuse; in mental health they provide group therapy, outreach services, intervention and rehabilitation; in health care they help patients and families cope with the affects of chronic, acute or terminal illness; in schools they diagnose problems with children and counsel children and help the disabled to be accommodated; in criminal justice they make recommendations and provide services for inmates and families; in occupational social work they work within a corporation’s personnel or health unit; and yet others focus on the needs of the elderly.
LCCC offers two programs in social work. We offer an associate of arts degree (with an emphasis in social work), and an associate of applied science degree in human services. These programs may be completed in two years of full-time study. For more information on educational opportunities in social work at LCCC, see the reverse side of this sheet.
Educational Opportunities in Social Work
Associate of Arts
The associate of arts is for students who want to pursue bachelor’s degrees in social work by completing the first two or more years at LCCC. Students completing the associate of arts degree may transfer with junior (or higher) standing to the four-year university or college of their choice.
Students may also select the associate of arts degree if they wish to complete the first two or more years of a bachelor’s degree program at LCCC in program fields such as fine art, computer art, graphic design, business, history, music, political science, sociology, psychology, theater, urban studies, elementary education and secondary education.
There are virtually no limitations to the programs that can be pursued as LCCC can customize associate of arts programs to meet the transfer college/university’s requirements. The associate of arts program may be completed in two years, if taken on a full-time basis. Many LCCC students choose to study on a part-time basis.
Related Educational Opportunities
Educational Opportunities through LCCC’s University Partnership
Youngstown State University
Bachelor of Social Work
A baccalaureate degree in social work from an accredited degree program qualifies a person to apply for licensing in the state of Ohio.
Students who wish to transfer to Youngstown State University to complete the bachelor of social work degree must be in good standing with at least a 2.0 or higher accumulated grade point average on a 4.0 scale. The formal admission of students into the Program takes into account general education requirements and required support courses, as well as criteria established by full-service faculty in the YSU Department of Social Work.
Master in Health and Human Services
Certificate in Health Care Management
The Certificate in Health Care Management is a collaborative program between the College of Health and Human Services and the Williamson College of Business Administration. The program accommodates students from health and human service professions who require the skills and abilities for supervisory/managerial positions or who desire competence in health promotion. After completion of an academic core of course work, students may concentrate in either health promotion or administration for health and human service professions.
SSL 03 1035


The system of school education in India can be divided into segments like pre-school, elementary education, secondary, higher secondary, graduation and post graduation.
There are a number of educational boards, namely: CBSE, ISC, ICSE and state boards that chalk out the academic syllabus of the schools in a manner that is relevant and according to the international standards. In order to pursue higher studies, it is extremely important to get the basics right and that is exactly where the school education comes in.
The government has taken up this issue extremely seriously because it has realized that the development of a nation depends upon the new generation and hence made primary education compulsory for all children.
City Wise Schools


Mission - Objective
The Aim of Education is the knowledge not of facts but of values”
In the heart of dedicated professionals is the belief that the primary goal of education is student achievement. The objective of education is to turn the eyes, which the soul already possesses, to light. The whole function of education is not to put knowledge in the soul but to bring out the best things that are latent in the soul.
What strategies would bring about greatest student achievement and improved outcome in our system needs to be viewed in order to maximize student learning and to implement collaborative experimental student-centered cognitive approaches.
A focused approach on this shifting paradigm from teaching to learning and making the teacher a facilitator is the demand of the hour. We, at DIET COLLEGE, firmly believe that without change something sleeps inside us and seldom awakens.
To Provide high level of education and knowledge to students.
To Provide information of new and upcoming technologies to the student
To Encourage students for research and development.
To Provide career guidance through eminent personalities from academics and industries.
To Organize seminars, guest lectures, industrial training for the student.
To develop personality and inculcate practical knowledge among students
The mission of the DIETs is to provide academic and resource support to the grass root level for the success of the various strategies and programme being undertaken in the areas of elementary & Adult Education.
The Education Commission (1964-66) had observed that “of all the factors that influences the quality of education ....the quality, competence & character of the teachers are undoubtedly the most significance”. But these in turn depends substantially on the quality of training and other support provided to them. Until adoption of NPE this support in the area of Elementary Education was being provided largely at National and State level only by Institution like NCERT, NIEPA & SCERTs. Like wise in the area of Adult Education, this support was being provided by the Central Directorate of Adult Education at the national level and the State Resource Centers (SRCs) at the state level. Below the state level there are Elementary Teacher Education Institutions but their activities were confined mostly to Pre-Service teacher education. Thus their roles were limited. There were larger problems like outdated teaching practice & course of study.
By the time of adoption of NPE, Elementary and Adult Education System were too vast to be adequately supported by National and State level agencies alone. Therefore NPE accordingly envisaged addition of third district level tier to support the system in the shape of DIETs in every district of the country. With the introduction of this third layer of support system expectation would be of wider quantitative and hopefully qualitative coverage as DIETs would be closer to the field and therefore more alive to the problems and needs.


Graduate Educational Foundations
2014 Spring Term
- This course listing is informational and does not guarantee availability for registration.
- Please click through to view the class schedule to see sections offered for your selected term.
- Sections may be full or not open for registration. Please use WINS if you wish to register for a course.
MEASUREMENT AND EVALUATION IN THE ELEMENTARY SCHOOL
Educational Foundations 624
This class is designed for special education, communicative disorders, and elementary education majors. It includes testing, measurement, and evaluation of student progress in multiple contexts. Teacher testing, assessment, and decision making in the school environments are emphasized as well as examining traditional and performance assessment strategies. Basic statistical procedures, the use and interpretation of standardized tests, appropriate use of non-testing techniques are covered as well as various grading and reporting systems.
MEASUREMENT AND EVALUATION IN THE SECONDARY SCHOOL
Educational Foundations 625
This class is designed for special education, communicative disorders, and secondary education majors. It includes testing, measurement, and evaluation of student progress in multiple contexts and subject areas. Teacher testing, assessment, and decision making in the school environments are emphasized as well as examining traditional and performance assessment strategies. Basic statistical procedures, the use and interpretation of standard tests, appropriate use of non-testing techniques are covered as well as various grading and reporting systems specific to the secondary school setting.
UNDERSTANDING AND DEALING WITH DISRUPTIVE CLASSROOM BEHAVIOR
Educational Foundations 675
Designed to give students an opportunity to discuss the various theoretical approaches to handling disruptive behavior in the classroom and to apply these approaches to actual problem situations. Emphasis will also be placed on the prevention of behavior problems through the development of effective classroom procedures. Recommended for all Education majors.
Educational Foundations 678
Adolescent Development acquaints students with the major theories related to adolescent development and helps students interpret the theories in ways which are meaningful in understanding and working with adolescents. Focus is on the changes of adolescence with special attention given to the biological, cognitive, social and emotional systems.
HUMAN ABILITIES AND LEARNING
Educational Foundations 681
This course is designed to help educators comprehend and apply the fundamental psychological principles underlying the teaching-learning process. Among the areas considered are motivation, classroom management, instructional applications, individual differences and creativity.
Educational Foundations 682
This course is designed for students at the senior or graduate level who will find it necessary to be an educated consumer of statistical information. This is designed to be a first course on this topic. Major areas of study include gathering/organizing data, probability, inferential techniques (t-test, ANOVA, follow-up tests, correlation, and repression), nonparametric techniques (chi-square test), and single subject designs.
EDUCATION IN A PLURALISTIC SOCIETY
Educational Foundations 710
An examination of the sociohistorical, political, and philosophic forces which influence the institution of schooling in the United States. Particular attention will be focused on the role of the school and the teacher specific to a pluralistic society.
ISSUES, PERSPECTIVES, AND DIRECTIONS: A PROFESSIONAL SEMINAR IN EDUCATION
Educational Foundations 723
As the introductory course for graduate studies in education, this seminar will provide an introduction to the use of research to support practice through an investigation of essential philosophical questions and current educational issues. Students will connect these studies to reflections on their own practice as they develop skills of analysis and argumentation.
TECHNIQUES OF RESEARCH
Educational Foundations 740
A basic course in the methods of research in education, including a study of the literature and techniques of research, the planning of a research paper, the basic types of research and design; a brief introduction to the statistics used in research; and the elements included in program evaluation.
READING, ANALYZING, AND EVALUATING EDUCATIONAL RESEARCH
Educational Foundations 780
The course provides practicing teachers with background in the processes of reading, analyzing, and evaluating research in the field of education. The emphasis is on development of skills in understanding how educational research is conducted, and in knowledge and skills needed to evaluate research writing in educational journals.
FOUNDATIONS OF GIFTED AND TALENTED EDUCATION
Educational Foundations 781
An overview of the history and current research on giftedness and talent. Development, characteristics, and individual learning differences of students with gifts and talents will be explored, as will educational strategies and program options in gifted/talented education. Readings will emphasize multicultural issues at local, state, national and international levels.


We have all heard the stories of teachers being goated into losing their temper in class by students whose motives were to record the event and then upload it to YouTube for the entire world to see. Some of these stories are not pretty, some are incredibly mean, and others are enough to make a teacher give up on the profession alltogether. An arguement could be made in some cases that these teachers allowed themselves to get to this stage through poor classroom management or through inadequate preparation or training. That is not and should not be the point, however. No matter how it is spun, such an attack on any teacher goes beyond being a simple student vs. teacher prank. Luckily some school districts and local communities have seen the light to defend their teachers and take serious actions against students that would be so blantantly evil.
A recent news story on the topic of cyberbullying in the Christian Science Monitor lays out all of the data from recent research on the topic of cyber bullying, but also goes into detail on how these actions adversely affect the teachers that they are pointed against. In one Missouri community the crime of cyber bullying is now considered a misdemeanor. Other communities are also considering taking action against students who harass teachers in this way, with the possibility of permanent expulsion looming as one alternative. Of course, these consequences also have their own critics. To read the complete article please visit the Christian Science Monitor Web Site.
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The British educational policy continued on the basis of recommendations of Macaulay till changes were made under Dalhousie. Here again Dalhousie stands at partnership with Bentinck. When Dalhousie came to India in 1848, the condition of education was little different from one existed when Bentinck arrived. The British Empire had grown to full shape. Many Indians had joined the Government services at lower grades.
Dalhousie realized that the Government had neglected the education for the masses. Vernacular education had declined and village schools (pathasalas) were not in a position to take up the responsibility of educating the mass. The teachers (abadhans) were too traditional and there were no school-houses and no printed books.
The teachers were not paid regularly. The subjects taught in those schools were old and outdated. Thus, Dalhousie thought a scheme to make arrangement for the mass education of the primary education in vernacular languages.
By that time Sir Charles Wood was the President of the Board of Control of the Company. Sir Wood prepared a scheme on education policy for India and through it recommended details to be worked out. The scheme was sent to India and was known as "Wood's Despatch" of 1854. Dalhousie implemented the scheme in the same year.
Wood's Despatch was a complete scheme with certain innovative aspects. It repudiated the "downward filtration theory" that provided education for upper classes.
In stead Wood's Despatch emphasized on the education of the masses and announced the duty and responsibility of the Government to provide education for the people of India.
Thus, the British attitude towards education as the medium for cheap supply of clerks changed and elementary education in vernacular languages was considered as a welfare scheme under the Government. Accordingly, schools were to be established by the Government and primary schools built by private efforts were to receive Government grants.
Schools receiving Government grants were to follow the rules and regulations of the Government and were to be inspected by the authorities of the concerned department.
Education Department of each province of the British Empire was put under the Director of Public Instruction (DPI). The DPI exercised overall supervisory power overall educational institutions of a province starting from primary schools to colleges.
The DPI took care of the maintenance of the standard of education. Under the DPI, school Inspector worked to control and administer of the education system. The Despatch also encouraged Indian education in Sanskrit, Arabic and Persian languages and texts of English languages were translated into Indian languages.
Government laid emphasis to make the education secular and religious teaching in schools was discouraged. Training schools were opened to train the teachers in modern knowledge and teaching methods. The Despatch also laid stress on technical and women education and made provisions for award of scholarship for proficiency in studies to encourage meritorious students.
However, there was gap between the theory and practice. Though the "downward filtration theory" was repudiated, it continued in practice and English medium of education was preferred.
The Government did little to execute the recommendations. Knowledge in English was essential for appointment in Government services and English medium schools gained popularity. Emphasis on English medium also prevented the spread of education to the masses. It was not possible to open English Medium schools in rural areas.
That created wide gap between educated persons and the masses and higher education, being costly, it remained confined to rich classes and urban areas. Though female education drew attention through the Despatch, little was done for the purpose.
The Government partly, was unwilling to hurt the orthodox Indians and partly considered female education not useful as women would not join offices. The major constraint was the unwillingness of the Government to spend for education of the people.
In spite of certain limitations, Dalhousie brought significant changes in the condition of education in India by implementing Lord's Despatch. Immediate effect was the establishment three universities in India on the pattern of University of London.
In 1857, the Universities of Calcutta (Kolkata) Bombay (Mumbai) and Madras (Chennai) were established. By 1857 three Medical Colleges were functioning in the country one each at Calcutta, Bombay and Madras.
There was only one Engineering College at Roorkee for technical education. No doubt, the education policy of the Company Government in India helped in propagating the modern ideas in India and led the country towards modernization.
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What The Experts Say About
The Most Effective Way to Teach Reading
"The vast majority of studies indicate that approaches including intensive, explicit phonics instruction resulted in comprehension skills that are at least comparable, and word recognition and spelling skills that are significantly better than, those that do not. Approaches in which systematic code instruction is included along with meaningful connected reading result in superior reading achievement overall."
Beginning to Read, A Summary,
funded by the U.S. Office of Educational Research and Improvement
and published by the Center for the Study of Reading
at the University of Illinois.
"What is the best way to teach children how to read? Old-fashioned phonics? Or the newer whole-language method that emphasizes the meaning of words? After two years of study, a panel of national experts offered an answer: Use some of both. The panel recommended that beginning readers be taught to sound out letters as the primary way to identify unfamiliar words. But the panel also endorsed several founding principals of the whole-language method, which encourages children to predict what might happen next in a story and draw inferences from surrounding clues."
The New York Times,
March 19, 1998
"Long-term studies begun by the National Institutes of Health in the early 1980's... offer clear strategies for teaching children who struggle to read. Reading problems are just as common among children of above-average intelligence as among those who are lower. The N.I.H. study has concluded that both literature and phonics practice are necessary for impaired and unimpaired children alike. The phonics component is vital for the 40% of children for whom word recognition is difficult."
The New York Times,
January 25, 1997
In order to help schools integrate the Talking Fingers family of products into their curriculum, we have correlated both our software programs with the Language Arts standards of each of the 50 states.


Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
This in in response to Amanda Linn & elementary teacher training; what
would you teach general classroom teachers in 3 hrs ?!? Good challange!
Immediately I thought, teach them what you teach the kids. Don't we look
for nouns, verbs, adverbs & adjectives when we do art criticism? What about
math? repetition? same & different? (guess it depends on what grade level
teachers are involved.) I think as far as critical thinking skills go, you
cann't beat a good discussion based on a painting (including groundrules
it's okay to disagree & there's some basis for your opinion). And I've
found (I teach both elementary & HS) elementary students, especially the
younger grades, can really come up with some profound insights that
professional art critics would envy. (By the time kids are in HS, their
opinions tend to run in social cliques & honest, personal opinions are hard
to come by - at least out loud).
Let these teachers be the students. It's fun. And it demonstrates louder
than any argument just how helpful & unique art education can be.
Lets see if this works.
Gwen from Woodbury, TN


Find information on common questions and issues.
Check on the status of your correspondences with members of the QUBES team.
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Java BankAccount demo, using Blue J, v2
CPSC1100 UTC, Spring 2017. Exercises are modified from Big JAVA.
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Many children find it dreadful and boring to practice the piano after the lesson is over. The executive director and founder of Music Simply Music on Long Island offers parents tips on how to get their children to make a habit of practicing the piano while enjoying it.
Parents should create a positive and supportive learning environment necessary for their children to focus and get motivated by telling them how much you like the song they are playing and by exposing them to great music. Remeber to always encourage progress.
Start With a Positive Piano Lesson
Make sure that your child is ready for their lesson before the lesson begins. This means having all their books out and a pencil ready. If your child is taking lessons in your home, make sure that distractions like the TV, video games, or other siblings are not impacting the lesson.
If your child has a friend over or is playing a video game before her lesson, make sure that activity has ended at least 15 minutes before the piano lesson begins so that the lesson is not interuppting the activity which could just cause resentment on your child’s part toward the lesson.
Hold Mock Recitals and Performances
Encourage your child to play for you and your family! Ask them to play their favorite song just for fun. Don’t feel pressure to offer your criticism, but instead, be your child’s cheerleader and let your teacher be the teacher--that’s why you hire a teacher!
Ask your child to play for family gatherings and holidays. Maybe your teacher can show them how to play "Happy Birthday" so they can play it at each celebration in your home.
Expose Your Child to Music
Similar to how parents with children who play baseball watch baseball games on TV or at a professional ball park together, the same can be done with music. Keep music on in your home and in your car. Ask them to listen to their favorite song on their iPod with you. If your child listens to music on the radio or at a live concert, he will more easily learn the language and want to more readily learn how to play those songs--helping lead to success.
Nick Ambronsino is the founder and director of Music Simply Music, one of Long Island's largest in-home music education companies. Music Simply Music has been providing piano, guitar, and voice lessons to the Long Island community since 1988.
• How Often Should My Child Practice the Piano?


'Tween' years represent critical time in literacy development
How many 10- to 12-year-olds do you know? They are quite delightful and highly skilled individuals. They are often very agile and nimble at this age, as more than two-thirds of accidents occur before age 10. By age 4, 50 percent of our brain is developed, and 80 percent by age 8. By age 12 to 13, brains are 100-percent developed. So, it is a little scary, but these 10- to 12-year-olds have nearly developed brains. The people around them have done much imputing; now, they are using the information.


This page is for those wanting to know more about masters degree early childhood education and elementary education programs. It provides information on what is studied and where you can study these programs.
Do you want to be a teacher or an administrator in an elementary or pre-school learning environment? Or perhaps an early childhood education curriculum developer, or education program director?
Online early childhood degrees prepare you for jobs in education and administration related to children from birth to age eight. To do this, the early childhood education curriculum track includes courses in child psychology, parenting, and early childhood instruction and learning strategies.
This page mainly provides links to schools with online degrees. If you want an on-campus program, check the information using the navigation links for On Campus Programs and On Campus Universities. You may also wish to explore the elementary education programs.
If you want to browse areas available and the schools offering early childhood education master programs, use the search form or the list of schools below.
An early childhood education masters degree typically includes: child growth and development, child psychology, instructional and teaching methods for young children, elementary instruction methods, classroom management, family engagement, and literacy education. But the actual curriculum will vary from institution to institution.
For example, the Master of Arts in Education with a specialization in Early Childhood Education at Ashford University includes language acquisition, the design of primary-school curricula, the delivery of differentiated instruction, classroom management, and collaboration with parents and communities. The M.S. in Early Childhood Studies with specialization in Teaching and Diversity in Early Childhood Education at Walden University looks at how diversity affects development and learning in early childhood, the impact of living in poverty and the effects of stress, violence, and trauma. Some Masters programs (e.g., this last one at Walden University) require you to hold a teaching certificate.
Education is one of the largest industries and online early childhood degrees offer plenty of career options. Most US States now require lead teachers in state-funded pre-kindergarten programs to have early childhood training. Typically, the early childhood education online courses prepare you for work with preschool through fifth grade (K-5).
A Master of Education (MEd) in Early Childhood Education is often necessary for a position as an early childhood education administrator, curriculum developer, or education program director. For teaching childhood education in a college or university, an early childhood education masters or PhD is required.
The United States Department of Labor reports an approximate annual income of about $50,000 for early childhood and elementary teachers. Prospects are good in the sector as the government has placed an emphasis on it.
Browse the schools below to find a suitable school and program. Request information from several schools and compare the admission requirements and course content before you choose a program.
This week's featured online schools are:
This week's featured program is:
This week's featured on-campus schools are:
Wanjira Kinuthia, Georgia State University
Stewart Marshall, The University of the West Indies
This book integrates research, action research, best practice and case studies detailing how some educators have embraced the opportunities afforded by mobile learning. [... read more ...]
This video shows the creation of an animated infographic based on a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.
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As a new year approaches, the University of Notre Dame's John J. Reilly Center for Science, Technology and Values has released its annual list of emerging ethical dilemmas and policy issues in science and technology for 2014.
Via Szabolcs Kósa
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A new study indicates that musical instruction for just a few years during childhood can have long-lasting benefits...
This post looks at a study published in the Journal of Neuroscience that finds that "just one to five years of experience playing music as a child was associated with an improved cognitive ability in processing complex sounds as a young adult."
This study supports the need for public education to provide music education, "[Along with] earlier research, we infer that a few years of music lessons also confer advantages in how one perceives and attends to sounds in everyday communication situations, such as noisy restaurants." For more information click through to the article.
Via Beth Dichter


offers a challenging academic curriculum that promotes dynamic, engaging
approaches to teaching and learning.
We balance traditional and innovative pedagogical
approaches to ensure that students develop a strong foundation for future
success, becoming engaged learners and active participants in a school
community. Our faculty fosters students’ mastery of developmentally appropriate
literacy and numeracy skills, as children learn to create, to understand, to
reflect, to transmit, to include, and to strive.
goal is to develop, in every child, a sound mind in a sound body, governed by a
compassionate heart. A wide range of children require a diversity of teaching methods to support effective learning, and the development of each child's potential to succeed. We take great pride in the caliber, commitment, and collaboration of our faculty and academic staff.
Our students become young people of character who
are also critical thinkers, effective communicators, respectful collaborators,
and resilient problem solvers. Curtis graduates leave us as whole,
self-disciplined, ethical beings, who are well prepared to pursue, confidently,
the next stage in the journey of their lives.
Our Lower Elementary School (Grades DK-2) fosters the young child's natural curiosity and love of learning. We also believe in the importance of nurturing a child's emotional and social growth as a foundation for intellectual development.
Our Upper Elementary School (Grades 3-6) fosters the increasing independence of our students, while providing continual support, engagement, and challenge in a nurturing environment.


Otto Piene opens up new horizons in both art and art education. His book is a plea for more scope, more space for art—for making public property artful and making art public property—for freeing the arts from the tight economic bonds that give the curators and collectors a monopoly. He writes, "The artist-planner is needed. He can make a playground out of a heap of bent cans, he can make a park out of a desert, he can make a paradise out of a wasteland, if he accepts the challenge . . . . In order to enable artists of the future to take on planning and shaping tasks on a large scale, art education has to change completely. "
The first part of More Sky covers "things to do" arranged alphabetically A-M—including city planning, clothing, collaboration, electronic music, engineering, government, graffiti, graphics, and green toad jelly. (Piene will take up N-Z some other time.)
The last part of the book, "Wind Manual," gives a practical demonstration of things to do in one area—the whole sky, making use of the wind. This section consists almost entirely of illustrations of some of the things the artist can do to purify the skies polluted by man—including flags, banners, ribbons, wind socks, wind sculptures, riggings, and kites.
About the Author
Otto Piene, project director for "Centerbeam" and director of MIT's Center for Advanced Visual Studies, continues to explore the many interfaces of art, technology, and the environment.


Carmen Nazario, Assistant Secretary for Children and Families, U.S. Department of Health and Human Services, reads to an early childhood class at P.S. 5 in New York City.
A new phrase that recently entered the national education lexicon is “the P-20 continuum” or the “P-20 pipeline.” The P stands variously for pre-natal or pre-kindergarten, and the 20 represents the age at which many young people are launched into the world of work. The thinking behind this phrase is important, right-headed and long overdue because it recognizes that the goal of education at all levels is to prepare young people for productive adulthood—and that the levels are intrinsically connected, starting with our youngest children. P-20 efforts are seeking to establish authentic linkages between and among the various levels of our education system (early childhood, elementary school, secondary school, college) and to help young people, as well as their parents, make successful transitions from one level to the next. In fact, studies of The Children’s Aid Society’s Zero to Five Programs have consistently shown that parents who participate in the program become leaders at their schools and are highly invested in their children’s education process.
This kind of “connect the dots” thinking is not new to community schools, and this issue of Partnership Press focuses on one set of critical linkages—that of early childhood to elementary education. We feature three approaches: the integration of a comprehensive Zero to Five program into the primary grades in two New York City community schools that are partnerships between The Children’s Aid Society and the New York City Department of Education; a national effort sponsored by the Coalition for Community Schools and funded by the W.K. Kellogg Foundation that is demonstrating how to link early childhood systems to elementary education in three cities; and a brief profile from the St. Paul School, Centre de la Petit Enfance, in Quebec, Canada. The results from all of these efforts are promising and have caught the attention of policymakers at many levels. For example, Children’s Aid recently hosted a study visit to P.S. 5 (one of our community schools linking early childhood to elementary education) for several officials from the U.S. Department of Health and Human Services, including Carmen Nazario, Assistant Secretary for Children and Families. The Early Childhood Challenge grants program represents a major new investment by the Obama Administration, which is recognizing the important connections between early care and education (ECE) and subsequent school success. In fact, the Secretaries of Education and Health and Human Services recently made a joint announcement about the launch of the program—a dramatic and unusual testament to the power of linkages across the developmental stages.
At Children’s Aid, we are aware of the work of some colleagues in other parts of the country who are inventing strategies to solidify the connections between early childhood and elementary education. We are grateful to Dr. Ed Zigler and his team at Yale University for their pioneering Schools of the 21st Century, a well designed and nationally replicated community schools model that exemplifies best practice. We would love to hear about other work on this important topic and urge you to contact us so that we can learn from your successes and innovations.


Contact: Science Press Package
American Association for the Advancement of Science
Whale numbers, before hunting
Humpback whales in the singing position. According to the authors, whales were far more abundant before commercial hunting than previously thought.
Courtesy of NOAA.
Click here for a high resolution photograph.
When Europeans first came across the Atlantic to North America, more than 300 years ago, they marveled at the large numbers of whales they could see in the ocean. But, hunters have killed a great many whales since then. Scientists Joe Roman of Harvard University in Boston, MA and Stephen Palumbi of Stanford University in Stanford, CA wanted to know how many whales there were before the hunting began. They studied the DNA of three kinds of whales: humpback, fin, and minke whales. The large amount of variation in the whalesí DNA sequences was a big clue that the populations used to be much larger than they are. According to the scientistsí calculations, there were once ten times more humpback and fin whales than there are now. Because the numbers of these types of whales are now so low, the researchers donít think the populations will survive if they are hunted commercially. The scientists published their research in the July 25, 2003 issue of the journal Science.
Click here for more pictures of whales
Back to Science for kids
Science is published by the American Association for the Advancement of Science.


policies would mean for our society's youngest members. For example, research highlights the need for early childhood programs that balance their focus on literacy and numeracy skills with comparable attention to the emotional, regulatory, and social development of all children, including those with special needs. Investments in child care should ensure that all early care and education settings are safe, stimulating, and compatible with the values and priorities of their families. Nurturing and sustained relationships between preschoolers and qualified caregivers are essential, and the time for greater skills, compensation, and benefits for child care professionals is long overdue. This comprehensive study calls for a federal-state-local task force to review public investments in child care and early education and develop a blueprint for a high quality, locally responsive system for the new decade.
Eager to Learn: Educating Our Preschoolers explores what it will take to provide early education and care for children that would develop their impressive learning potential. The report integrates recent research findings on how young children learn and the impact of early learning on later development and school achievement. Reinforcing many of the findings in From Neurons to Neighborhoods, it highlights the importance of warm emotional relationships with adults in fostering a child's cognitive as well as social development. It includes findings about the interplay of biology and environment, and variations in learning preparedness among children from different social and economic groups. The report probes a number of key issues:
The importance of a responsive teacher-child relationship in a child 's cognitive, social, and emotional development.
The substantial variation among children in developmental pathways, temperament, and environmental and cultural influences.
The learning needs of disadvantaged children and children with disabilities.
Evidence regarding the features of preschool programs, curricula, and teaching style that produce positive outcomes for children.
Preparation and continuing development of teachers.
Eager to Learn issues a range of recommendations to parents, educators, and policy makers. It calls for a substantial investment in a high-quality system of child care and preschool on the basis of the convergence of scientific and practical considerations. And it calls for systematic and widespread public education to increase public understanding of the importance of stimulating early learning experiences in the lives of young children.


Press release from
Mars Hill College
Mars Hill College will host a program on Monday, March 4, which will explore the USDA’s Forest Service ForWarn System, a set of satellite-based forest assessment tools for examining threats for healthy forests.
The program, titled "ForWarn: A Forest Disturbance Change Detection System to Aid Forest Managers," will take place at 7 pm in Room 135 of the Ferguson Math and Science Center. It will be led by Dr. Bill Hargrove, research ecologist with the USDA’s Forest Service Eastern Forest Environmental Threat Assessment Center. The event is free and open to the public
Since 2006, Dr. Hargrove has worked at the EFETAC, on a satellite-based forest disturbance monitoring system for the contiguous United States. The system delivers new forest change images every eight days and provides tools for attributing abnormalities to insects, disease, wildfire, storms, human development or unusual weather.
According to Dr. Scott Pearson, professor of biology at Mars Hill College, healthy forests are important because they provide clean water, timber products, and recreational opportunities.
“Dr. Hargrove and his collaborators at EFETAC have developed ForWarn, an innovative system to monitor the health of forest ecosystems nationwide,” he said. “This system can alert scientists and the general public to changes due to insects outbreaks, fires, weather events, and human activities. ForWarn integrates satellite data, GIS mapping, and multivariate statistics to create accurate, up-to-date maps of these threats. His talk will give students and the public insight into how creative scientists can harness the power of data and complementary technologies to address a practical problem.”
This program will also serve as the topic for the March meeting of Sigma Xi, a scientific research society of scientists and engineers based at UNC Asheville, Warren Wilson College, Brevard College, and Mars Hill College.
Mars Hill College is a private, liberal arts institution offering over 30 baccalaureate degrees and one graduate degree in elementary education. Founded in 1856 by Baptist families of the region, the campus is located just 20 minutes north of Asheville in the mountains of western North Carolina.www.mhc.edu 1-866-MHC-4-YOU.Read the full article


|This article does not cite any references or sources. (June 2010)|
Cytoarchitecture (Greek κύτος= "cell" + αρχιτεκτονική= "architecture"), also known as cytoarchitectonics, is the study of the cellular composition of the body's tissues under the microscope. More specifically in neuroscience, it refers to the arrangement and characteristic organization of neuronal cell bodies in the brain and spinal cord.
- James P. Byrnes; Barbara A. Wasik (23 March 2012). Language and Literacy Development: What Educators Need to Know. Guilford Press. pp. 38–. ISBN 978-1-4625-0666-8.
|This cell biology article is a stub. You can help Wikipedia by expanding it.|


Wednesday, December 22, 2010
If you ask teachers about what part of teaching they find most enjoyable, many of them will cite watching their students experience that classic “a-ha!” moment – when the unknown becomes understood.
This past summer, Joshua Wanger, a Music Education major at Westminster Choir College, had his own “a-ha” moment as he watched and learned how 16 middle school students could ready a full-scale performance of Seussical, Jr. in just five days of rehearsal. As a part of his classroom experience at Westminster Choir College, Wanger had learned about strategies teachers can use to empower students to experience conscientization – often described as the “a-ha!” moment – or evidence that deep and inner knowing occurred. But this time, rather than watching students experience this in person, Wanger observed them via live video – and had his own “a-ha” moment, virtually, as he realized the power of critical pedagogy in music education.
By using videoconferencing to access middle school classrooms, Dr. Frank Abrahams, professor and director of Westminster’s Center for Critical Pedagogy, connects his students on campus with music teachers in the field. As a result, the students watch how theory connects to practice in ways that are both real and virtual. In cyberspace, the music teachers connect to the college without leaving their music classrooms.
Abrahams, who has been using cutting-edge technology to augment his classroom-based courses and to teach online courses, is now spearheading a new project through Westminster’s Office of Continuing Education: the Online Certificate in Critical Pedagogy for Music Educators. Together with James Jordan, associate professor of Conducting, and Scott McCoy, professor of Voice, Abrahams has designed a four-course certificate program to benefit schoolteachers, conductors of school, church, and community choirs, and applied teachers at all levels.
“Capitalizing on our successes in online education,” said Robert Annis, dean and director of Westminster College of the Arts, “I am pleased to announce the creation of the Online Certificate in Critical Pedagogy. Music educators used to drive for hours to attend the Saturday Seminars taught by our faculty, and with this new program, they have the option to experience the quality of Westminster’s continuing education programs from their homes or classrooms.”
In an age where most college students have never known a life without a computer, it is important that teachers know how to use technology to maximize the learning of their students. And, in the world of music education, Westminster is leading the way.
To learn more about Westminster’s Center for Critical Pedagogy and its Online Certificate program, please visit www.rider.edu/criticalpedagogy.


Viewpoint Effects of Motor Skill Instruction on Fundamental Motor Skill Development
The influence of a 9-week instructional program on locomotor and object control skill development of preschoolers who are at risk of developmental delay was investigated. The motor skill instruction group (n = 33) received 18, 35-min lessons; the comparison group (n = 30) received the regular prekindergarten program. Pre and posttest scores on the locomotor and object control subscales of the Test of Gross Motor Development (Ulrich, 1985) were obtained. A Group by Gender MANOVA with repeated measures yielded a significant Group by Time interaction. The intervention group performed significantly better than the comparison group from pre to posttest for both locomotor and object control skills. Additionally, this group had significantly higher posttest scores than the comparison group.


Guided reading is a method of teaching reading to children. The teacher provides support for small groups of readers as they learn to use various reading strategies. It is a preferred approach employed within primary schools.
Guided Reading Guide
Guided readings usually involves dividing the class into small groups based on academic ability, reading levels, or strategic/skill-based needs. The idea is that the teacher is not interrupted by the other children in the class whilst focusing on one group. The session would have a set of objectives to be taught. Whilst guided reading takes place with one group of children, the remaining children are engaged in independent or group literacy tasks. Although guided reading has been traditionally associated with primary grades it can be modified and used successfully in all grade levels
The key to the success of guided reading to the selection of reading materials. The reading must be purposeful and have the needs of the learners in mind. Texts should not be chosen to simply teach a specific strategy. Rather, the texts should be of such high quality that students can apply a wide range of reading comprehension strategies throughout the reading. When the proper books are selected, students are able to read without much difficulties. This enables the students to enjoy the story because there is not an overwhelming amount of "road blocks" that interfere with comprehension. Students focus on the meaning of the story and application of various reading strategies to problem solve when they do hit a road block in their knowledge or reading ability.
There are general process of guided readings. At beginning, A Teacher will introduce background knowledge and general information. then, The students will read independently within the group. As students read, the teacher will monitor student decoding and comprehension. The teacher may ask students if something makes sense, encourage students to try something again, or prompt them to use a strategy. After the students have finished up, the teacher will again check students' comprehension. The group will also discuss reading strategies they used during the reading.
Guided reading lesson plan template
A well designed guided reading lesson plan template will help your achieve your reading targets and save you time. There are no universal format for your template, however, it is important to include key elements in your lesson plan template: the reading goals and objectives, the reading material, the overall process and practices, the adaption and assessment part etc