“I hear and I forget. I see and I remember. I do and I understand”.
Well-trained teachers are capable of improving not only the quality of education but also the quality of life as they are actively engaged in building the human resource of the future. Primary Teacher's training is even more important as elementary education plays a very important role in a person's life. A Primary Education Teacher Trainer’s role will be to provide formal and informal training and support to elementary school teachers. One may also provide classroom instruction. Depending on specific assignment, one might:
Work in one or several schools or teachers’ colleges, modelling participatory methodologies, conducting workshops, and providing ongoing support to local teachers
Some primary education projects focus specifically on health, HIV/AIDS, the environment, childhood development, English as a second language (ESL), remedial education, science, language arts, or a foreign language
Applicants must have a strong background in elementary education and a bachelor’s degree in elementary or early childhood education;
OR a bachelor’s degree in any discipline and certification in elementary education;
OR a bachelor’s degree in any discipline and full-time classroom teaching experience at the preschool or elementary level for one year or more. Many applicants have state teaching certification.
Virtually all applicants have teaching experience, ranging from one semester of student teaching to many years of full-time teaching.
How will this advance the career?
Primary Teacher Training is the required training if one is going to go for a role as a primary school teacher in any middle school in the World. Most commonly Primary Teacher training is referred to as doing your dip-ed or Diploma of Education, which is the minimum required to become a teacher in almost every school throughout most countries. Becoming a Teacher is a huge undertaking and the responsibility of being a teacher is also enormous.
In order for an individual to be qualified as a primary teacher, he/she must finish a primary teacher training from a reputable and recognized institution of learning. The basic primary teacher training qualification is at least a bachelor's degree or college degree in education, teaching, training, or its equivalent. All primary teachers who are applying for a teaching position are required to have a college degree in education. Some educational institutions offer a three-year education course aimed at preparing students or potential primary teachers for their academic and professional work. Other colleges offer a post-graduate course for primary school teachers to enhance their teaching skills. Before the end of every teacher training, potential primary teachers undergo a practical training where they will be observed how they apply what they have learned. Their strategies, methods, and skills will be evaluated before they will be certified as primary school teachers.
As far as qualifying to become a Primary Teacher, it is necessary to complete a Primary Teacher Degree which averages as a three year course, on a full-time basis. This would also include a scheduling for practical work experience in a Primary Teaching environment. In addition to this, a Primary Teacher must also be able to share their knowledge in a straightforward manner and be capable of building good relationships with their students, as well as being approachable.


For Literacy in Early Childhood or Early Childhood Reading Methods courses.
Let's Begin Reading Right: A Developmental Approach to Emergent Literacy, sixth edition, takes a constructivist, developmental approach to emergent literacy for infants to 8-year olds. This revision includes new introductory chapters that cover current issues (NCLB, standards) about emergent literacy, new features "Maintaining Developmentally Appropriate Practice in a No Child Left Behind World" and "Home-School Connection", and expanded coverage of working with English language learners. It includes chapters and discussions on oral language development, reading, writing, setting up classrooms for literacy activities, how to select and read children's literature, how to assess literacy development, and how to select teaching resources.
Table of Contents
1. Understanding How Children Learn.
2. Understanding How Literacy Emerges.
3. Emergent Literacy Develops through Play and Experiences.
4. Emergent Literacy Develops through Oral Language and Story.
5. Assisting Emergent Readers.
6. Creating a Classroom for Readers.
7. Assisting Emergent Writers.
8. Supporting Independent Writers.
9. Assessing Growth in Literacy.
10. Selecting Early Literacy Teaching Resources.
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Introducing your child to music education at a young age offers an incredible array of developmental benefits. more
Mobility issues and school
Starting school can be a nerve-wracking and exciting time for parents and children and marks the beginning of a new stage away from the home. So where your child has a physical impairment (whether permanent or temporary) this time can seem even more difficult and the challenges even greater. The answer? Lots and lots of planning! With enough research and consultation as possible before their first day, most of these fears can be alleviated.
In Australia, it is a legal requirement that all children have equal access to schooling, regardless of any disability, physical or otherwise. If a school doesn’t have the necessary facilities to accommodate a student, they must (within reason) make all adjustments required so they are able to access the school.
Research, research and more research
The key to a smooth transition is research and lots of it! Check out all your local schools and what facilities, support services and experience they have in accommodating your child’s special needs. The school’s own website is an excellent place to start and will give you an idea of exactly what the school offers and is used to providing.
But research shouldn’t just be limited to the computer. Go and visit the school so you can see the facilities for yourself, talk to the principal and teachers and discuss your child’s needs. It is a good idea to discuss enrolment as early as possible so that there is plenty of time for any adjustments to be made and for the staff to have a thorough idea of what will be required in terms of physical facilities, learning and assessment plans and support.
Short term mobility issues
It’s possible that your child has a short term impairment, such as a broken leg and although a few weeks isn’t a long time to deal with reduced mobility it is a long time for your child to be struggling either with access to the school grounds or with their individual education program. In addition, because it’s temporary, you haven’t had the benefit of researching the school’s capability to accommodate similar issues.
Firstly, ensure you get a clear picture from your child’s health professional (whether that be the GP, physiotherapist or other specialist) about what will be required over the course of their recovery including physical needs, rehabilitation time requirements and capability to complete all of their schooling requirements. A health professional can give you some advice on what you will need to discuss with the school.
Once you have all the information you need you can meet with the school principal and/or teachers to discuss what will be required in terms of access, adjusted learning and any time out of school that will need to be facilitated.
The goal of your school should be to value and celebrate diversity in their students. And the goal of research is to make sure that your chosen school can respond in a positive, constructive and inclusive way to your child’s particular needs.
Find more about special needs learning and development
- Aspergers and the autism spectrum
- Choosing a school for your special needs child
- Learning disability assessment
- Long term illness and school
- My friend's different
- Social skills for children with autism
- Support services for children with special needs


Parents 'must be positive about maths', says Huw Lewis
- 3 March 2014
- From the section Wales
Around three in 10 parents admit making negative comments about maths in front of their children, according to a poll commissioned by the Welsh government.
Maths results are the worst of any core subject in Wales behind English, Welsh and science with two new maths GCSEs to be introduced.
The Welsh government is launching a new campaign to encourage parents to help children with the subject.
Education Minister Huw Lewis said positive attitudes at home were vital.
He said: "It's fair to say that maths is suffering from an image problem, and as today's poll demonstrates, there is still work to do to change the view in some quarters which is that maths isn't really important and that it doesn't really matter what we say to children about it.
"We understand the value of strong numeracy skills, for life and for employment.
"If everyone gets behind this campaign and spreads the message that what you say counts when it comes to maths, I'm sure the benefits will add up."
The Welsh government-commissioned poll of 1,000 people in Wales carried out between 10 and 25 February made the following findings:
- Eighty per cent claimed to be either "good" or "ok" at maths, but 29% acknowledged making negative comments about the subject in front of their children
- Respondents admitted to saying statements like: "Maths was never my strong point" or "Don't ask me to do maths, I'm rubbish at it"
- Forty six per cent said they were good at maths and 40% said they were ok at it
- Eighty eight per cent said they used maths at least weekly to check bank statements, 79% to plan a weekly budget and 80% to add up their food shopping
The "What you say counts" campaign will be launched by the minister at a supermarket in Cardiff Bay on Monday.
It aims to counter the view that it is normal or acceptable to be bad at maths, emphasising its role as a vital part of everyday life.
Parents and children will be able to test out their maths skills in calculating the cost of a shopping basket of groceries watched by TV personality Arfon Haines Davies, who is fronting the campaign.


Tracking Adult Literacy and Numeracy Skills
Findings from Longitudinal Research
Edited by Stephen Reder, John Bynner
Routledge – 2009 – 392 pages
Series: Routledge Research in Education
Understanding the origins of poor literacy and numeracy skills in adulthood and how to improve them is of major importance when society places a high premium on proficiency in these basic skills. This edited collection brings together the results of recent longitudinal studies that greatly extend our knowledge of what works in raising skill levels, as well as the social and economic returns to improvement.
Many fundamental research questions in adult education involve change over time: how adults learn, how program participation influences their acquisition of skills and knowledge, and how their educational development interacts with their social and economic performance. Although a growing number of longitudinal studies in adult basic education have recently been completed, this book is the first systematic compilation of findings and methods.
Triangulating findings from different methodological perspectives and research designs, and across countries, this text produces convergence on key conclusions about the role of basic skills in the modern life course and the most effective ways of enhancing them.
Introduction: The Need for Longitudinal Studies in Adult Literacy and Numeracy Education Stephen Reder and John Bynner Part I: Literacy and Numeracy Development 1. Insights into Basic Skills from a UK Longitudinal Study John Bynner and Samantha Parsons 2. The Development of Literacy and Numeracy in Adult Life Stephen Reder 3. Longitudinal Research Related to Adult Literacy and Education T. Scott Murray Part II: Student, Teacher and Classroom Studies 4. Developing Learners’ Reading Skills in Adult Basic Education Programs Judith Alamprese 5. "What Works" for Adult Students of English as a Second Language Larry Condelli, Heide Spruck Wrigley and Kwang S. Yoon 6. Student Persistence in Adult Literacy and Numeracy Programs John Comings 7. Teacher Attitudes Towards the "Skills for Life" National Strategy for Improving Adult Literacy and Numeracy Skills Olga Cara and Jennifer H. Litster 8. The Impact of the "Skills for Life" Learning Infrastructure on Learners: A Summary of Methods and Findings John Vorhaus, Ursula Howard, Greg Brooks, Ann Marie Bathmaker and Yvon Appleby Part III: The Impact of Policy and Programs 9. Outcomes for Basic Skills Learners: A Four-year Longitudinal Study Hillary Metcalf & Pamela Meadows 10. Enhancing "Skills for Life": Workplace Learning and Adult Basic Skills Karen Evans, Edmond Waite and Lul Admasachew 11. Improving the Literacy and Numeracy of Young Offenders Jane Hurry, Laura Brazier and Anita Wilson Part IV: Social and Economic Outcomes in Context 12. Using a Longitudinal Approach with State Administrative Records to Evaluate Adult Education Programs in the United States Stephen Rose 13. The Tennessee Longitudinal Study of Adult Literacy Program Participants Mary Beth Bingman 14. Outcomes of Literacy Improvement: A Longitudinal View Barbara McDonald and Patricia Scollay 15. ‘The more you learn the better you feel': Research into Literacies, Learning and Identity in Scotland Kathy Maclachlan, Lyn Tett, and Stuart Hall 16. Adults’ Lives and Learning in Different Contexts: A View Over Time Yvon Appleby and David Barton
Stephen Reder is University Professor and Chair of the Department of Applied Linguistics. He is author of "Literacy in America", co-editor of "Learning Disabilities, Literacy and Adult Education" and numerous articles and chapters. He serves on boards and advisory groups of numerous public agencies and organizations in the fields of adult literacy, second language acquisition and adult education.
John Bynner is Emeritus Professor of Social Sciences in Education at the London Institute of Education. Until retirement in 2003 he was Director of the Bedford Group for Life Course and Statistical Studies, the Centre for Longitudinal Studies and founder Director of the National Research and Development Centre for Adult Literacy & Numeracy.


Power Up to Read
POWER UP TO READ - The primary purpose of Power Up To Read is to help children improve their reading comprehension skills.
Power Up to Read is an engaging multimedia reading program with universally designed features to help all levels of students learn reading comprehension strategies. The program is available online, in print and on CD.
Power Up To Read is designed to support the academic learning standards for the English Language Arts as set forth by the International Reading Association (IRA). It also addresses technology standards developed by the International Society of Technology Education (ISTE).
Leveraging the latest research-based approaches to reading instruction, Power Up To Read helps students improve reading comprehension, build enthusiasm for reading, and develop essential technology skills. The program is based on two books written in a reader-friendly folk-tale format. Research has shown folk tales to be an effective way to help students clearly understand what they are reading. Each of the folk tales has companion educational text that further supports the subject matter.
Program content is geared toward 4th and 5th-grade students as they transition from “learning to read” to “reading to learn.” Children at this grade level are expected to rely on their reading skills to gather information about other subject areas. But if reading skills are poor, they often fall behind in other subjects. Power Up To Read provides positive direction at a very critical point in the education process.
Students can be expected to build a stronger vocabulary, strengthen word-recognition skills, and develop fluency. Together, these three components serve as the foundation for the development of comprehension skills critical to success.
Progress is measured through a worklog and also through a feature known as Quick Checks. The worklog automatically records student responses to Stop and Think prompts in the text. Quick Checks enables tutors and students to measure a student’s understanding of the text.
Power Up to Read has user-friendly interface and step-by-step supports to help students, tutors, and parents get started right away.
>> Login Here
To obtain more information on this program, please contact:
Nova Scotia (Tanya.Snair@bellaliant.ca)
Prince Edward Island (Tanya.Snair@bellaliant.ca)
New Brunswick (Denis.Dugas@bellaliant.ca)
Newfoundland & Labrador (Don.Baker@bellaliant.ca)


The Bagam script was used for writing the Mengaka language of the Bagam (or Eghap) people in Western Cameroon. The script bears some similarity to the Bamum script, used in a neighbouring region, which has led to speculation that the two scripts developed concurrently from a common source, but did not borrow directly from each other. It was created by the Eghap King Pufong in the late C19th or early C20th, and used for private correspondence and record-keeping, although it is not believed to have ever enjoyed widespread use.
It first became known to the outside world following a thesis submission by British military officer Louis Malcolm to the Journal of African Society in 1921. Although the thesis was not published in its entirety - the list of characters was omitted - it gave the script publicity and prompted discussion by other linguists. Following his discovery of the complete thesis in the Haddon Library, Cambridge, Konrad Tuchsherer was able to publish the list of characters for the first time in his paper 'The Lost Script of the Bagam'.
The characters recorded by Malcolm and Tuchscherer number over 100, although the original character set is presumed to have numbered several hundred. The script includes both ideographs and phonetic symbols. The precise identification of many of these characters is either incomplete or uncertain, but some ligatures are noted, as well as independent consonants, independent vowels, CV syllables, and CVC syllables. Some overlap between ideographic and phonetic symbols is evident - a single character is used for representing both 'you' and 'w/ω', and for both 'spear' and 'ŋg/k', for example - although the extent to which this overlap occurred is uncertain.
Numerals from 1-10 are also represented in the script. These display a greater similarity with the Bamum script than do the other characters.
There is some interest in literacy development amongst speakers of the Mengaka language.
This script is not currently recognized by ISO 15924, but is included in ScriptSource for research purposes. If you have any information on this script, please add the information to the site. Your contributions can be a great help in refining and expanding the ISO 15924 standard.
Rovenchak, Andrij. 1999. Towards the Decipherment of the Bagam Script.


Culture Of Korea Traditional Music
A selection of articles related to culture of korea traditional music.
Original articles from our library related to the Culture Of Korea Traditional Music. See Table of Contents for further available material (downloadable resources) on Culture Of Korea Traditional Music.
- An Overview of Gospel Music
- Gospels refer to the first four books of the Bible’s New Testament. These hymns became integral part of worship services of “Protestants”.
>> Poetry & Fable
- Black Gospel Music
- Black Gospel music is also known as Urban Contemporary Gospel music. Its roots were the Negro spiritual songs that were sang by the African slaves while tilling the rich cotton fields of their white Southern masters in the early 18th century.
>> Poetry & Fable
- Lynne, Carol
- Growing up surrounded by music, Carole Lynneâ€™s musical education has ranged from the informal training of her parents teaching her how to sing jazz to formal instruction at The Juilliard School of Music, University of Michigan Music School, and The American...
Real Interviews >> Authors
- The Celtic Vedic Connection, Part I
- Of all the great ancient cultures perhaps no two share more parallels than those of the Celtic and Vedic peoples. A deep rooted affinity runs between them, what is present in one is mirrored in the other. Myths, Gods, Goddesses, even fairy tales bear a...
Religions >> Druidism
Culture Of Korea Traditional Music is described in multiple online sources, as addition to our editors' articles, see section below for printable documents, Culture Of Korea Traditional Music books and related discussion.
Suggested Pdf Resources
- Korean Music and its Chinese Influences
- long history and its advanced culture, always a step ahead of its neighbors.
- womex book-최종.indd
- the Korean people's long history and diverse, traditional culture.
- KOREAN CLASSICAL MUSIC AND DANCE
- and was eventually invited to join a government- sponsored troupe that performed the traditional music and dance of the Korean culture.
- Layers of Thought on Korean Music, Music Education and the Value
- The root of Korea's traditional music, like its culture, goes back thousands of years while Western music has influenced Korean culture only in the last 100 years.
Suggested Web Resources
- Music of Korea - Wikipedia, the free encyclopedia
- Korean music, along with arts, painting, and sculpture has been practiced since prehistoric times.
- Culture of Korea - Wikipedia, the free encyclopedia
- This article is about the traditional culture of Korea.
- Music from Korea - Korean Traditional Music
- Korean Traditional Music Audio Files. Music from Korea Always under construction by Sang Cho .. Korean Culture Documents.
Great care has been taken to prepare the information on this page. Elements of the content come from factual and lexical knowledge databases, realmagick.com library and third-party sources. We appreciate your suggestions and comments on further improvements of the site.
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Throughout the school year, our teachers have been providing instruction to help to promote your child’s academic success. During April and May students in grades 3 through 8 will take a series of standardized assessments, Pennsylvania State System of Assessment (PSSA) exams and/or Keystone Exams, which are administered yearly in the areas of reading, math, and science. Your child’s assessment results will be shared with you when they are available in the fall.
Electronic Devices – The Pennsylvania Department of Education (PDE) requires that schools maintain a high level of testing security. For this reason, we are requesting the support of parents so that students do not bring any electronic devices to school on the testing dates. Electronic devices include cell phones, smart phones, Kindles, iPods, etc. If a student brings a device, they will be prompted to give it to the teacher proctoring the assessment. Their device will be labeled and stored safely until the assessment has been completed each day.
PSSA (Grades 3-8) – All public schools throughout the state of Pennsylvania will administer the Pennsylvania System of School Assessment (PSSA) to students, during the months of April 13 through May 1. (See attached testing windows.) Student attendance is vital during the testing window. If students miss school on one of the dates of testing, every effort will be made to provide the opportunity for make-up testing sessions.
Keystone Exams – In middle schools, if students have completed Algebra I coursework, students will be administered the Algebra Keystone Exams between the dates of May 13 through May 27th. Your child has completed coursework that is aligned to state standards and designed to support their application of the rigorous expectations of the exam. When students pass the Keystone Exam with a score of proficient or advanced, their score(s) will be “banked,” and therefore, will not be required to retake the exam. However, if your child’s scores are below proficient, they will retake the exam after further instruction occurs. You will receive a copy of your child’s Keystone Exam results in the fall.
FAQ - Parents of students in Grades 3 through 8 should carefully read the attachment, Information for Parents/Guardians, that addresses frequently asked questions about the Pennsylvania’s System of School Assessments. Should you have questions regarding the PSSA or the Keystone Exams, please contact your school principal, who will provide further information.
Your child’s academic success is a collaborative effort that involves teachers, parents, and students. Please encourage your child to do his/her best on each portion of the assessment(s). Thank you for your continued support of your child(ren) through their academic journey.
Cheryl Shaffer, Ed. D. Vickie Hallock
Assistant Superintendent Director of Elementary Education


Teaching Children To Read Through Phonics May Be Disadvantageous In The Long Term
Researchers have found that children learn to read primarily by storing words in the brain and suggest that teaching children to read through phonics may be disadvantageous to them later in life.
AsianScientist (Jul. 5, 2011) - New Zealand researchers have found that children learn to read primarily by storing words in the brain and suggest that learning to read through phonics, a widely-used method for teaching speakers to read words by sounding them out, may be disadvantageous to them in the long term.
The findings from the two studies, conducted jointly by Dr. Brian Thompson, of Victoria University, and Dr. Claire Fletcher-Flinn, an associate professor at the University of Otago College of Education, will be presented at the Australasian Human Development Association (AHDA) Conference this week.
In the first study, the researchers found that six-year-old Scottish children taught through phonics read at a much slower speed than comparable children taught through New Zealand’s more book-centered approach.
They also performed more poorly in deciding whether words were real or not at ages eight and 11, with non-words such as ‘blud’ being picked more often as real words, for example.
In phonics, children learn the sounds of the 26 letters and the technique of blending them together to make sounds. If taught properly and given enough practice, a child can learn to read very quickly with this system without having to memorize the spelling of every word.
The researchers also found that Scottish university students who had been taught through phonics as children were worse at reading new or unfamiliar words that do not follow regular taught letter-sounds than their New Zealand counterparts.
It is becoming clear that explicit phonics instruction leaves a ‘cognitive footprint’, resulting in a long-term disadvantage when the reader attempts new words.
“These findings suggest that educators and policymakers need to look beyond any claimed short-term advantages of particular teaching methods, and take into account longer-term effects when considering the merits of different approaches to teaching reading,” says Fletcher-Flinn.
In a second project, the researchers studied Grade 1 Japanese Kindergarten children, Japanese adults learning to read, and New Zealand students taking Japanese in high school as a second language.
They found that the same cognitive processes involved in learning to read occurs in both children learning English and those learning Japanese, despite these languages having two different writing systems: English has a writing system based on the alphabet (letters), while Japanese has a writing system based on characters for syllables (called Hiragana).
“This is a very important finding which suggests a general learning process for learning to read, regardless of the way the language is written,” says Fletcher-Flinn.
Teachers in New Zealand should strongly support the building up of the child’s vocabulary of print words, which have been connected to words in their spoken vocabulary, the researchers say.
Source: University of Otago.
Disclaimer: This article does not necessarily reflect the views of AsianScientist or its staff.


Welcome to the Target Sound ID app. The Target Sound ID app develops phonological awareness, sound order sequencing skills, and auditory attention skills. This app increases the ability to break words down into smaller parts and recognize smaller parts in words. Being able to break words into smaller parts and recognize sounds in words is an important skill that is necessary for early reading and spelling skills. Target sound identification promotes literacy development as well as sound identification during speech production tasks. Memory also plays a small part in this task, as the child must internally hold onto the word in their mind while analyzing the sound in a specific position of the target word. This app was created by Pediatric Speech Language Pathologist Lynn Carahaly, M.A., CCC-SLP.
Phonological awareness provides a beginning reader with an important tool for understanding relations between written and spoken language. A deficit in phonological awareness is accepted as a consistent feature of reading disabilities. Poor phonological awareness is linked to poor reading skills independent of IQ.
Children with deficits in one or more areas of phonological processing abilities may have more difficulty learning to read than those who do not. Phonological awareness describes an individual's awareness of, and access to, the phonological structure of oral language.
The Sound Matching app directly enhances and elevates phonological awareness skills in order for a young child to become a proficient reader and speller.
The child must identify which word out of a field of two either begins or ends with the same sound as the target card. The child is presented with a target picture card and two other picture cards to sound match. For example, the child is presented with target picture card cub. "Which picture starts with the same sound as cub? leaf or coat." The child must then tap on the picture of the coat. The following is an example of an ending sound match: "tub, fan, web. Which picture ends with the same sound as tub?"
You have the ability to choose if you would like to work on initial (first) sound matching, or final (last) sound matching, or initial and final in a randomized presentation.
- Starting Sound
- Ending Sound
The randomized presentation will put more auditory attention demands on the child because they have to really attend to whether the target is asking for the starting sound or ending sound. Selecting "Starting Sound" will always ask to identify the matching first sound. Selecting "Ending Sound" will always ask for the matching last sound.
This app is not intended to be self-guided by the child. The parent, teacher or specialist is to provide support and feedback to the child as needed.
Want more apps to support the literacy and learning development for your child? Check out these other great apps developed by Lynn Carahaly, M.A., CCC-SLP to facilitate phonological awareness, auditory processing, and literacy development: Target Sound Identification, Auditory Word Discrimination, Auditory Blending, Auditory Rhyming, Syllable Counting, and Auditory Figure Ground.


|Yale-New Haven Teachers Institute||Home|
This unit's focus is to allow students to directly and concretely practice and master the foundational comprehension skills of making observations, inferences, and connections. High-interest artwork is the medium. Comprehension skills are used not only for reading, but for viewing artwork, reading newspapers, watching films, etc. Students in English classes are already asked to deal heavily with texts, so this unit gives students an alternative while still emphasizing foundational skills necessary to be a successful reader/viewer. The lessons are meant to be taught in very direct, concrete ways, lasting 15-20 minutes. Each lesson focuses on a different piece of artwork. Students are asked to go from making basic observations, to making inferences when prompted with questions, to creating short, creative stories about a piece of artwork. By the end, students will be expected to be able to make observations, inferences, and connections to artwork and then apply those skills to all types of literature.
(Recommended for English Language Arts, grades 6-12)


A new edition of this text is available here
AUTHORS: Duplass, James A. - ©2008
Written for the elementary social studies methods course, this "interactive" program combines features of a textbook and a workbook, with thorough integration between the print text and a dynamic web site. Increasingly, majors in elementary education (if not the population at large) are more attuned to reading interactive material with relatively brief narrative, bulleted items, text boxes, and targeted messages (like web pages) rather than traditional, denser text. To accommodate these preferences, the layout of the print text features a larger-than-usual font, an 8 x 11" trim size, and spiral binding, and the content includes an abundance of bulleted lists, shaded text boxes, and contemporary graphics. The program's interactive approach and flexibility allow the professor to model the kinds of teaching principles and practices that students will want to use in their own elementary school classrooms. These principles and practices are integrated throughout the text and include a focus on active-learning strategies, application of constructivist principles, focus on Big Ideas and thinking skills, use of the Internet, and modeling of Best Practices and Performance-based assessments (based on INTASC and NCATE standard). Thus, the book will serve as a springboard for classroom activities, web site explorations, and/or instructor-led activities.
CengageBrain offers two types of free content:
The amount and type of free content available will depend on whether the book comes with a companion web site or CourseMate. To get started accessing your content, click the "access now" button. You can either access your content immediately or save it to My Home.


About this Bachelor's Degree
The bachelor’s degree in education of the deaf emphasizes a comprehensive communication philosophy, reflected in courses that address manually coded English and American Sign Language along with principles and techniques of aural-oral education and rehabilitation.
Students actually work with deaf and hard-of-hearing pupils and their teachers.
Student Learning Outcomes / Program Objectives
- Students will plan and design units of instruction [classroom, small-group, individual learners] for learners who are deaf and hard of hearing.
- Students will demonstrate best practices in literacy development (teaching reading and writing) with pupils who are deaf and hard of hearing.
- Students will demonstrate an understanding of normal language development, the anatomy of the hearing mechanism, and the measurement of hearing.
- Students will demonstrate an understanding of the function of various amplification devices and aural rehabilitation strategies.
- Students will demonstrate confidence and competence in expressive and receptive signing.


Lyrical Literacy Learning
- Early Literacy Development Foundations
- Literacy Development: Cambourne's Conditions
- Literacy Research and Practice from the 1960s to the Present
- Learning to Read and Write: Developmentally Appropriate Practices for Young Children
- Emergent Literacy: Early Reading and Writing Development
- Early Literacy
Even if your child isn't singing in the shower or singing in the car, he's probably singing in the classroom. Early childhood educators are singing the praises of song as a literacy tool. But using music to teach isn't new. For thousands of years chants and songs have been used to pass stories down from generation to generation. Although over the centuries written language has overtaken oral language as the primary means of communication, the power of music to teach language persists. Literacy learning begins long before a child starts to read and it often begins with music.
"If you look at the elements of music: tempo, rhythm, dynamics, harmonics," says LyAnn Grogan, MT-BC, "you can manipulate the elements to get the desired effect." Grogan is a certified music therapist; by definition her job is to help achieve non-musical goals through the use of music. She notes that music is a way to access different learning intelligences which, in turn, can increase both retention and attention. "When we're talking in a spoken voice, auditory information travels on a certain auditory nerve to the brain and to a certain spot," she explains. "But when you sing you'll remember it much better because the information is going in on a different route and gets stored differently in the brain."
How does this relate to literacy? Think about your earliest experiences with letters and words. Just like everybody else you probably learned to sing your ABCs long before you could recognize or write them, and the nursery rhymes and finger plays that are a part of young child's life are literacy tools, too. They teach children to play with word sounds, a game which relies on the most basic concept of literacy: phonemic awareness. That ability to manipulate the smallest elements of words to make new, similar-sounding words is the beginning of the ability to recognize patterns in speech and, ultimately, text. The manipulation of elements is sometimes more easily recognizable in music.
Some very successful early literacy programs are built on that premise. Take, for example, the Land of Letter People program. Each person arrives to the fanfare of his own song: one that uses alliteration and repetition to teach kids about his letter sound. Kindergarten students across the nation come home singing about Mr. N's "Noisy Nose" and about how Ms. M uses her "Munching Mouth" to "munch, munch, munch on lunch, lunch, lunch." Just by listening (and sometimes dancing) to the songs, children are learning to recognize words that begin with the same sounds and how to manipulate those sounds to create new words.
Children seem to be hardwired to use music to convey stories and information. Grogan relates that the sound of the descending minor third --the childhood taunt "Nyah-nyah-na-nyah-nyah"-- is common to kids all across the world. The phonemes differ, but the harmony and meaning remains the same. Adults can take advantage of that innate ability to teach kids all sorts of information. "It's simple stuff that everyone can do," encourages Grogan. "You don't have to be a trained musician, it's understanding that those elements are manipulable to get the desired effect." Here are a few musical ways to teach literacy at home:
- Teach your child his phone number by setting it to music. A seven-digit phone number can easily be sung to the tune of "Row, Row, Row Your Boat."
- Play "fill-in-the-blank" nursery rhyme games. According to Grogan, if you leave a person hanging harmonically and rhythmically, they have a need to complete the phrase. So, singing "Baa Baa Black Sheep" and stopping before the last word will encourage your child to find a word that fits, both rhythmically and phonemically. It doesn't matter if the word is nonsensical, just that it sounds right.
- Sing story songs and then read the print equivalent. Singing "There Was an Old Woman Who Swallowed a Fly" with your child will teach her repetition and rhyme and increase her retention skills. In fact, it's likely that she'll remember it so well that she'll point out the differences between your song and the book you read together!
So, maybe it's time to start the lyrical literacy learning in your home; you don't have to be a music therapist or literacy specialist to do it and you might just begin another thousand years of oral tradition.


The Tuneables is an award-winning children's music education DVD and CD series designed to teach the key building blocks of music at a critical time in a child's development. Sponsored by the Music Intelligence Project, this fun, interactive program engages children in songs and activities that provide a foundation of music understanding and growth in intellectual development. Ages 3-8.
Buy your copy today at: www.thetuneables.com/the-music-shop/
Blog » Music Intelligence Project and Music Education Supporters Contribute to Washington Post Write Up on the Importance of Music Education
The Music Intelligence Project recently contributed along with numerous companies and organizations that support school music education programs to create an eight-page editorial supplement for the Washington Post highlighting the many proven academic, social and wellness benefits for kids and teens who play music.
The supplement was included in the Sept. 21, 2011, issue of the Washington post and was distributed to more than two million people.
Our experts, Drs. Robert and Patsy Johnson provided the article on "Tools for Teaching Young Children ABout Music" on page 6.
Additional highlights of the piece included:
To view the supplement in its entirety, click on the attachment below.


Frederick Froebel’s philosophies of drawing: Play, representation and inventionpurchase PDF
Authors: Courtney Lee Weida
This article explores the drawing practice within the educational philosophies of Frederick Froebel. Froebel offers art education and studio practice a great deal of influential approaches, unique media inspirations and enduring philosophical contexts for drawing. Froebel introduced exercises in linear drawing with horizontal and vertical lines, outline drawing of contours, free-hand and nature drawing, circular drawing and drawing from memory. Froebel also suggested more exploratory drawing activities in the service of observing, connecting and evoking form. His approaches towards drawing as varied explorations of nature, contour and shape with unique art media can open up pedagogical possibilities for the rich understanding of form and playful, sensory experiences in contemporary art education.


Beyond the Book: Using VoiceThread in Language Arts Instruction PROCEEDINGS
Judith Smith, Ellen Dobson, East Carolina University, United States
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: New information and communications technologies (ICT) are redefining the concept of literacy. Language arts educators have the responsibility to integrate new literacies into their instruction. VoiceThread is a web-based, collaborative, multimedia presentation tool that teachers can use with their students to improve reading, writing, speaking, and listening skills. This paper is a description of collaboration between a university faculty member in elementary education and an instructional technology consultant to incorporate ICT within a required graduate language arts methods class utilizing VoiceThread. A follow-up research study is in progress to determine 1)whether Web 2.0 tools, such as VoiceThread, effectively impact student literacy development 2)if teachers feel adequately prepared to implement 21st century skills in language arts instruction, and 3)barriers that exist for teachers in using Web 2.0 tools in promoting literacy.
Smith, J. & Dobson, E. (2009). Beyond the Book: Using VoiceThread in Language Arts Instruction. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 712-715). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2009 AACE
- presentation_3036_27468.ppt (Access with Subscription)


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The Kodaly Concept of Music Education
2015 Dates: July 5 - 17
Who is Zoltan Kodaly?
Zoltan Kodaly (1882 - 1967) was a prominent Hungarian composer and musician. He devoted a significant portion of his creative endeavors to the musical education of the Hungarian nation - an interest which developed over many years. He became aware of the great need to improve the quality of singing and music training of teachers and children alike. As a result, he began composing for children’s choruses and required his composition students to do the same. He was determined to reform the teaching of music and make it an integral part of the education of every child.
Kodaly believed that music is meant to develop one’s entire being - personality, intellect and emotions. He said, “...music is a spiritual food for everybody. So I studied how to make more people accessible to good music.” He realized this was part of everyone’s basic heritage. He felt it was necessary for human development and it should be started at as early an age as possible. The result of this endeavor was the creation of, and what is known today as, the Kodaly Concept or Method.
What is the Kodaly Method?
First and foremost, the goals of every music educator should be to instill the love of music in every student, and to enable every learner to become musically literate. The methodology used must be developmentally appropriate to suit the age of the learner and is derived from a thorough understanding of this concept. The use of musical tools and activities strengthens and enhances the learner’s ability to grasp concepts. The methodology should allow flexibility at all times, in the teaching/learning process, and provide creative uses for musical materials and activities vital for success.
Many of these tools have become well-known, and, in some cases, have become synonymous with the Kodaly Concept. However, they are only aids for teaching and should enhance, not detract from the main goals. Some of the common tools and aids used in teaching are: hand signs, rhythm solemnization, flash cards, echoes, body signs, picture symbols, musical ladders, musical shorthand or stick notation, folk dances, classroom instruments, musical games and more.
Training in the Kodaly Method involves intense study in methodology, musicianship, music literature, conducting, and performance. The training is divided into Levels, each building on the previous one, to guide teachers through the sequence of teaching musical concepts to children from early childhood through high school. Special emphasis is placed on the use and training of the human voice.
Kodaly believed that music should be the core - the very heart of the curriculum because:
Through music we possess a means for a general development of the human soul… a means that cannot be replaced by any other subject… the elements of music are precious instruments in education. Rhythm develops attention, concentration, determination, and the ability to condition oneself. Melody opens up the world of the emotions. Dynamic variation and tone color sharpen our hearing. Singing… is such a many-sided physical activity that its effect in physical education is immeasurable. (Kodaly, Selected Writings, p. 130)


Child Development: Two Year Olds Learning Fine Motor Skills
Your two-year-old has just started enthusiastically running, jumping and -- yes -- saying "No!" Running and jumping are good for their development. It is important to recognize the the need for fine motor skill development -- especially young boys who tend to have difficulty sitting still to color. Fine motor skills include precise thumb, finger, hand, and wrist movements that are practiced through tracing, scribbling, painting, cutting and pasting.<
"Often parents overlook the need to help their children develop their fine motor skills," says Dr. Andrea Pastorok, educational psychologist with Kumon Math & Reading Centers.
"At this stage, parents should be enjoying reading to their toddlers and playing ball at the park. These activities help develop their child's vocabulary, hand-eye coordination and gross motor skills; but it is also important to take some time to do crafts together to help develop their fine motor skills."
Hanna Otero, editorial director for Flash Kids Publishing says, "My daughter has shown real improvement in her drawing and coloring skills after using Let's Color!
"She feels a sense of accomplishment being able to hold her crayon, draw and color the shapes and images she creates."
Let's Color! is one of four titles in Kumon Publishing's First Steps Series. This new workbook series is designed specifically to help children develop fine motor skills. By breaking more complicated skills into simple and enjoyable art projects, these books help children learn how to master pencil and crayon control without becoming frustrated.
The small size and simplicity of the First Step workbooks make them very child-friendly. "Gradually building your child's confidence is important," says Dr. Pastorok. "These books do not push children, they prepare them -- so that down the road, they will be able to use a pencil with ease."
More Parenting Tips for 2 Year Olds
Child Separation Anxiety
Toddler Temper Tantrums
Toddler Won't Eat? Try These Toddler Treats
Homemade Baby Food
Finger Food Mania
Textures Baby Food
Introducing Solid Foods
Toddler Treat: Blueberries N' Banana Cream
Toddler Treat: Cranberries
Toddler Pear Nog
Toddler Sunflower Treats
Serving Sizes for Toddlers
Toddler Treat: Cauliflower Soup
Toddler Treat: Carrots and Cashews


ELKINS - Davis & Elkins College education majors are exploring new ways to teach math to children and recently invited area kindergartners to their class to demonstrate how they learn.
Pre-service students used the play and guide discovery approach to help teach math concepts in their EDUC 316 Teaching Mathematics to Children (K-6) class led by Dr. Steve Creasey, chair of the D&E Department of Education.
The theory behind the approach is that when young children are exposed to and interact with materials, they begin to acquire knowledge about the underlying concepts of math.
Davis & Elkins College education students, clockwise from left, Kayla Petrella, a senior from Mt. Lake Park, Md., Alicia Lentz, a senior from Diana, and Ashley Dove, a junior from Mathias, work with kindergartner Andrew Tesar, who uses small toy animals to learn patterns, functions and algebra. At the back table, Caroline Bennett, a senior from Red Creek, and Jocie Bolyard, a junior from Terra Alta, work with kindergartner Jayla Messick. The exercise was part of Dr. Steve Creasey’s EDUC 316 Teaching Mathematics to Children (K-6) class.
D&E students were divided into three groups and were paired with area kindergartners Andrew Tesar, Jayla Messick and Andrew Harris. Each group focused on geometry and spatial sense (working with Play-Doh and shapes); patterns, functions and algebra (separating and organizing small toy animals); and data analysis and probability (working with money).
"When pre-service teachers observe young children, they become aware of how they think (problem solve) and talk (communicate) about what they are discovering," Creasey says. "This approach to teaching math demonstrates that as future teachers they should plan environments that build on children's curiosity and enthusiasm in order to encourage children to discover math concepts in the process of play."
The Davis & Elkins College Teacher Education Program prepares competent, caring and qualified teachers for schools in Appalachia and in the national and global communities. Students seeking certification in Elementary Education grades K-6 undertake a major in Education, which leads to the awarding of a Bachelor of Arts degree.
A student seeking certification in a content specialization (5-9, and/or 9-adult) must declare a major outside of Education with a declared minor in Education.
For more information, please visit the D&E website at www.dewv.edu or call 304-637-1243.


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Descriptions of Strands within CISLL
Acquisition of and transitions in language and literacy. This strand encompasses scholars who study the process of typical and atypical language acquisition with a common interest in examining the range of factors that contribute to the acquisition of and transition between oral and literate language.
Processing of language and literacy. This strand encompasses scholars interested in how general psychological processes support language and literacy activities across a broad variety of context and tasks (e.g., reading, engaging in social interactions).
Influences on language and literacy. Scholars in this strand are interested in understanding how factors outside of the individual affect how the process language in the context of communication (expressive or receptive) and reading (texts and other types of documents).
Assessment and interventions for language and literacy. This strand reflects an agenda to accurately assess strengths and weaknesses of learners with respect to language and literacy and to design and match intervention accordingly.
Methodologies for studying language and literacy. This theme will encompass both the development and application innovative research and analytic methods to study complex and evolving language and literacy development and communication in educational, home, and community contexts.


Learning Through Poetry
Mary Jo Fresch and David L. Harrison
This must-have PreK-2 resource supports phonological awareness through the use of poetry and related activities.
- Original poems (18 or more) by renowned poet David Harrison are introduced in each book and feature a corresponding lesson with cross-curricular connections.
- The strategies provided in Learning through Poetry provide excellent support for reading foundational skills, including phonemic matching, phonemic isolation, phonemic blending, phonemic substitution, and phonemic segmentation.
- Each book also supports English language learners with audio recordings of the poems and take-home activities that encourage linguistic interaction with friends and family.
- Each book features additional digital resources, including activity pages, poems, and family letters.
Copublished with Teacher Created Materials


Music Discipline Assessment Annual Report 2008-2009
1. Music discipline objectives
Objectives for the Music Major:
1. Musicianship: Students will demonstrate proficiency in vocal, aural and keyboard skills.
2. Performance: In their area of specialization students will confidently interpret and perform a wide range of music literature in a public venue.
3. Music in Historic and Cultural Context: Students will listen to and write about music critically and will be able to apply stylistic principles to music they perform.
4. Music Theory: Students will have a command of undergraduate music theory including contrapuntal techniques and musical forms.
Objectives for the General Education student:
Students will critically explore music in one or more of the following ways depending on
objectives for the various courses:
1. By becoming familiar with musical repertory through critical listening to
2. By investigating the relationship between music and culture.
3. By developing basic skills in music notation, analysis, and composition.
4. By interpreting and performing a variety of solo and/or ensemble musical
repertory in their specialization.
2. Course-embedded assessment.
In addition to regular assessment and testing, separate pre-test/post-tests covering Mus 1101-1102 Music Theory and Mus 2101-2102 Music Theory have been in use since 2004. Both tests attempt to measure student progress in conceptual and practical aspects of harmony and analysis.
Mus 1041 Introduction to Music was assessed 2008-2009. See attached documentation.
3. Direct measures of student learning
Each semester - Performance of five to six minute Vocal or Instrumental Finals in front of applied music faculty with evaluation forms. Faculty debated whether Finals procedures need to be uniform across areas of specialization. At present they are not. Something to think about in the future is to see what is uniform and what is not uniform and how this affects student outcomes. Part of the difficulty with the forms is how to be general but still get enough specific evaluative comments to the student.
End of Second Semester Assessment – These are a separate evaluation form for first year majors used as part of finals. Assessment is done to be certain a student should continue as a major in the area of specialization. Two copies of the assessment are made. One is for music discipline assessment files and the other is for the student portfolio. They are intended to provide a benchmark for students to see their own progress and for faculty to track improvement. The faculty member in charge of assessment will maintain the discipline assessment files.
End of second year – The Jury is a 20 minute performance in the Recital Hall with evaluation by the music faculty. Three style periods are required. Vocalists and pianists perform from memory. The new Jury Evaluation form for assessment now uses two copies of the faculty comments. One copy, kept by the discipline, provides documentation of faculty evaluations and the other provides a valuable document for the student to use in the student portfolio. The change to this format provides more information to both the music faculty and to the student.
End of fourth year - Assessment of Portfolio Project. The portfolio contains a resume, course syllabi, programs, and much more. It was decided that a change is needed in the catalog to make the portfolio part of the senior project. This is what the Art History Discipline does so there is a precedent. The plan is to have in the Music Student Handbook that students need to check in with their portfolio with their advisors at the end of each year up to the senior year when the portfolio is included as part of the senior project.
Senior Project/Capstone experience – senior project is an hour long recital or project. The recital is a vocal or instrumental recital representing at least three style periods. Vocal and piano recitals are performed from memory.
Assessment of Handbook – the handbook is an effective tool to help students learn what is expected of them as majors. Changes include adding a heading for Portfolio and one for the End of Second Semester Evaluation. Other changes will include outlining assessment procedures, clarifying music discipline policies, and formatting the Music Handbook as an online resource.
4. Assessment Objectives for Music Education Students – faculty agreed that certification is the objective for now. The music discipline will continue to work on this item.
5. Annual Assessment meeting with the music faculty was held March 26, 2009. Assessment Committee meeting for the annual report was held May 12, 2009.


Skill development is such an important part of early childhood. This kids activity focuses on one of those important skills for preschoolers – fine motor skills. Kids Activities Blog hopes your little one enjoys these simple sensory bags.
Our preschooler is developing the skills to hold a pencil, to trace a line, both of which are skills kids need to be able to do to write.
Sensory bags are great for helping tots develop pre-writing skills. This sensory bag is especially great for kinetic kids. AND is great for moms – it is mess-free!
We broke apart styrofoam packing material. The kids had a blast creating tiny white beads. We did this outside to limit the pills on the floor. After we had a couple of handfuls of white beads we put them into a plastic baggie. Squirt in some hair gel, squish it around until all the beads were “stuck” in the gel. Zip the Baggie shut, use packing tape to seal it so young tots can’t access the contents.
Your kids can use these bags as resistance.
Use these bags for kids to trace on. They are able to see the imprints or effects of their traces.
Put an object underneath the bag and help your child develop their pincher grasp. Have them pick up the item through the bag.
Enjoy textures as you squish the beads. It is great for babies to explore.
Put this sensory bag in the freezer – it can double as an ice pack for injuries or for some cool sensory play.
Do your kids love to touch and feel interesting textures??
More Kids Activities
There is so much skill development occurring in the minds and bodies of preschoolers. Help them focus on fine motor development with fun hands on activities. If you need some ideas for great kids activities to help with fine motor skill development, just take a look at these cute ideas:


BASIC FEATURES OF SARVA SHIKSA ABHIYAN.
Sarva Shiksha Abhiyan is an effort to universalize elementary education by community ownership of the school system. It is in response to the demand for quality basic education all over the country. The SSA programme is also an attempt to provide an opportunity for improving human capabilities to all children, through provision of community-owned quality education in a Mission mode.
1.2 WHAT IS SARVA SHIKSHA ABHIYAN?
a. A progremme with a clear time frame for universal elementary education.
b. A response to the demand for quality basic education all over the country.
c. An opportunity for promoting social justice through basic education.
d. An effort at effectively involving the Panchayati Raj Institutions. School Management Committees, Village and Urban Slum level Education Committees, Parents Teachers Associations, Mother Teachers Associations, tribal Autonomous Councils and other grass root level structures in the management of elementary schools.
e. An expression of political will for universal elementary education across the country.
f. A partenership between the central, state and the local government.
g. An opprotuity for states to develop their own vision of elementary education.
1.3 AIMS OF SARVA SHIKSHA ABHIYAN
1.3.1 The Sarva Shiksha Abhiyan is to provide useful and relevant elementary education for all children in the 6 to 14 age group by 2010. There is also another goal to bridge social, regional and gender gaps, with the active participation of the community in the management of schools.
1.4 MISSION STATEMENT OF SARVA SHIKSHA ABIYAN
1.4.1 The Sarva Shiksha Abhiyan Mission strives to secure the right to quality basic education for all children in the 6-14 years age group. The goals of the SSA Mission are:
a) Enrolment of all children in School, Education Guarantee Centre, Alternative School, Back to School camp by 2005.
b) Retention of all children till the upper primary stage by 2010.
c) Bridging of gender and social category gaps in enrolment, retention and learning.
d) Ensuring that there is significant enhancement in the learning achievement levels of children at the primary and upper primary stage.
1.4.2 Each State and district would set target dates by which the super goals of SSA would be achieved in their specific context, but not later than 2010.
1.4.3 National Norms would be developed for expected learning out comes in certain essential skills. The progress towards enhancement in achievement levels on these norms would be assessed regularly on a sample basis at national level. In addition, States would evolve a mechanism for regular objective assessment of students learning level.
1.4.4 The Mission Promotes.
a) Empowering of children to be active participants in a knowledge society.
b) A result orientated approach with accountability towards performance and out put at all levels.
c) A people centrered mode of implementation of educational interventions with involvement of all stake holders, especially teachers, parents, community ad panchayati Raj Institutions and voluntary organizations.
d) An equity based approach that focuses on the needs of educationally backward areas and disadvantaged social groups including children with special needs.
e) A holistic effort to ensure convergence of investments and initiatives for improving the efficiency of the elementary education system.
f) Institutional reforms and capacity building to ensure a sustained effort for UEE.
1.5. SARVA SHIKSHA ABHIYAN AS A FRAMEWORK AND AS A PROGRAMME.
1.5.1 Sarva Shiksha Abhiyan(SSA) has two aspects.
i) It provides a wide convergent framework for implementation of Elementary Education schemes.
ii) It is also a programme with budget provision for strengthening vital areas to achieve universalisation of elementary education.


By Imogen Foulkes
BBC correspondent in Geneva
The United Nations' target of universal primary education by 2015 is unlikely to be reached, a new report shows.
Many teachers' salaries are too low to meet basic living standards
More children are going to school, but many are dropping out before finishing primary education, the UN educational, scientific and cultural agency said.
Many more are leaving without having learned even basic literacy and numeracy skills, the UN said.
Unesco's 2005 Education For All report also reveals a continuing gender inequality in education.
Two thirds of children who do not attend school are girls. Two thirds of the 800 million illiterate people around the world are women.
The report monitors the progress of 160 countries towards achieving universal education.
School attendance is increasing, but not fast enough, the report found.
Around the world, over 100 million children do not go to school.
Moreover, an improvement in school attendance has not, in mainly developing countries, been matched by an increase in teachers or in education funding, the report said.
Unesco's Ingeborg Breines said that getting children into the classroom is only part of the task.
"For many years the developing countries have thought that the main bottleneck was to get the children to school."
"Little by little they have experienced that if the quality is not satisfactory and the content of what is being taught is not relevant to the learners, they will drop out," she added.
In some African countries Unesco found teachers struggling with classes of 60 or more children.
Teacher's salaries were often not enough to guarantee basic living standards and teacher training was rudimentary.
In some schools mathematics teachers had only basic numeracy skills. They often scored less than their own pupils on tests.
Such lack of quality leads to high dropout rates, and to children leaving school having learned very little.
Unesco wants greater political commitment to schooling, starting with a promise by governments to allocate at least 4% of their Gross Domestic Product (GDP) to education.


After Governor Christie enacted devastating budget cuts to New Jersey’s public schools, many of the first programs eliminated were music-related.
From chorus to band to elementary music classes, music has been systematically stripped from many schools because it is not one of the subjects that is evaluated on standardized tests. Even in those districts that believe strongly in music education, they simply cannot afford to fund those programs in the face of these drastic cuts.
The truth is music helps students of all ages and skill levels learn more and lead healthier, less stressful lives. It even improves student achievement in tested areas such as math, reading, and science. According to research, students develop critical skills such as reading, anticipating, memory, listening, forecasting, recall, and concentration through musical performance. Acquiring such skills improves student achievement in math, reading, and science. In fact, students who had access to music education out-performed non-music students on achievement tests in reading and math.
Students who have access to music education are also less likely to drop out of school and are twice as likely as the average student to go on to college.
Music also helps students appreciate and understand other cultures, a critical element of learning in the 21st Century.
From a social perspective, studying music benefits children by making them feel part of a community. In music classes, students work collaboratively to create and analyze music. They must learn to perform together in order to succeed.
Research also shows that students who receive music education are also less likely to be involved in gangs, drugs or alcohol abuse, and have better attendance in school.
There are many more examples of how music education benefits students but unfortunately, only the wealthiest students will enjoy those benefits. As funding is stripped from public schools and districts cut music programs and teaching staff, students from more educated and affluent homes will still receive music instruction. Their parents will ensure that they continue to have that opportunity. But those students whose parents cannot afford music instruction will go without and an achievement gap that New Jersey has been so successful in reducing will gape even wider.


Beyond Gangsta: Hip-Hop, Skate Culture and Web Culture in the Music of Tyler, the Creator In Art and Design Review. Vol. 3. Wuhan, China: Scientific Research Publishing, 2015.
Framing Hip Hop: New Methodologies for New Times In Urban Education. Vol. 50. Sage, 2015.
What is Hip-Hop-Based Education Doing in Nice Fields Such as Early Childhood and Elementary Education? In Urban Education. Vol. 50. Sage, 2015.
WORD: Hip-Hop, Language, and Indigeneity in the Americas In Critical Sociology. Thousand Oaks, CA: Sage, 2015.
Authentic Ideals of Masculinity in Hip-Hop Culture: A Contemporary Extension of the Masculine Rhetoric of the Civil Rights and Black Power Movements In Sydney Undergraduate Journal of Musicology. Vol. 4. Sydney, Australia: University of Sydney, 2014.
Check the Technique: More Liner Notes for Hip-Hop Junkies. Vol. 2. Boston, MA: Wax Facts Press, 2014.
Critical Hip-hop Graffiti Pedagogy in a Primary School In School of Education. Vol. Doctor of Education. Los Angeles, CA: Loyola Marymount University, 2014.
Cypress Hill In http://cypresshill.com., 2014.
Danger Mouse's The Grey Album: 33 1/3. New York, NY: Bloomsbury Academic, 2014.
The Dirty Version: On Stage, in the Studio, and in the Streets with Ol' Dirty Bastard. New York, NY: Dey Street Book, 2014.
Donuts: 33 1/3. New York/London: Bloomsbury, 2014.
The Hip Hop and Religion Reader. London: Routledge, 2014.
Hip Hop Family Tree. Vol. 2. Seattle, WA: Fantagraphics Books Inc., 2014.
The Hip-Hop Underground and African American Culture: Beneath the Surface. New York, NY: Palgrave Macmillan, 2014.
Hip-hop Urbanism Old and New In International Journal of Urban and Regional Research. Vol. 38. John Wiley & Sons, Ltd., 2014.
Hip-Hop Within and Without the Academy. London: Lexington Books, 2014.
I Will Forever Remain Faithful: How Lil Wayne helped me survive my first year teaching in New Orleans. Oxford American: The Souther Magazine of Good Writing, 2014.
Kanye West's My Beautiful Dark Twisted Fantasy: 33 1/3. New York, NY: Bloomsbury Academic, 2014.
The Spirit of Josephine: A Family Reunion in Paris. Cote d'Or, 2014.
Strange Sampling: Nina Simone and Her Hip-Hop Children In American Quarterly. Vol. 66. Johns Hopkins University Press, 2014.
Young Children Manifest Spiritualities in Their Hip-Hop Writing In Education and Urban Society. Vol. 46. Sage, 2014.
6'n The Morning: West Coast Hip-Hop Music 1987-1992 and the Transformation of Mainstream Culture. Over The Edge Publishing, 2013.
Ask Nas: One Mic, One Question. Cambridge: Hiphop Archive and Research Institute at the Hutchins Center, 2013.
Author Halifu Osumare Meets the Critics. Cambridge: Hiphop Archive and Research Institute at the Hutchins Center, 2013.
Biografia Official de Sabotage: Un Bom Logar. São Paulo: Literarua, 2013.


Soviet Model For Teaching Technique (Excerpted from Chapter 2 - Teaching and Learning
Coaches in the former USSR extensively studied the best
methods for teaching technique, and while, as was noted above, different coaches and
writers promote different methods, the general direction of their thinking in this area is
as follows. First, they argue that it is useful to teach the lift in parts before having
the lifter attempt to perform the entire movement. Second, they believe in teaching the
snatch before the clean and jerk.
The idea of teaching parts of the lift instead of the entire lift at once is grounded in motor learning theory that says: a) learning parts is easier for the mind to handle than attempting to learn all aspects of a movement at once; and b) once one or more parts are learned, it is easy either to add another stage to the sequence or to add the separate parts together. The Soviet approach is essentially a modified version of the "backward chaining" method of motor skill development that was referred to earlier in this chapter (i.e., learning the last sequence in a movement and then adding each previous segment, segment by segment).
The notion that the snatch should be learned before the clean is supported by several arguments. First, some theorists feel that faster movements place less of a strain on the body than do slower ones and therefore attacking faster movements first is more natural and gentler on the body's adaptive mechanisms. Another argument is that the timing of the snatch is more delicate than that of the C&J; as a consequence, learning the clean first might inhibit learning of the snatch.
One influential Soviet author, former World Champion and national team coach A. Medvedyev, recommends the following sequence of learning: power snatch (a version of the snatch in which the lifter bends his or her legs to a limited degree to catch the bar overhead instead of lowering the body into a full squat position);, snatch; jerk from rack (an apparatus which supports the barbell at chest height and from which the barbell is removed in order to perform the exercisesee the section of Chapter 4 which refers to "Squat Racks" for a further description); power clean (a lift in which the body is only lowered into a partial squat); and clean. When teaching each exercise, he recommends that the lift be broken into sub-categories. The athlete first learns the power snatch by starting with the bar in a position similar to the one reached at the end of the third stage of the snatch. Then a power snatch in which the bar begins from a position just below the knees is mastered. The athlete then practices properly lifting the bar from the floor to the knees. Then a full snatch pull from the floor is learned. Next the athlete learns the power snatch from the floor and then adds an overhead squat after the power snatch (i.e., the athlete lowers his or her body into a full squat position while holding the bar overhead on straight arms). Finally, the athlete learns the full squat snatch from the floor. A similar sequence is followed for learning the clean.
Medvedyev thinks the jerk should be learned between the snatch and the clean, and the sequence he recommends is: the front squat, the power jerk and the split jerk. The sequence used to learn the clean is similar to the sequence used to learn the snatch (i.e., power clean from the hang above the knees, power clean from just below the knees, etc.exercises explained in Chapter 5).
Copyright © 1998 A is A Communications. All rights reserved.


Planning for Music and Movement Activities
2 Hours in Curriculum Development
Music is a form of communication. It can be used to teach many skills. Through music experiences, children develop listening skills. They also learn about emotions and feelings, their culture, and sound. For these reasons, teaching music is an important part of an early childhood program. It nurtures the development of their minds, bodies, and emotions.
Music and movement activities should be planned with the age, ability level, and interest of the children in mind. Enthusiasm is the key factor in constructing a positive experience.
Movement proves children with opportunities to pretend and exercise. Movement activities can be easily combined with music activities for meaningful experiences.
This training introduces the social, emotional, physical, and cognitive benefits of music
Identify benefits of early childhood music education
Identify ways to encourage music appreciation in young children
Identify age-appropriate musical activities for infants, toddlers, and preschoolers
Learn new ideas for incorporating music and movement in your classroom
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I think traditionally what many music education programs have been - and I say this because it seems that music education hasn’t really evolved much since I was in high school. And I think what happens is that you tend to teach the way you were taught. And people who are music educators came through, you know, a K-12 system and early on were in all the bands, all the choirs. So they’ve been involved with a very particular model of teaching. So when they think about teaching, they think about emulating their high school music teacher or high school band teacher or high s - you know, elementary music teacher. And that’s not necessarily the best role model.
So when we think about theory, we first have to kind of come to grips with the assumptions that we made about our beloved choir teacher and band teacher, and that’s very difficult. To ask someone who succeeded quite well and was rewarded all those years for doing well, and these particular paradigms that aren’t necessarily reaching every student. I think we need to start looking at music education for everyone. I know we all say that, but it still tends to be if you play well, you get to be in the band and orchestra. If you play well, you’re going to be in choir. And if you don’t, that’s the end of your musical engagements.
And so the theory is, for me, is well we look at educational theories. But trying to - the challenge is blending theory and practice, and asking them not to just rely on practice but to consider that there is, there are philosophical paradigms and there are educational theories, and there are mindful ways of looking at pedagogy and there are less than mindful ways of just saying okay, trumpet players, not so loud. That’s - you’re a trumpet player. Yeah. How many times in your life have you heard that? “Trumpet players, don’t play so loud!” “Drummers, pay attention,” right?
So we have to figure out different ways of looking at that system and looking at how it might not have worked, and looking at theories of education and looking at why they might not have worked. And then coming to grips with that, and then looking at how we can - how we can be better educators by the theories that we’ve read and compared to our experience.
So if we look at the different schools of philosophical thought in music education, I think an important part of any program is not to take one on particularly, but to address that there are different ways of looking at particular philosophers and music education. And that it’s, we are - it is incumbent upon all of us to look at both of these models and all models, and think about how they relate to our own practice and to our own goals.
[End of Audio]


Intervention strategies in multicultural education: A
- Multicultural art education: A proposal for curriculum... Sahasrabudhe, Prabha // Art Education;May92, Vol. 45 Issue 3, p41
Presents information about the existence of multicultural art education among Americans. When the concept `Americanization' appeared in education literature; How the art education begun to appear in American education; Why the approaches to art instruction became obsolete; Importance of...
- The canonical debate--implementing multicultural literature... Godina, Heriberto // Journal of Adolescent & Adult Literacy;Apr96, Vol. 39 Issue 7, p544
Analyzes the difference between traditional and multicultural literature known as canonical debate, for teaching experiences. Praticial concerns of teachers; Examination of positions related to multiculturalism; Overcoming obstacles to using multicultural literature in the classroom.
- Beyond diversity awareness. Howe, William; Lisi, Penelope // Adult Learning;May/Jun95, Vol. 6 Issue 5, p19
Offers considerations for adult educators in developing a curriculum that is multicultural. Framework for teachers and administrators to help begin their own action plan; Challenges faced for systemic change; Process for developing a multicultural curriculum; Recommended strategies.
- Communication and conflict in the multicultural classroom. Weaver, Gary R. // Adult Learning;May/Jun95, Vol. 6 Issue 5, p23
Presents an article on the possible conflicts that may be faced by teachers in a multicultural classroom. Differences in role expectations, ways of learning, and styles of verbal and nonverbal interaction; Practical suggestions for the first few classes; Participation of students in...
- Preparing for a more diverse student population. Walton, Priscilla H.; Carlson, Robert // Thrust for Educational Leadership;Feb/Mar95, Vol. 24 Issue 5, p36
Describes the Bilingual Crosscultural Language and Academic Development program designed by the California Commission on Teacher Credentialing to prepare teachers of limited-English-proficient students. Goals of the program; Major elements of the program include authorizations based on the...
- Editor's Preface. Juszczyk, Stanisław // New Educational Review;2012, Vol. 28 Issue 2, p11
An introduction is presented in which the editor discusses various reports within the issue on topics including the relationships of mathematics anxiety and learning styles of high school students, the preparation of teachers for the implementation of intercultural education, and the role of...
- From Individual Acquisition to Cultural-Historical Practices in Multicultural Teacher Education. Artiles, Alfredo J.; Trent, Stanley C.; Hoffman-Kipp, Peter; Lopez-Torres, Laura // Remedial & Special Education;Mar/Apr2000, Vol. 21 Issue 2, p79
ABSTRACTDue to poor school performance among significant numbers of minority students in U.S. schools, many parents, educators, and policymakers now look to teacher education programs (TEPs) to prepare preservice teachers more effectively for student diversity. Unfortunately, although...
- Appendix A. // Physical Educator;Early Winter95, Vol. 52 Issue 4, p181
Presents course descriptions for multicultural education and physical education.
- Another Perspective on Cultural Competence: Preparing Students for an Increasingly Diverse Society. Ford, Donna Y.; Whiting, Gilman W. // Gifted Child Today;Spring2007, Vol. 30 Issue 2, p52
In this article, the authors advocate for elementary and secondary educations that promote cultural competence among U.S. students. Statistics and demographics are cited to illustrate why cultural competence is important, and definitions of cultural competence and other related terms are given....


Approved by the NCTE Executive Committee, February 14, 2008
Reauthorization of the Elementary and Secondary Education Act
As Congress considers reauthorization of the Elementary and Secondary Education Act the National Council of Teachers of English, representing 52,000 members, recommends that the following changes be enacted.
- Change Adequate Yearly Progress Measurement.
A shift from single, high stakes measures to multiple measures is needed to produce a more accurate portrait of yearly progress toward academic achievement. More nuanced assessments can provide better information on achievement without increasing the testing burden and wasting valuable instructional time. Therefore, NCTE calls upon Congress to fund pilot studies by local education agencies to explore how combinations of multiple measures provide a better understanding of student achievement. These should include a variety of plans incorporating state level assessments; classroom, school, or district tests; extended writing samples; tasks, projects, performances, exhibitions; and collected samples of student work, portfolios or learning records. Teachers in these districts should gain access to assessment data from these pilots in a timely fashion so they can use it to shape instruction.
- Change the Definition of Scientifically Based Research to Scientifically Valid Research.
The scientifically valid research definition, as incorporated in the Head Start Act, should be adopted in the reauthorized Elementary and Secondary Education Act, including the Reading First program. This approach permits investigation using a variety of methodological approaches to answer the range of questions and issues involved in a line of inquiry. It requires a coherent and explicit chain of reasoning and it encourages careful scrutiny, informed critique, and replication of research findings.
- Change Practices in Appointing Peer Review Panels.
Federal grants for literacy education should be awarded through an objective peer review system. Review panels should be comprised of scholars and practitioners with a deep knowledge of a range of relevant literacy research methodologies, pedagogy, and content knowledge, nominated by organizations with differing perspectives, such as: professional and scholarly associations, postsecondary institutions, and state departments of education.
- Change Support for High Quality Teachers in High Need Schools.
Much attention has been given to “pay for performance” as a means for improving teaching quality at high need schools. An alternative approach endorsed by NCTE focuses on providing on-going support for teachers and schools. This includes:
- Funding for teachers and literacy coaches to participate in effective, sustained professional development
- Scheduling that provides opportunities for teachers and coaches to participate in sustained professional development and to collaborate and plan.
- Requiring supplementary service providers to be highly prepared teachers.
- Separate funding to improve environmental factors including class size, access to technology, access to quality instructional materials, and school safety.
- Change Support for English Language Learners.
In order to help English learners acquire the language proficiency they need for school success, the ESEA should provide funding to:
- Measure student achievement in the language in which students are best able to demonstrate learning.
- Support professional development for teachers of English Language Learners in effective practices that build on home languages.
- Support bilingual and dual immersion programs.
- Advancing Adolescent Literacy.
NCTE urges Congress to make adolescent literacy a priority in funding and policy initiatives aimed at increasing student success and improving graduation rates. We support enactment of adolescent literacy measures such as the Striving Readers Act and Success in the Middle because…
- Literacy development is an ongoing process throughout schooling and is a pathway to academic success, civic participation, and the working world.
- The skill set needed for literacy success changes across a student’s academic career as content becomes more challenging and diverse.
- Reading and writing play a foundational role in the learning of math, science, and social studies. Literacy gains enhance student achievement across the curriculum and lead to successful completion of high school.
- 21st Century Literacies and Professional Development.
NCTE calls upon Congress to provide funding to help teachers learn to support student mastery of the full range of 21st century literacies, so that they will thrive in an increasingly interdependent, global society. Examples of these literacies include:
- reading and composing online
- accessing information
- critically evaluating information
- managing an increasing amount and variety of information
- generating new knowledge in new forms with new media (e. g., Web 2.0; mash-ups)
- using online materials ethically
- interacting ethically online


Concept Note :
The organization and management of primary and secondary education is a complex talk. With increased development of resources for universalization of quality elementary education and strengthening of secondary education, the complexity of tasks involved in planning and management is growing. The National Education Policy (NPE) 1986 and the Programme of Action, 1992 have discussed the issues and concerns relating to Educational Planning and Management . The key points covered by these documents include:
- Decentralization and involvement of people at all levels in education administration.
- Need to overhaul the system of planning and management of education.
- Long term planning and management perspective of education, its integration with country’s development needs.
- Networking with all agencies of education at Government and non-Government levels
- Primacy of building leadership and managerial capacities among the state education planners, administrators and heads of institutes.
In order to address the above concerns and for achievement of other objectives setting up of the State Institute of Educational Management and Training (SIEMAT) was considered. In Karnataka SIEMAT is named as State Institute for School Leadership Educational Planning and Management (SISLEP). SISLEP has started functioning in 2010. It is located in Dharwad, 480 kms away from Bangalore, as Dharwad is centrally located place in the state. To start with infrastructural facilities available in the DIET are being used for the functioning of the SISLEP. Director of SISLEP has been working since more than a year.


Young people 'prefer to read on screen'
- 16 May 2013
- From the section Education & Family
Young people are now much more likely to prefer to read on a computer screen rather than a printed book or magazine, according to a UK survey.
The National Literary Trust studied almost 35,000 eight- to 16-year-olds.
Its findings suggest a picture of young people who are now immersed in a screen-based culture.
As well as social networking and browsing websites, the study indicates almost a third of youngsters read fiction on online devices.
The study suggests high levels of access to mobile phones, computers and tablet devices now mean that reading is an activity more likely to be on screen than on the printed page.
Of those surveyed, 52% preferred to read on screen compared with 32% who preferred print, with the remainder having no opinion or preferring not to read at all.
"Not only are children and young people more likely to read on electronic devices than they are to read paper-based materials but they also do it more often," said the study.
Researchers found that 39% of the young people read every day on computers and screens, compared with 28% who read each day using printed materials.
Technology is central to the lives of these youngsters - 97% reported having access to a computer and the internet at home, 77% said they had their own computer.
Much of this will be used for activities such as social networking websites, but there were also signs of a switch to the screen for other types of reading, such as fiction, news and information.
About a third were reading fiction on screen, with higher levels for those using tablet computers or e-readers.
And 23% of the youngsters read fiction on their smartphones.
But there has so far not been a complete shift to reading on screen, with 53% still reading novels in printed form.
The girls were more likely to read printed books than the boys - with both having similar levels of reading on screen.
Younger children who read printed books as well as used computers were more likely to have higher reading levels than those who only read on screen, the study said. Although this gap did not apply to those children who used tablet computers or e-readers.
A clearer pattern was visible with the readership of printed newspapers. This has tumbled from 46% in 2005 to 31% in this latest study. In contrast, there are now 41% of these young people who read news stories online.
National Literacy Trust director Jonathan Douglas 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."


What makes you happy? What makes you sad? And what do any of those feelings have to do with playing the Challenge on Vocabulary.com? A whole lot, apparently, as new research points to the idea that your brain, when happier, is better able to learn.
In our post about metacognition a few weeks ago, we wrote about the Blue School in Manhattan, a lab-style elementary applying techniques drawn from neuroscience to elementary education, including the idea that children need to prepare their brains for learning by calming their emotions. In a profile of the school, the New York Times described how Blue School students are taught that anger, stress, and fear create an “amygdala hijack.” For those of us who are scratching our heads, wondering if “amygdala hijack” isn’t a quick plot description of Star Wars, Episode I, the article goes on to explain:
With ample research showing that negative emotions impede learning while positive emotions broaden children’s attention and their ability to acquire and retain information, strategies for regulating emotions are getting more emphasis in progressive schools across the country.
And the same can be true for you when you play the Challenge. Next time you play, try transporting yourself to your happy place before you begin. Call that friend you’ve been mad at and make up the fight, go for a walk and take deep breaths of spring air, put on that new shirt you feel so good about, or, when all else fails, turn to espresso and chocolate and fake smiling.
Or...simply play the Challenge, because what can make you happier than learning new words? Chance are, if you’re playing a lot, we don’t even need to tell you how good the Challenge makes you feel, itself. Like meditation or a walk in nature, playing the Challenge can calm you down by letting your brain relax into a focused state. Especially now that we've added even more ways to tell you you're doing a great job. (Read about those here, and watch a quick video on how to use them here.) So use the Challenge to find your true north. And then proceed from there.


8.5" x 11"
Year Published: 2014
AP Categories: A, C, G
Story Time Effective Practice (STEP), developed by the authors, is an approach that articulates the link between child development theory and storytimes. This important resource shows how presenters can use STEP to craft a storytime that is effective for mixed-age groups and adheres to best practices for emotional, social, physical, and cognitive support. In this book, Ghoting and Klatt, both early literacy experts,
>This book is a must-have guide for storytime presenters, preschool teachers, child care providers, and parents of young children.
- Offer more than 30 complete ready-to-use storytimes appropriate for newborns to children age 5, along with extension activities
- Show how STEP relates to emotional, social, cognitive, and physical development
- Explain how storytime materials and activities directly connect to language and literacy development
- Include preparation, planning, and performance tips, plus guidance for interacting with parents and caregivers
- Provide lists of recommended additional resources, including organizations, websites, and sources for storytime time activity ideas
Check out this title's Web Extra!
Table of Contents
Part I: Understanding
1. StoryTime Effective Practice (STEP)
2. STEP and Developmentally Appropriate Practice
3. STEP and Intentionality
4. STEP and Scaffolding
Part II: Connecting
5. Emotional and Social Development
6. Cognitive Development
7. Physical Development
8. Language and Literacy Development
Part III: Applying
9. Mixed-Age Storytimes: Spanning the Ages
10. Traditional Mixed-Age Storytimes
11. Sequential Mixed-Age Storytimes
Works Cited and Suggested Resources
About the Authors
Saroj Nadkarni Ghoting has been a children’s librarian for more than 35 years and is now an early childhood literacy consultant. She is coauthor of the best-selling books Early Literacy Storytimes @ your library®: Partnering with Caregivers for Success, The Early Literacy Kit: A Manual and Tip Cards, and Storytimes for Everyone: Developing Young Children’s Language and Literacy. She presents at conferences and conducts face-to-face trainings and online trainings on early literacy, science and math in storytimes, and Every Child Ready to Read. Visit her website for more information. Follow her on Twitter at @sghoting.
Kathy Fling Klatt has worked as an assistant children’s librarian and program coordinator for 35 years at the Mamie Doud Eisenhower Public Library in Broomfield, Colorado, where she presents weekly baby and family storytimes and is responsible for scheduling arts, science, and cultural programs for children ages newborn through fifth grade. She presents Every Child Ready to Read trainings for parents and grandparents and, most recently, Confident Parenting trainings for parents and children, focusing on social and emotional skills. She taught preschool for 30 years, working with three- to five-year-olds and developed and taught preschool science classes at the Denver Museum of Nature and Science. She has also copresented on early literacy and music for the National Association for the Education of Young Children (NAEYC) and the ALA.
”A valuable resource and one that should be a part of every professional development collection for youth services staff. It is a refreshing take on library program guides that offers an accessible method of reinvigorating storytimes while providing deeper insight into early literacy development."
— School Library Journal (starred review)
"A ‘must-have’ for children's librarians and nursery school teachers and caregivers, STEP into Storytime is a professional-quality resource distilling decades of education and experimentation into a thoroughly accessible ‘best practices’ compendium. Highly recommended!"
— Library Bookwatch
”It is a rare volume that could serve as both pleasure reading or as a textbook, but STEP into Storytime
walks that fine line … consider this book
required reading to keep this knowledge fresh while reminding us of the importance—and delightful
fun—of our work."