15th August 1947 is a red letter day in Indian History when India got freedom. The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions. The following provisions have a great bearing on the functioning of the educational system in India: Article 28:
According to our Constitution article 28 provides freedom as to attendance at religious instruction or religious worship in educational institutions. Article 29:
This article provides equality of opportunity in educational institutions. Article 30:
It accepts the right of the minorities to establish and administrate educational institutions. Article 45:
According to this article "The state shall endeavour to provide within a period of ten years from the commencement of this Constitution for free and compulsory education for all children until they complete the age of 14 years." We notice that the responsibility for universal elementary education lies with the Central Government, the State Governments, the Local Bodies and voluntary organisations. Article 46:
It provides for special care to the promotion of education and economic interests of the scheduled caste, scheduled tribes and the weaker sections of society. Article 337:
This provides for special provision with respect to educational grants for the benefit of Anglo-Indian community. Article 350A:
This article relates to facilities for instruction in mother tongue at primary stage. Article 350B:
It provides for a special offer for linguistic minorities.
This article relates to the...


College of Agriculture and Life Sciences >
Cornell Cooperative Extension >
CCE Resource Center >
CCE Publications >
Please use this identifier to cite or link to this item:
|Title: ||Kitchen Science for Kids|
|Authors: ||Thonney, Patricia F.|
Farrell, Tracy J.
|Issue Date: ||Feb-2000|
|Publisher: ||Cornell Cooperative Extension|
|Abstract: ||A collection of science experiments that teach food and nutrition concepts appropriate for children ages 5 to 12. The goal is to make science accessible and fun for children and to encourage discovery-based knowledge. The pages are filled with ideas and information especially for those with limited preparation time, space, and access to kitchen facilities. Each activity can be completed in one 20-minute period or expanded to provide additional learning opportunities. An excellent resource for home schools, clubs, after-school programs, as well as formal classrooms.|
|Appears in Collections:||CCE Publications|
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A Child's Life
Volume 25 Number 2
Drawing of "poverty"
Photo courtesy Judith Chafel
What does being poor mean?
Crayons in hand, 8-year-olds across Indiana have transferred their answers onto 12-by-18-inch sheets of drawing paper to help Indiana University Professor of Education Judith Chafel better understand children's ideas about the poor.
Chafel's research project involved 62 children in 15 classrooms and nine schools, both urban and rural. She documented children's thoughts and emotions, through their artwork, to elicit their perceptions of poverty.
Doctoral student Mary Harnishfeger began the sessions with the children by reading the book Uncle Willie and the Soup Kitchen, about a boy who spends a day with his uncle working to feed the poor. Then, with yellow, red, and blue crayons, the children drew pictures and answered the question, "What does being poor mean? Tell me about your drawings."
"One of the things that was so important to the study was to try to develop a new methodology, using the transcripts of the children's verbalizations along with the pictures," Chafel says. "The principal research in this area has been based solely on verbal data."
One boy drew an adult and child, simple stick figures, walking on a sunny day. The text above the picture has them saying "I think everyone should have homes. I think being poor is wrong." Then the child drew another stick figure lying on a park bench, similar to a scene in the soup kitchen story.
Talking to the children about what they drew, Chafel and Neitzel could document the true message, from the artist. In the case of the boy and his stick figures, Chafel says, "The child communicated an awareness of socioeconomic status groups in our society and of the neediness of the poor."
In Chafel's efforts to understand the children's words and works, she was assisted by several people from the School of Education's highly ranked graduate programs in art education and counseling and educational psychology. Professor emeritus Gilbert Clark worked with Chafel to analyze the children's drawings. Graduate student Melanie Davenport helped with category generation, while graduate student Miwon Choe assisted with data coding. Doctoral student Carin Neitzel did statistical analyses and collaborated on interpreting and writing up the findings.
"It was a rather complicated way to get meaning from the data," Chafel says. "It was extremely time-consuming. But one important contribution of the research is that we approached the questions with a different perspective, more from the child's point of view."
The results were not surprising. But they are interesting, and they may help determine how educators take on the topic of poverty in years to come. For example, Chafel says, "Educators might introduce a spirit of altruism into education at this age, to nurture a sense of empathy for the poor. Given children's ability at this age to think about poverty, this may also be a good time to start talking about its complexities, to counter popular societal ideas that are too simplistic."
Chafel's findings showed that girls displayed a greater awareness of the helplessness of the poor, possibly because girls in our society are encouraged to be more sensitive to people's feelings.
Of the 62 children, 21 were African-American or biracial urban students. Fifteen of those were in a lower socioeconomic group. These non-white students were more likely to communicate an awareness of the poor and the negative aspects of poverty.
"It's a highly reasonable finding," Chafel notes, given that these students were more likely to know poverty firsthand in their own lives and neighborhoods. "They often have observed the realities of being poor."
Children in the higher socioeconomic class were more likely to lack awareness of poverty and to put a more positive face on being poor. "Their drawings suggest they don't fully grasp the meaning of poverty," Chafel says. "They have an unrealistic picture."
Rural students were more likely to have a "positive" perception of poverty than kids living in the city. Chafel notes the rural poor are spread around, often not as visible as the poor in more populated areas.
"Using the drawings and the words of the 8-year-olds was a valuable way to gain insight into how they view the world," says Chafel, who continues to write up analyses of the data she collected from the children. "Combining the two modes of communication is a great research tool."
Laura Lane is a writer for the Hoosier Times in Bloomington, Ind.


AVAILABLE FOR REVIEW-Bridging the Curriculum through Art: Interdisciplinary Connections
February 10, 2010
This book is available through our Reviewers Keepers program. We’ll send you the book, you write a review-and you keep the book!
Bridging the Curriculum through Art: Interdisciplinary Connections focuses on the relationship that comprehensive, quality art education has with curriculum content and learning outcomes. Included in this book are cross-curricular lessons developed and field-tested by art specialists and classroom teachers, each designed to explore artists and works of art, and intended as a starting point for art exploration.
The book includes:
- national content standards
- art-based lessons in language arts, mathematics, the performing arts, science and social studies
- step-by-step instructions
- reproducible worksheets


Collaborative Wall Collections
The most significant aspects of a structure often go unnoticed.
In Art Education, the building blocks of most curricula are the
individual student art projects--each student works alone, exploring
the concept of creativity solely within the paradigm of Western,
individual creative genius. Yet creativity has many forms. Some
argue that all creative expression is a result of a collectivity,
of the zeitgest, the times, the community of discourse. Similarly,
much contemporary learning theory focuses on the ecology of the
classroom--a collective, rather than an individual and competitive
model of learning.
The Collaborative Wall Collections project is a powerful tool for
investigating and presenting thematic material to the school community.
Its an ideal way to integrate artmaking into other areas of
the curriculum. Students consider symbolic and diagrammatic forms
of representation, experiment with the effect that the juxtaposition
of images has on the creation of meaning, and experience the sense
of accomplishment, community, and communication that comes from
creating a large scale dramatic piece. The effort to impact ratio
for this project is excellent--a few dollars in art supplies and
a week of class time gives art students and the entire school community
a vivid experience in reshaping the visual environment.
This project involves the display and arrangement of individual
elements, created or collected, by members of the collaborative
group. The elements brought to the group become the material out
of which the final work is constructed.


Jakob ThorarensenArticle Free Pass
Jakob Thorarensen, (born May 18, 1886, Húnavatnssýsla, Ice.—died 1972, Iceland), Icelandic poet whose interest was in the daily heroism of the worker.
Born in the barren country of the north, a kinsman of the Romantic nationalist poet Bjarni Thórarensen, Jakob worked on the farm and in fishing boats. When he was 19, he went to Reykjavík to be a carpenter and worked at the trade for many years before he could take up full-time writing. He had only a simple elementary education, but he read widely and built up a library of books in Icelandic and the Scandinavian languages.
His first collection of verse, Snaeljós (1914; “Glare of the Snow”), interpreted the strength and self-sufficiency of the farmers and fishermen of Iceland. His short stories, published from 1929 to 1939, were in the same vein as his poetry and limned sharply drawn characters against a simple background.
What made you want to look up Jakob Thorarensen?


Teaching English Language Learners is the essential how-to book for teachers who have English language learners in their classrooms but have little experience or training in ESL. The practical , accessible approach is ideal for new ESL teachers, and even experienced teachers in search of new insights, and other professionals who prepare teachers to better meet the academic needs of English Language Learners.
"synopsis" may belong to another edition of this title.
Book Description Pearson Education ESL. PAPERBACK. Book Condition: New. 0131500880. Bookseller Inventory # GHT3778MCJC030915H0312A
Book Description Pearson Education ESL. PAPERBACK. Book Condition: New. 0131500880 . Bookseller Inventory # GHT4477ESHR031215H0870P
Book Description Pearson Education ESL, 2004. Book Condition: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: Introduction About the Author Chapter 1 Culture and Cultural Diversity Preview Know the Learner Understanding Culture Developing a Positive Classroom Climate The Hidden Curriculum Empowerment Empowering the Language Minority Student in an English-Dominant Classroom Family and Community Resources Review Chapter 2 Language and Language Acquisition Preview Principles of Language Communicative Competence Language and Context: Language Register Academic Requirements of Language Language and Content Activities: Within Cumminss Quadrants How Does the Primary Language influence the Acquisition of English? Stages of Language Proficiency How Is Language Acquired? Identifying and Developing Language Proficiency What Else Influences Language Acquisition? Strategies for English Language Development Techniques for Providing Comprehensible Input Questioning Techniques for Each Level of Language Proficiency Ten Instructional Points in Grammar Methods for English Language Development Tools for English Language and Literacy Development Standards-Based ELD Planning Guide Review Chapter 3 Literacy Development Preview Making Meaning from Print Developing Strategic Readers Gradual Release of Responsibility: To, With, By Conditions for Learning Cambournes Conditions for Learning: With Classroom Applications Promising Practices for Developing English Literacy Approaches to Reading Analyzing Text Selecting Text for English Learners Signal Words and Phrases Observable Reading Characteristics Approaches to Writing Responding to Literature Review Chapter 4 Academic/Content Area Development Preview Focusing on the Learner Accessing Core Curriculum: Promising Practices Language Structures for Active Engagement CALLA Learning Strategies Graphic Organizers: Examples and Applications Graphic Organizers: Examples for Content Areas Planning on SDAIE Lesson SDAIE Lesson Planning Guide Integrating the Curriculum Integrating Curriculum Web Differentiating Instruction Learning Styles/Multiple Intelligences Differentiating Instruction: Supportive Classroom Strategies How to Identify and Nurture Multiple Intelligences: Many Waysto Be Smart! Review Chapter 5 Assessment and Evaluation Preview Assessment Cycle Basic Principles of Assessment Providing a Variety of Assessment Opportunities Using Assessment Tools Scoring with a Four-Point Rubric Evaluation: Making Judgments Review Resource Pages Chapter Notes References. Bookseller Inventory # ABE_book_new_0131500880
Book Description Paperback. Book Condition: BRAND NEW. BRAND NEW. Fast Shipping. Prompt Customer Service. Satisfaction guaranteed. Bookseller Inventory # 0131500880BNA
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Book Description Pearson Education ESL, 2004. Paperback. Book Condition: New. 1. Bookseller Inventory # DADAX0131500880
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Book Description Pearson Education, 2004. Paperback. Book Condition: New. New and in stock. Book. Bookseller Inventory # 0131500880


Although you might wish you could commute to work on a hoverboard, have sushi delivered down a pipe to your desk for lunch, and your clothes were chosen by a robot maid, sadly modern life is yet to provide such miracles.
However, in comparison to life 100 years ago, our lives are delightfully luxurious.
According to Jen Newby, author of Women's Lives: Researching Women's Social History 1800-1939, those born in the last century were more concerned with survival than living standards.
The good old days before cycling shorts
“If you travelled back in time to 1912, you'd probably find yourself out of a job, because many modern industries would not exist and your qualifications would be gobbledygook to potential employer,” says Newby.
“If you're an office worker, then you would be lucky to land a coveted job as a typist or clerical assistant.
Newby says that a century ago, whether you were male or female your career options were entirely dictated by the social class you had been born into.
Without money, connections and a public school education, you would have an uphill struggle.
“While the professions were still open to men -- as long as they were from the 'right' background -- almost all were closed to women. Women could not vote; they did attend universities, but at most institutions could not obtain full degrees; and doctors were still advising against schoolgirls competing with boys in examinations.”
Girton College was England's first residential college for woman, established in 1869.
But if you were lucky enough to get a job, you’d then be forced to interact with the outside world. Not an entirely pleasant experience.
“One of the first things that you'd notice would be the smell of body odour. While we're used to putting on fresh clothes every day, in 1912 this was something that only the wealthy could afford to do," comments Newby.
While a debutante might have changed her clothes three or four times a day, a maidservant was lucky to get a weekly bath, and would have probably shared the water with at least one other person, she explains.
Only the better off enjoyed an indoor toilet, and poorer communities shared brimming, pungent outdoor facilities with the whole street.
Servants were lucky to bath one a week in the last century
And if at this point, you’re thinking -- well, at least they were tight-knit communities filled with laughter, fun and no sense of the 21st work culture -- shake that thought away.
“You would see your leisure time instantly shrink, as most workers, whether factory or office employees, only had Sundays off," says Newby.
However, this might have been a blessing as in most towns there were limited sources of amusement for working people beyond parks, public libraries, the occasional trip to a music hall.
Pubs were the exclusive domain of men, and women were considered of easy virtue if they propped up a bar. The strongest stimulant most working women enjoyed was a cup of tea and a gossip with a neighbour.
Huffpost Lifestyle think that its 100-year-old self might be a tinsy bit bored by this point, especially since women received limited intellectual stimulation.
"The 1870 Education Act had (theoretically) provided a free elementary education for all," says Newby.
"However, families of all classes usually prioritised education for boys. While their brothers were sent away to school, middle class girls might be taught decorative skills by a governess – needlework, music, water colour painting, a little French - skills to catch a husband"
"Working class girls and boys would have stayed on at school until age 13 at most, then gone out to work. There were few scholarships available and most families needed every penny from their children's wages, as a working man couldn't earn enough to support his whole family."
So if people weren't learning, having fun or bathing -- could you hope for a happy marriage?
"Like today, ordinary couples married later in their mid-to-late twenties, when they had saved up enough money to start their own household and the husband earned enough for his new wife to stop work," says Newby.
But, add the author, spinsterhood was undesirable as it would mean financial dependence on your parents for the rest of your life, and probably being used as a free child-minder and nurse by your family.
"Every year hundreds of unmarried women were shipped out on the 'Fishing Fleet' to India, where British men outnumbered women three to one and all but the plainest were snapped up."
Right: we're fine in 2012, thanks!


(Photo: Geraldine Wilson)
Children learn from birth and there is growing recognition that their earliest experiences of learning and education are formative and influential throughout their lives. Following a round table discussion involving Irish early childhood arts and education practitioners in October 2012, the Arts Council identified some fundamental steps to be taken at a research level in order to inform policy and provision in the rapidly growing area of early childhood arts. These were: a mapping of the early childhood landscape in terms of public policy and provision in order to aid orientation within the field, especially in terms of where and how the arts might 'fit'; a scoping and audit of current Irish practice in this domain; securing an expert international perspective highlighting the key issues and the rationale for the importance of this work, and setting out the evidence for why this is an area that requires the attention of public policy makers.
To that end, the Arts Council commissioned a research report, Early Childhood Arts: Three Perspectives, comprising
- an overview of Early Childhood Education and Care (ECEC) policy and provision in Ireland;
- a background paper on the role of the arts in early childhood learning and development;
- and an international perspective on best practice in Early Childhood Arts.
Eight early childhood arts projects were documented during the research.
Early Childhood Arts: Three Perspectives (PDF, 1.08 MB).


Through the development of Munsell color space, A.H. Munsell kept color education at the forefront of his work. So in 1902, with much of his color theory developed, he began to consider tools that would facilitate teaching the Munsell color space to children in grades 1-9. He had already developed the color research and was exploring additional tools such as a color sphere, which was the precursor to today’s Munsell color tree and color plates, which represent the predecessors to today’s Hue Value Chroma Charts.
Turn of the Century Color Education: Munsell Color Space (Circa 1902)
In his diary, Albert Munsell describes working with Miss Peterson, who was the superintendent of Drawing for Boston Schools—clearly art education in the early 1900’s was an important part of the teaching curriculum. There didn’t appear to be a good method for teaching children about color and Munsell aimed to change that with his teaching aids and the help of a publisher. Munsell’s diary describes the challenge of teaching color to school children as follows, “No teacher understands the subject of color, but everybody has interest in it. It is now THE subject uppermost.”
Munsell Color Space Believed to Cross a Chasm between Art and Science
As Munsell pursues how best to teach color, he continues to consult with scientific authorities to ensure that his work was grounded in scientific principles. On April 8 1902, Munsell describes a meeting with Professor Dolbear (believed to be Amos Dolbear, who served as Tufts University astronomy and physics professor and a pioneer of telephony). Munsell quotes Dolbear, “Says I may furnish a track across what is now a desert between practical and scientific color work.”
Returning to art and the practicality of his color work, Munsell finds references to the book Music and Musicians, which he used to suggest potential names for what would later become A Color Notation. In particular, Munsell fancied the book’s section titles, “A Study of Musical Sound,” “The Materials of Sound,” “Grammar of Music,” and “Esthetics,” from which he considered the following for his book of color: “Grammar of Color,” Esthetics of Color,” and “Materials of Color.”
Munsell Color Space: Teaching the Teacher
Munsell continued to work with science and academia on his book of color. However, in the meantime, and with the help of Miss Peterson, Munsell developed “The Munsell Color System,” a simple teachers’ handbook arranged for primary and grammar school teachers. The handbook included a review of color names that children learn in Kindergarten (red, yellow, green, etc.) along with what appeared to be rudimentary color charts to teach children how to order color. Of course Munsell’s hue, value and chroma attributes were taught early on in the curriculum as was the value scale. Munsell’s color sphere was an important teaching aid. The tools used to teach Munsell Color Space—color charts, color sphere and neutral value chart—remain staples in today’s Munsell Interactive Learning Kit. Learn more about Munsell Color Space.
- H. Munsell Color Diary, 1908-1918, Volume A Part 8. Courtesy of Rochester Institute of Technology, Munsell Color Science Library.


I recently read the 1980s science fiction classic Ender’s Game by Orson Scott Card and found it to be a thoroughly enjoyable story despite the author’s personal view point on the subject of same sex marriage, which admittedly colored my reading and interpretations of some of the finer points of the story. Regardless of Mr. Card’s personal politics, I found many parallels or at least reasonable shadows of my professional world in many of the plot points and trappings of the book. What is interesting about the world of the story is the high stakes conditions in which some of the children in the world are reared and groomed, with little-to-no objection by the parents, by the military and the government. The eponymous character of Ender Wiggins has been earmarked from birth to be the leader of Earth’s Interstellar Army against the ubiquitous threat of the deadly “Bugger” race. Ender happens to be the smartest and most tactical person alive in his generation, and even so the level of stress that he is under through imposed social isolation and a series of engineered toughening experiences, the head honchos of the military are concerned that he is going to end up cracking like his brother Peter, who became a maniacal and murderous sociopath (whom parents and adults seem to adore).
As I read through the text, which incidentally is suggested reading for the Marine Corps., I couldn’t help but think of my own students in my elementary school classroom. The world is thrust upon the shoulders of young Ender at the age of six, and by nine years old he is the leader of a squad of students at Battle School. My students are about eight and nine years old and the thought of them leading each other into null gravity mock battle situations and studying trigonometry in their barracks is confounding. Understandably, Ender’s experience is a work of fiction—and science fiction—at that so I have to frame my thought with the qualification that the this fictional student, exceptional as he may be, does not in any way relate to the students of third and fourth grade age in the real world. My students are currently in the process of taking high stakes standardized examinations in Math and English Language Arts and they can’t handle the pressure of paper and pencils. The schism has me unnerved as the world that we live in doesn’t have a “Bugger” extraterrestrial threat, however our students are being afflicted with higher and higher educational standards that could only reasonably be developed to discover which students will crack, and which students will rise to the occasion. Of course, without the benefit of genetic culling, and advanced (nee fictional) technology to ascertain which parental matches and developing zygotes will become abnormally super-intelligent and capable, what I find is that my students are all too real, all too fragile, and all too crushed under the weight of expectations that have not been properly supported from foundational skills acquisition.


Great Lakes Regional Pollution Prevention Roundtable
Promoting Pollution Prevention Through Information Exchange
GLRPPR Sector Resource: Pollution Prevention for Arts Education Topic Hub
The Pollution Prevention for Arts Education Topic Hub describes the health and environmental hazards found in art education settings, including the theatrical arts. Ideas for using pollution prevention in the art classroom, including suggestions for alternative, more environmentally-friendly materials and products, are provided. The contents are applicable to all educational institutions, including K-12, colleges and universities, and informal education programs. Theater groups may also benefit from the information provided by this Topic Hub. In addition to the standard features of a Topic Hub (as described above), this Topic Hub includes a glossary of terms; information on environmental regulations related to art health and safety; a section identifying regional and national suppliers of non-toxic and least-toxic materials for art education; and a "Curricula" section that provides a selection of high-quality educational tools for teachers seeking to offer alternatives for their students, with links to educational materials and programs. The Pollution Prevention for Arts Education Topic Hub was developed by GLRPPR staff members with technical input and review provided by professionals from the Illinois Environmental Protection Agency, U.S. EPA Region 5 and the School of Public Health at the University of Illinois at Chicago.
Date of Publication:
One East Hazelwood Drive; Champaign, IL; 61820; (800) 407-0261; firstname.lastname@example.org


Kids are naturally curious about science and the world around them. They wonder about how things are made, why animals do what they do, what makes the sun shine, and other complex questions.
For kids, science is just a question away.
Having a basic understanding of science is an important part of being a well-rounded person. Science can even become a career for some kids. Discover how you can use the world around you to teach your kids about science.
Kids get exposed to science in school every day, but the knowledge will set more deeply if you help them learn at home. So how do you make science for kids fun and interesting? Discover some fun ways to explore science with your kids. You never know what you’ll learn along the way. After you've looked below, check out our science experiments for kids foradditional tools to help you teach science to children.
Animals for Kids
Look for animals in your neighborhood or in rural areas nearby. Think about how many different types of animals there are. Howe do scientists group them? Some are grouped by general categories, like with a backbone and without a backbone. Scientists also group animals with very tiny details, like separating one type of plant spider from another. How is a dog like a bird? How are they different from each other? Which is more like an insect – a spider or an elephant? Why? Look at a dog show and notice that even one species (canine) can have a lot of variety within it. You can also incorporate animal coloring pages to make the learning even more fun.
Earth Science for Kids
What is the weather like today? Watch the evening news or the Weather Channel for descriptions of active weather in your area. Most meteorologists explain why things happen when they broadcast. Take a look at the dirt and geographical features near your hometown. What are they like? How did they get that way? How is it different or similar to other places you have visited as a family?
Human Biology for Kids
Has anyone in the house been sick lately? Talk about how germs work and the white blood cells attack. Ask them why washing hands and covering noses helps. Look at the back of someone’s hands and notice the veins and other blood vessels. Do they look like different colors? Tell them about oxygen from the lungs, blood moving everywhere taking care of each part of your body when you aren’t even thinking about it.
Physical Science for Kids
Show your kids how magnets work, how one side pulls and the other pushes. Describe electricity as a flowing river full of tiny charged invisible things. What makes a good electricity conductor? Wood? Glass? A metal pole? Everything in the universe is on the move, even molecules in so-called “solid” objects. How does a lever work (like a teeter-totter)? Heat can be created by causing friction. Rubbing your hands together will demonstrate this easily. Heat is energy moving around faster – ever wonder why you feel warmed up after you run fast?
Chemistry for Kids
Chemistry describes the “stuff” our world is made of and what it can do. That’s called matter. Anything and everything is made of matter. Randomly pick up 10 things in your house. What are each of them made of? Metals have different types of molecules than organic-based items like paper or food. What is water like when it is a solid, a liquid, and a gas? What else does that?
The lists above are just starting points for discussions about science for kids. Just a few new ideas will have your kids spinning off a full list of questions. When your child is exposed to these ideas early on, they will have an easier time when these concepts are taught in school. You may also unlock a lifelong curiosity about science for your child.


HOW TO LOOK AT ART
[Andrea is one of the creators of KinderArt.com]
The following is a guideline containing four basic components or stages of looking at art as suggested by art educator Edmund B. Feldman. The questions can be used to provoke curiousity and inquiry and encourage active student participation ... and to help students better understand and share their feelings on a work or works of art.
- Describe what you see.
- Describe the artist's use of color. How many colors have been used?
- How has the artist applied the paint?
- Describe the texture.
- Describe the lines in the work.
- What kinds of shapes do you see?
- Is your eye drawn to any particular area of the painting?
- Is there an element that stands out in the composition?
- Is the composition balanced?
- Does the work make you think of movement? How does the artist show movement?
- Does the painting look flat or does it give a feeling of depth or space?
- Where might the artist have stood while painting this picture?
- What kind of mood or feeling do you get from the painting?
- If you could imagine yourself within the painting, how would you feel?
- What sounds would you hear?
- Why do you think the artist choose this particular subject to paint?
- What part of the landscape, building, person, animal etc. most interested the artist? Why do you think so?
- Find an interesting painting. Why is it interesting to you?
- What do you like or dislike about the work?
- The more you look ... the more you will see.
Would you like to submit an article or opinion regarding art education and creativity? Send it to us at email@example.com
This content has been printed from:


"The book is highly readable with practical applications that will appeal to all educators, especially those interested in current brain research and differentiation." (Marilee Sprenger)
"The book's contribution to the field is not that the strategies presented are new, but that they are all found in one book and with ideas across grade levels. It is done concisely and with enough information to help even the novice." (Donna Walker Tileston, President)
"Tate has excellent ideas to get students motivated to learn―and they work! The tactics are fun, simple, and make teaching much easier. I'm anxious to use even more of these strategies with my freshmen and sophomores."
(Kayce Haenisch, High School English Teacher)
About the Author
Marcia L. Tate, EdD, is the former executive director of professional development for the DeKalb County School System, Decatur, Georgia and has been presenting to adult audiences for more than 25 years. During her 30-year career with the school district, she has been a classroom teacher, reading specialist, language arts coordinator, and staff development executive director. She received the Distinguished Staff Development Award for the State of Georgia, and her department was chosen to receive the Exemplary Program Award for the state.
Marcia is currently an educational consultant and has taught more than 400,000 administrators, teachers, parents, and business and community leaders throughout the world. She is the author of the following seven bestsellers: Worksheets Don’t Grow Dendrites: 20 Instructional Strategies that Engage the Brain; “Sit & Get” Won’t Grow Dendrites: 20 Professional Learning Strategies That Engage the Adult Brain; Reading and Language Arts Worksheets Don’t Grow Dendrites: 20 Literacy Strategies that Engage the Brain; Shouting Won’t Grow Dendrites: 20 Techniques to Detour Around the Danger Zones; Mathematics Worksheets Don’t Grow Dendrites: 20 Numeracy Strategies That Engage the Brain; Preparing Children for Success in School and in Life: 20 Ways to Increase Your Child’s Brain Power; and Science Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain; as well as Social Studies Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain. Participants in her workshops refer to them as “some of the best ones they have ever experienced” since Marcia uses the 20 strategies outlined in her books to actively engage her audiences.
Marcia received her bachelor’s degree in psychology and elementary education from Spelman College in Atlanta, Georgia. She earned her master’s degree in remedial reading from the University of Michigan, her specialist degree in educational leadership from Georgia State University, and her doctorate in educational leadership from Clark Atlanta University. Spelman College awarded her the Apple Award for excellence in the field of education.
Marcia is married to Tyrone Tate and is the proud mother of three children, Jennifer, Jessica, and Christopher, and is the doting grandmother of two granddaughters, Christian and Aidan Brooke, and three grandsons, Maxwell Connor, Aaron Bryan, and Roman Alexander.


To 'Immunize' Kids Against Illiteracy, Break Out A Book In Infancy
AUDIE CORNISH, HOST:
It's ALL THINGS CONSIDERED from NPR News. I'm Audie Cornish. Read to your children. This isn't the first time you've heard that advice. But now parents with infants will start hearing it officially from pediatricians starting from birth. The American Academy of Pediatrics announced new guidance today for parents to quote, "immunize their children against illiteracy."
To find out more, I spoke with Susan Neuman, Professor of Early Childhood and Literacy Education at New York University. She says, this all might sound obvious but researchers have found there's even more to it.
SUSAN NEUMAN: We've always known that it's important to read to your children very early on, but we've never realized how important it is, very early on, that children's early literacy lessons are so critically important for their literacy development.
CORNISH: In what way? What's the benefit of reading aloud to kids just starting after birth?
NEUMAN: Well, one of the things we've learned is that their vocabulary development spurts. So we noticed the difference between children who have been read to starting at six months and later on in terms of their word production eventually. So they are able to read and understand more words in the long-term, they say words earlier in the short term, and they actually know what a book looks like, and that's very important for their development.
CORNISH: So then how much does it matter what we read to infants or how we read it or how often?
NEUMAN: Well, we know that frequency is very important. So reading to your children a lot and at different times of the day. We also know that there are certain books that are absolutely delightful to young children in terms of their texture, their topic, their feel.
CORNISH: Can you elaborate what kind of books you're talking about?
NEUMAN: Very, very young children in infancy can't really hold a book well. And so we know that board books - B-O-A-R-D - are a wonderful strategy to help their little hands learn to turn a page. Secondly, we know that young children's vision is not well-formed, so the colors need to be very distinct. And finally, there needs to be very little on a page. In other words, it should be an object or one picture. But too much busyness on a page is really very distracting for a child.
CORNISH: So help us understand what this means for later development. You talked about their vocabulary, but are there any links that can be made between literacy and poverty as a child grows up?
NEUMAN: Oh, very much so. So one of the things we know from our research is that children often lack language development. They have limited opportunities to interact with adults in high poverty situations. And there's a different kind of language spoken in books, and there's a different vocabulary level. So you and I will speak in very colloquial terms, but when I read to a child, they're often getting literary language, and that language has strong predictive analysis in terms of their later achievement.
CORNISH: Susan Neuman, thank you so much for talking with us.
NEUMAN: Oh, it's been a pleasure.
CORNISH: NYU Professor Susan Newman talking about the new guidance from the American Academy of Pediatrics to read to infants. Transcript provided by NPR, Copyright NPR.


KMS follows a progressive academic curriculum that incorporates skills-based AND project-based learning. Skills-based learning tailors lessons to each child’s individual needs and learning style. Project-based learning, fosters skills in open-ended inquiry, reflection and critical thinking.
The core of our curriculum is aimed at engaging youngsters across the spectrum of intelligence types, visual to verbal, spatial to kinesthetic, and providing each child with a range of tools for expression and discovery. Our infant care, preschool and elementary education programs incorporate a wide variety of the arts including dance, visual art, music, foreign language…the list keeps growing.
Age-appropriate lessons, taught in multi-age classrooms, allow each child to progress at his or her own pace which can vary from subject to subject. Youngsters experience far less frustration over projects they need extra time with, and less boredom when they don’t have to wait for others to catch up. Because learning is most engaging, effective and enduring when it springs from exploration and discovery, students are encouraged to take appropriate risks in the knowledge that making mistakes is how human beings learn. As a consequence, our students learn self-confidence, gain good social skills, including respect for self, others, and the world around them.
KMS wants to empower students to be involved in their learning process. Thus, they are encouraged to initiate projects and/or activities that are of particular interest to them personally.
Our approach to learning is a continuum; lessons introduced during the student’s preschool years are developed and deepened through the fifth grade. Youngsters who begin with us as infants and toddlers benefit from this continuity in educational approach, gaining a strong foundation that will serve them well as they progress to middle school and beyond.
THE ARTS PLAY A BIG PART AT KMS. We believe early and repeated engagement in the arts contribute to the growth and development of the whole child including their academic advancement.


Educators, as a breed, are afraid of data. We shy away from them, shun them, and generally treat them like contagious numerical pathogens. After all, for decades -- centuries, even -- we have been the evaluators, assigning grades and pointing out errors our students make but now we are the evaluatees, often left to the mercy of unpleasant school designations and ugly press descriptions.
But those fears and mistrust are misguided. Earl and Katz (2006), in Leading Schools in a Data-Rich World, state flatly,
"Data, by themselves, are benign. Meaning is brought to data by the human act of interpretation."So what we really fear and mistrust are politicians and newspaper reporters. Some big revelation.
Data are wonderful things, and in the right hands they can help school officials and teachers make tremendous decisions to support the learning goals of their students. And, last I checked, that was still one of the major tenets of the American public school system.
Data are bits of information, nothing more. Remember, they are benign. Number of items correct, percent of students scoring 75 or higher, number of minutes spent teaching math, words correct per minute, angle of a sharpened pencil All of them are simply information, facts awaiting analysis, evidence of learning anticipating scrutiny, details pending examination. They sit there, in rows and columns, on spreadsheets or notepads, patient and passive while we determine their purpose.
[content block] Formative data are bits of information that we use to guide future decision-making. In the real world, they are the results of a medical exam from which a doctor can determine the cause of abdominal pain and prescribe a course of treatment. In a school setting, they are the results of an introductory literacy assessment from which a teacher can plan instruction to help the student improve reading comprehension strategies.
Summative data are bits of information that we use to perform a final analysis. They are the equivalent of an autopsy, which is an all-too-familiar metaphor to principals of schools designated "failing" by a certain Federal accountability program. Summative data give us final grades and tell us how much in taxes we owe. By the time they show up on the scene, it's too late to do anything about them.
Data provide us with feedback and guidance. They awaken us to our successes and failures, sharing information that allows us to alter our paths or to forge forth, depending on the scenario. But in order for the data to be truly useful, we need to remember one fundamental law of data existence: We are in charge of the data, not vice versa.
Data that arrive on our doorstep unannounced and uninvited we should repel -- they are pretentious little bits of information that know not their own boundaries. Data that land upon our laps out of thin air we should also buck -- they are no more than overstepping parasites wishing to feed upon our decaying academic flesh.
No, for data to be beneficial to us, they should agree with their fate and wait for us to engage in "the human act of interpretation." We should hunt them down in a giant numerical and informational big-game safari. We should identify, track, and hone in on specific bits of information that we need to answer questions we have, then target those data in our scopes and fire away.
Here are the questions we need to answer in order to acquire the data we need -- so we can all share love with data.
Data are bits of information. Only when we scrutinize them and make sense of them do they take shape. Then, we become knowledgeable. Then we can act. Then we can succeed in our tasks.
Don't you think it's time you found some data and thanked them for their presence and help?
Always strive to be a better you,
Article by Pete Hall
Copyright Â© 2006 Education World


The elementary education major is designed to produce teachers who have the knowledge, social competencies, methods, communication skills, and sensitivity to be effective in the school environment. Students complete methods courses, professional education courses, and field experiences and observations. They develop critical thinking skills through an analysis of educational history, philosophy and psychology; measurement and evaluation of learning; and classroom management. They gain awareness of cultural diversity and the social and political contexts of education. Elementary education majors must also demonstrate ability in liberal arts areas including mathematics, science, writing, communication, social studies, and the fine arts. The education major is based on state, regional and national certification/ licensure criteria and testing competencies. Graduates of the elementary education major are prepared to serve in a variety of school settings, both public and private.
The requirements outlined here meet licensure standards for the state of Kansas. Completion of this program does not guarantee licensure or certification in other states.
Methodology - Field Experience
20-hour area of emphasis also required. Examples: Social Studies, Science, Mathematics, or Language Arts.


WOMEN IN TURKEY
"Education is a precept for all Muslims, women and men"
(Inscription over the entrance to Ulug Bey Madrasah in Bukhara, built in 1420)
The women’s high schools and universities established during the latter period of the Ottoman Empire were instrumental in producing a significant number of well-educated women who later came to play prominent roles in the formative years of the Republic. More than forty women’s magazines, many edited and authored by women, were published in the empire before 1923, and several women’s associations and groups had been established to demand women’s rights in education, work, and political participation. However, the absence of a supportive political and legal structure as well as the pervasive influence of patriarchal norms and values in society prohibited women from being visible, and handicapped their efforts to be active in the public arena. This situation changed dramatically with the establishment of the Turkish Republic in 1923 when a series of political and legal reforms were undertaken by M. Kemal Atatürk and his colleagues to build a modern, secular state in Turkey. The Republican reforms brought radical changes to the status and conditions of women in the country to an extent unprecedented and unmatched to date in any Muslim country in the world.
The creation of a secular state, the first-ever in a Muslim country made it possible to pass legislation that recognized women as equal and free citizens vis-a-vis the state, and revolutionized family law. For instance, in 1926, the introduction of the Turkish Civil Code banned polygamy and granted women equal rights in matters of divorce and child custody. Turkish women were also granted suffrage rights first in local elections in 1930, then in national elections in 1934 and they have been exercising these rights for the last sixty-seven years. The underlying aim of these reforms was to position women securely in the public sphere, to make them active and competitive in education, employment, and all aspects of social life. In consequence, many women in Turkey were able to get educated, have careers and jobs, become economically independent and participate in politics. The social and political reforms of the Republic pertained most effectively to legal and formal aspects of social life and were able to change the roles, life styles and status of women in urban areas and relatively higher social classes. Although they also influenced some aspects of cultural and informal relations in society they have not changed women’s lives equally in all segments of the population. Today, while the enrollment rate of boys and girls in elementary education is equal, almost one third of adult Turkish women are still illiterate. Illiteracy among women is three times as much as that among men and is mostly found in rural areas of the eastern and southeastern provinces. At the same time, more than one third of medical doctors, more than one quarter of practicing lawyers and judges, and one third of university professors in the country, are women. The achievements of the Republic in seventy-five years have paved the way for women’s equal citizenship rights and their uncontested presence in the public sphere in modern Turkey, However, laws and public sphere transformations do not define all life conditions.
Today, women in Turkey still often have to cope with problems that emanate from the continuation of traditional patriarchal values and male-dominated relations in many aspects of life. They also often demand further improvement of existing laws in accordance with the changing standards of “women’s human rights” in contemporary Western societies. Existing social norms are now being questioned by the Turkish women’s movement which has been playing an important role in bringing women’s issues to the political and social agenda since the 1980s. Women’s issues, common to all societies and increasingly questioned in many, such as gender discrimination in education and the workplace; domestic violence; inadequate representation in decision making positions, etc., are now being questioned from the woman’s point of view in Turkey, too. To this end, new institutions such as women’s studies graduate programmes and women’s research centres in the universities have been established. These institutions together with women’s nongovernmental organizations help create a new type of visibility for women in the Turkish political and social scene. The guiding principle in evaluating women’s conditions and discussing women’s issues in Turkey today, is the globally accepted women’s human rights standards. The development of such a contemporary stand could be made possible only with the presence of legal rights guaranteed by the secular Turkish Republic and the cultural and social heritage of the Kemalist viewpoint.
Reference: Conditions and Rights by Gender and Women’s Studies Programme Middle East Technical University


To develop and test interpretive materials related to the permanent collection, special exhibitions, and family learning gallery for a wide range of audiences. The Coordinator of Museum Interpretation will also work with the Head of Museum Interpretation on the training of docents.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
- · Assist the Head of Museum Interpretation in the conceptualization, development, and implementation of the interpretative program for the permanent collection and temporary exhibitions.
- · Working closely with the Head of Museum Interpretation, curators, exhibitions department, and web team to research, develop, and produce interpretative materials (family guides, exhibition brochures, tours, audio tours, podcasts, didactics, website content, etc.) related to the High Museum’s permanent collections and special exhibitions for use by the general public.
- · Conduct visitor testing to evaluate interpretive materials.
- · Oversee the operation of the Museum’s Family Learning Gallery.
- · Coordinate editing, design, and production of interpretative publications with other Museum departments.
- · Conduct training for docents, as needed.
- · Assist the Head of Museum Interpretation in the development and maintenance of budgets.
- · Attend and assist with Department of Education special events and programs, such as special exhibition events and gallery talks, as needed.
- · Collaborate with other educational and cultural organizations on joint projects.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- BA in art history, art education and 5 years of museum experience, or MA/MFA or M.Ed in museum education, art history and 3 years experience.
- Excellent writing and public speaking skills.
- Ability to assemble and to evaluate budgets and statistics.
- Ability to assess and evaluate information as to its validity and appropriateness.
- Ability to organize and express information in clear, logical sequence.
- Excellent organizational and interpersonal skills.
- Proficiency in computer word-processing and knowledge of new technologies.
- Attention to detail, accuracy, and ability to work independently and with a variety of people
- Professional demeanor
PHYSICAL DEMANDS/WORK ENVIRONMENT:
The work environment and physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- · Some standing, walking, bending, frequent use of hands, stooping and light lifting (at least 10 pounds) is needed.
The noise level in the work environment is usually moderate.
Please submit resume, cover letter, and hourly rate requirements by clicking here to apply


As one of the School of Education’s Rising Scholars, Dr. Kremenitzer’s pioneering mission has been promoting the use of Emotional Intelligence (EI) in the training of pre-service and in-service teachers. Her work emphasizes the relevance of EI Practioners in early childhood education. Over the past four years, Dr. Kremenitzer’s research interest has focused on the application of emotional intelligence abilities and emotional literacy development at P.S. 043 Jonas Bronck in the South Bronx.
In collaboration with the Principal of the school, Dr. Kremenitzer co-presented the work she had done with the Jonas Bronck teachers and emphasized emotional intelligence is an “X-factor” in passionate teaching.
Her efforts at P.S. 43 where she integrated the Diary of Anne Frank as part of the emotional intelligence curriculum has led to a partnership with the Anne Frank Center USA. Most recently Dr. Kremenitzer has written several articles and book chapters on emotional intelligence as a key competency that should be considered in teaching and learning. Most recently Dr. Kremenitzer contributed to an article published in the American Educational Research Journal whose quantitative work helped to illuminate the role of knowledge and skills in managing emotions in adaptation to schooling. This article further highlights her collaboration in research with several other prominent figures, most notably Dr. Peter Salovey, a founding researcher in Emotional Intelligence and Yale’s President.
• Kremenitzer, J.P. (2012). Emotionally Intelligent Teaching: The missing link in a teacher’s education. ACEI Focus on Teacher Education, 12, 8-13.
• Lopes, P.N., Mestre, J.M., Guil, R., Kremenitzer, J.P., & Salovey, P. (2012). The Role of knowledge and skills for managing emotions in adaptation to school: Social behavior and misconduct in the classroom. American Educational Research Journal 49, 710-742.
To contact Dr. Kremenitzer:


FreeReading is a free, high-quality, open-source reading program addressing literacy development for grades K-3. Leveraging the collective wisdom of researchers, teachers, reading coaches, and other education and industry professionals, FreeReading provides a high-quality, cost-effective alternative to static materials. By establishing a foundation of hundreds of research-based lessons and materials that users can download and use for free, FreeReading has created the framework for intervention programs supporting K-6 literacy. The collective wisdom within FreeReading is invaluable and can be more beneficial than any one reading program.
Schools and teachers everywhere can use the complete, 40-week, research-based intervention program for K-1 students, or use the library of lessons to supplement existing curriculum in phonological awareness, phonics, vocabulary, comprehension, and writing.
The research base for FreeReading includes the 2000 National Reading Panel research concerning the five Big ideas in Beginning Reading (Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension). Review the FAQ for additional information.
FreeReading truly is free. The materials on it are free for you to Review, Download, Print and Teach what's already here, or Contribute Comments and new Lessons to the FreeReading site.
We are glad to have you as part of our growing community. While you're here, you may want to:
- Start teaching with Intervention A, our first comprehensive program
- Download and print free letter cards, picture cards, a letter formation guide, irregular word cards, and advanced phonics word cards
- Watch and listen to FreeReading videos and audios
- Rate an existing activity
- Write a short story
- Start a discussion
Click here to join FreeReading.


About the Program
Why This Major Is Relevant
The rise of the digital age has brought with it a multitude of opportunities for music majors. Musical expertise is no longer only relevant in the concert hall. Computer games, movies, television, radio, recording studios, multimedia church services, and businesses all call for professionals who understand music as an art form while mastering the technology with which it is made, produced, supported, and distributed. APU music majors are uniquely positioned to take advantage of this trend. The music curriculum intentionally integrates the latest musical technology into classroom learning, equipping students to provide the necessary musical and technological expertise in a wide variety of career paths.
The music degree offers three emphases. The music education emphasis prepares students to help meet the demand for teachers who possess music skills in elementary and secondary schools in both the public and private sectors. The music performance emphasis serves the needs of those students who wish to teach privately, consider a career as a full-time performer, or teach applied lessons at the college level. The music theory emphasis gives a foundation to those seeking a career in music composition and arranging.
Gain In-depth Learning Experiences
All music majors are required to own an Apple MacBook Pro with music software programs. These Laptop Requirements are part of the integration of technology into the music teaching/learning process, and ensures that students learn more effectively while becoming competent with practical music technology.
APU’s proximity to Hollywood, the Los Angeles music industry, local school districts, and many churches provides music majors with ample internship opportunities. Internships ensure that music majors graduate with contacts in their chosen field, solid evidence of their skills, and substantial experience on their résumés.


Date of Degree
DMA (Doctor of Musical Arts)
As composers continue to explore new horizons of classical music, performers are asked to stretch and explore their abilities as well. However, there is little pedagogical material that prepares students to learn the style and structure of this contemporary music. Many students primarily study etudes written in the style of pre-1900 music, leaving them without the tools to learn most music written since 1900. The pedagogical literature that does include music from the twentieth century is often very advanced, and lacks an introduction for younger students.
This thesis includes a method of teaching contemporary techniques to junior high and high school level students, along with sixty-four original etudes composed to teach the scales, rhythms, meters, styles, and extended techniques that are often used in contemporary music. The accompanying text provides a detailed explanation of the process and pedagogical philosophy behind the etudes, including examples from different systems of music education. The etudes are specifically composed to teach fundamental skills for bassoonists, such as technical facility, solid subdivision and comprehension of meter, an understanding of different styles of music, and extended techniques that require proper fundamentals of tone production. They may also be used as sight-reading pieces or for students who have a specific need to learn certain techniques. Each section of etudes also includes an introductory section that guides the student through the process of learning the skill and performing the etude correctly.
Copyright 2013 Stephanie Willow Patterson


Putting Theory Into Practice When Teaching PhonicsPhonics expert and former teacher Wiley Blevins provides model lessons, activities, and research documents to help you implement phonics instruction in your classroom.
Reading Assessment Tools
Reading expert Nancie Atwell explains how to use reading workshops to get students to devour books. Plus, get tips for managing and conducting workshops from author Laura Robb and respected 3rd grade teacher Beth Newingham.
Get tips for interpreting test results and planning the next stage of instruction from Brenda Weaver, a veteran teacher, curriculum coordinator, and author.
Scholastic's Chief Academic Officer Francie Alexander presents a plethora of resources. Use these tools, video demonstrations, and lessons to boost students' vocabulary.
Researcher and teacher Jeff Wilhelm shares his expertise on working with middle school students on think-aloud strategies that deepen reading comprehension.
Maryanne Wolf, Director of the Center for Reading and Language Research at Tufts University, defines fluency and explains how to help students become fluent readers.
Read Nell K. Duke's explanation of why informational texts are important, and get ready-to-integrate lessons and resources to help you make wider use of nonfiction literature.
What is leveled reading? How should you implement it in your classroom? Gay Su Pinnell, an award-winning reading researcher, provides clear answers and practical strategies.
Research shows that having a wide range of quality books in the classroom contributes to reading success. This five-step guide and additional resources help you get started.
Marilyn Burns, one of the most respected mathematics educators, dispels the myth that math is dull, explaining how using children's books to teach math benefits teachers and students.
The Word Wall: A Tool for Beginning Readers and Writers
Use a word wall to teach primary students sight words, which are so important for reading and writing.
Books for Teaching Vocabulary Building Strategies
Teacher Elizabeth Ramos shares her book list and tips for building high school students' vocabulary skills.
Invite an Author to Your Classroom
Create a rich, powerful connection between students and reading by inviting an author to your school.
Laura Robb offers insight into how to instill a love of reading.
Play it now (8:37 minutes)
Dr. Louisa Moats the steps of setting expectations and motivating readers.


A preschool language intervention program can significantly improve the educational lives of children with poorly developed speech and language skills, according to new research by psychologists at the University of York.
In the Language 4 Reading project, a team from the University's Department of Psychology at the University of York have evaluated the benefits of a preschool language intervention program for children who enter school with poorly developed speech and language skills.
The project, which involved 15 schools and feeder-nurseries across Yorkshire, was a randomized controlled trial funded by the Nuffield Foundation. A member of staff from each of the Early Years settings was trained to deliver a language intervention program.
The program targeted three key areas: vocabulary knowledge, narrative and listening skills, with phonics work included in the later stages. Children took part in three group sessions each week, supplemented by individual work once they entered school.
After 30 weeks, the children who had received the intervention showed wide-ranging improvements in expressive language skills, including the use of vocabulary and grammar, while gains in letter-sound knowledge and spelling indicate that the foundations of phonics are in place.
Professor Margaret Snowling, who led the research team, said: "Language skills are the foundation for literacy development and are fundamental to educational success. Our findings show that language intervention can be delivered successfully in Early Years settings by appropriately trained and supported teaching assistants. It has the potential to improve the educational lives of many children.
"Feedback from children, parents and teaching assistants indicates that taking part in the project has been an enjoyable experience for all concerned. The commitment of the schools and the enthusiasm of the teaching assistants have contributed to the success of the project."
The Communication Champion, Jean Gross, will attend a celebration evening at the Centre for Reading and Language in the Department of Psychology, tomorrow (3 November) to acknowledge the contribution of the teaching assistants and each participating school will receive a certificate to thank them for their support.
The University of York project team also included Professor Charles Hulme, Dr. Silke Fricke and Dr. Claudine Crane.
Cite This Page:


A Picasso or a Pre-schooler? : ways of seeing the 'child as artist'
Boone, Danielle J. (2007) A Picasso or a Pre-schooler? : ways of seeing the 'child as artist'. In 2007 Philsophy of Education Society of Australasia Conference "Creativity, Enterprise and Policy - New Directions in Education", 6- 9 December 2007, Wellington, New Zealand.
Children’s art is a commonly featured in early childhood classroom and care centres. Adults readily display the art of young children in prominent locations for others to admire. This practice of displaying young children’s visual art poses several questions about the child and his or her artistic expression. Are these children likened to professional artists? How do children feel about their own art being displayed? What methods of display are appropriate, if any?
A review of early childhood art education literature offers ways of seeing the "child as artist." Artistic learning is complex in and of itself, and to complicate matters art education has not progressed in a linear fashion and lacks a unified organizational structure. However, the place of art in the curriculum and the best way of teaching art to young children are central debates within the field of early childhood art education.
This paper draws on doctoral research that attempts to explore ways of seeing the "child as artist" within the context of early childhood art education and presents an argument for new understandings of young children’s experiences with the display of their own visual artwork.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Conference Paper|
|Additional Information:||For further information, please contact the author: Dr Danielle Twigg, Faculty of Education, School of Education and Professional Studies, 176 Messines Ridge Road, MT GRAVATT QLD 4122, Queensland, Australia. Telephone +61 (0) 7 3735 1021. Email: firstname.lastname@example.org, Room: M10_4.02C, Griffith University - Mount Gravatt, www.griffith.edu.au|
|Keywords:||early childhood, art education, display of children's artwork|
|Subjects:||Australian and New Zealand Standard Research Classification > PHILOSOPHY AND RELIGIOUS STUDIES (220000) > HISTORY AND PHILOSOPHY OF SPECIFIC FIELDS (220200) > History and Philosophy of Education (220202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > OTHER STUDIES IN CREATIVE ARTS AND WRITING (190999) > Studies in the Creative Arts and Writing not elsewhere classified (199999)
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2007 Danielle J. Boone|
|Deposited On:||14 Feb 2008|
|Last Modified:||09 Jun 2010 12:55|
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Day-to-Day Dyslexia in the Classroom
Routledge – 2004 – 220 pages
Dyslexia cuts across class, age and intelligence. All schools will have pupils with dyslexia and teachers of children of all ages need to be aware of the teaching methods and approaches which are most effective with these children.
This fully revised and updated edition of a classic text offers invaluable advice to teachers on how they can recognize specific learning difficulties and give practical help to children in their classes. Written in clear, jargon-free language it provides guidelines on the way children with dyslexia learn language and achieve literacy and numeracy skills. It also includes chapters on handwriting, study skills and classroom management, whilst bearing in mind numerous demands made on classroom teachers.
This new edition includes:
* the National Literacy Strategy
* how to make effective use of Teaching Assistants
* an exploration of physical development
* commentary on teaching children with diagnosed dyspraxia and Attention Deficit Disorder.
'Here is a book about dyslexia that needed to be written … Every school staff-room should have a copy on the library shelf, and it should be required reading for all beginning teachers in the course of their training … Highly recommended.' - Contact, the journal of the British Dyslexia Association
'This book is an invaluable resource for teachers who wish to enhance their understanding and knowledge, being full of highly accessible information and practical, workable suggestions…The content would also be very pertinent to parents, special needs teachers, teaching assistants or students.' -Sally Sinclair, Dyslexia Contact, September 2005


Reach Out and Read
Reach Out and Read (ROR) is a national pediatric literacy program that promotes early literacy and school readiness in over 4900 clinics nationwide. The program builds on the unique relationship between parents and medical providers to develop critical early reading skills in children beginning at 6 months of age. ROR prepares young children to succeed in school by partnering with doctors who prescribe books and encourage families to read together. Over 4 million children are served annually in the country.
There are 221 sites in Florida, including 17 in the Tampa Bay Area. USF Pediatrics runs the Reach Out and Read program at the USF 17 Davis Clinic, USF STC Clinic and the Healthpark clinic. There is also a program at the All Children's Hospital pediatric clinic. The goal of the program is to integrate parent education about literacy development into regular pediatric care for young children, taking advantage of regularly scheduled well-child visits to reach parents of young children. At every health supervision visit, children from 6 months to 5 years of age receive a new book along with advice from their provider. Through the guidance from pediatricians and nurse practitioners, parents learn ways to support their children's early literacy development. Reading aloud is "prescribed" to parents as part of their child's daily routine to make literacy promotion a standard part of pediatric primary care. The goal is for children to grow up with books and a love of reading.
In our clinic waiting rooms, community volunteers - many of whom are USF students - engage the children with books and reading, looking and labeling, reading aloud, listening to the children read, and modeling book-related interactions for parents. Used books are available in the waiting and examining room for children to peruse while waiting to see the doctor. Later on, in the examining room, the pediatric care provider introduces an age-appropriate children's book into the visit, commenting on the child's response and offering information on the child's development. At each well-child checkup, the child is given a new book to take home. These books have been carefully chosen and are developmentally and culturally appropriate for the child.
Handouts and brochures with tips on reading are also made available to the families. For many parents, seeing the doctor give the child a book and seeing books and reading throughout the clinic communicates the importance of reading more effectively than any amount of explanation. Further, the accumulation of these books in the home, all carrying the health provider's recommendation, offers parents an opportunity to help their children develop and grow, and offers children a pleasurable and positive way to elicit parental attention.
Dr. Sharon Dabrow, Professor of Pediatrics, is the USF ROR Medical Director. Dr. Jennifer Takagishi is the Healthpark ROR Director. They can be contacted at firstname.lastname@example.org; email@example.com. Ms. Ellen Kent is the volunteer coordinator and can be contacted at firstname.lastname@example.org. For more information, visit the ROR website at www.reachoutandread.org.


Art and music programs in public schools provide much more than a break from academics or a fun extracurricular activity. According to the advocacy organization Americans for the Arts, arts education can help kids to stay in and succeed in school. While there is little debate that students who consistently take art and music classes during high school have better academic and personal outcomes, budget cuts often win out and eliminate these programs. From finding other sources of money to private fund-raising, there are ways teachers and families can save the arts in school.
If you think that your child or your school is entitled to have arts education programs, you may need to think again. Although, according to Americans for the Arts, the federal Elementary and Secondary Education Act includes the arts as "core academic subjects," schools may push painting, orchestra, band and other similar programs aside in favor of reading, writing and math classes. In a Common Core survey of 1,001 third- through 12th-grade educators, 66 percent of teachers believe that subjects such as the arts are being downsized due to an overwhelming emphasis on language arts and mathematics. Between the increasingly higher importance on the more "academic" subjects and less money to spend on education, it isn't surprising that schools are seeing major cuts to art and music programs.
Before jumping to the conclusion that arts funding equals money for supplies or equipment, keep in mind that professional development opportunities provide a valuable tool for teachers to learn about new methods and best instructional practices, Cuts in art and music programs often mean that teacher training is eliminated due to a lack of funding. Instead of throwing in the towel, schools, administrators and individual educators can apply for grants that go directly toward professional development funding. If your school won't pay for a workshop at the local art museum or to have a professional musician come to in-service training, the U.S. Department of Education's Arts in Education program for Professional Development for Arts Educators provides thousands of dollars -- the individual amounts vary depending on the school, program and availability of funds -- for teacher training. Additionally, smaller grants and awards, such as the National Art Education Association's $2,500 Ruth Halvorsen Professional Development Grant, can help out when budget cuts come into play.
When schools threaten to cut art and music from the curriculum, it often means there simply isn't enough money to pay teachers and buy supplies. One solution to arts program cuts is to find alternative sources of funding. Similar to finding funding for professional development, government and private grant money can help to keep a fragile arts program afloat. For example, the National Endowment for the Arts provides funding for art education programs that are standards-based and reach children ages 5 through 18. Likewise, other organizations -- for instance, the National Art Education Association -- offer funding, such as the Teacher Incentive Grant, for educators to use for implementing and assessing school art programs.
Private Sources and Fundraising
What happens if your school cuts its arts funding and you can't find a grant that fits your needs? Don't discount your own fundraising efforts or your ability to find funds from private sources. Start small with a student-led community effort. For example, if the school cuts the funding for your art club -- leaving you no money to take an annual trip to the museum -- stage a community art show and auction off the student's work to solve your problem. Take a look at how the PTA, sports associations and other school-related groups get together and raise funds, and learn through their efforts. Sell candy bars, have a car wash or throw a fundraising event to contribute to your school's art and music programs. While these methods most likely won't pay a teacher's salary or buy the band all new instruments, they can help to supplement a dwindling budget or allow the students to participate in arts-related activities such as competitions, recitals and field trips.
- Americans for the Arts: Arts Education Navigator: Facts & Figures
- Common Core: Learning Less: Public School Teaches Describe a Narrowing Curriculum
- U.S. Department of Education: Arts in Education -- Professional Development for Arts Educators
- National Art Education Association: NAEF Investing
- National Endowment for the Arts: Arts Education
- Brand X Pictures/Brand X Pictures/Getty Images


Course Catalog ›
Susquehanna University Bulletin ›
Courses of Study ›
In this section
EDUC:101 Introduction to Education and Society.
EDUC:102 Historical and Philosophical Foundations of Education.
EDUC:125 Residential Leadership for Social Justice and Community Development.
EDUC:202 Introduction to Human Geography.
EDUC:205 Topics in Education.
EDUC:240 Cognition and Classroom Learning: Early Childhood.
EDUC:250 Educational Psychology.
EDUC:260 Introduction to Special Education.
EDUC:270 Instruction of Exceptional Students.
EDUC:300 Arts in Education.
EDUC:310 Math Methods: Pre-school.
EDUC:311 Math Methods: Primary Grades.
EDUC:330 Technology in Education.
EDUC:350 English Language Learners: Theory and Instruction.
EDUC:365 Pre-school Language and Emergent Literacy.
EDUC:366 Primary Literacy Development.
EDUC:367 Literacy Assessment and Interventions.
EDUC:370 The Theory and Practice of Peer Education.
EDUC:374 Methods of Mathematics Instruction.
EDUC:375 Literacy I: Building Blocks for Teaching Literacy.
EDUC:377 Literacy II: Assessment, Intervention and Instruction for the Elementary Classroom.
EDUC:380 Instructional Design.
EDUC:384 Introduction to Early Childhood Education.
EDUC:400 Social Studies Methods: Early Childhood.
EDUC:410 Family and Community.
EDUC:420-427 Methods of Curriculum, Instruction and Assessment in Secondary Education.
EDUC:430 Science Methods: Early Childhood.
EDUC:476 Principles of Learning and Teaching in Elementary Education.
EDUC:479 Principles of Learning and Teaching in Secondary Education.
EDUC:481 Methods of Curriculum, Instruction and Assessment in Elementary Education.
EDUC:482 Differentiated Instruction and Classroom Management in Elementary Education.
EDUC:483 Differentiated Instruction and Classroom Management in Secondary Education.
EDUC:485 Methods of Curriculum, Instruction and Assessment in Early Childhood Education.
EDUC:490 Pedagogy and Classroom Environment.
Student Teaching Block.
EDUC:601 Independent Study.
INTD:320 The Sciences.
OFFS:CHILE Life is Good in Chile.


Education Savings Accounts could be the policy innovation needed to save elementary education in America.
In 1920 the federal government spent just under 29 million in todays dollars on education coststhat comes out to be only $1.34 per student. Today, that cost has ballooned to approximately $11,000 per student.
Force fed to states from Washington by President Obama, Americans are now fighting back against the Common Core agenda.
David Coleman, current president of the College Board and lead architect of Common Core State Standards, has been accused of “inculcating a negative view of American history” in his proposed advanced placement curriculum.
Principals in Hawaii anticipate their students’ math and reading test scores to nose-dive in the coming academic year, largely as a result of implementing Common Core State Standards.


Frances Elliott Clark
Frances Elliott Clark (1860–1958) was an early music appreciation advocate. As a teacher in nineteenth century Ottumwa, Iowa, Clark spent ten minutes in each of her chorus rehearsals students telling them about composers or helping them recognize the stylistic features of the work that made it possible to place it in its correct historical context. Shortly thereafter, the phonograph added new opportunities for students to listen to music. Clark, who by 1903 had moved to Milwaukee, told of her introduction to the potential of Edison's invention. She realized the difference it could make to her students if they could hear professional recordings. Her principal agreed and approved the purchase of a machine for the schools.
Clark made herself an authority on the use of the phonograph to teach music to children and in 1910 spoke to the Wisconsin Teachers Association on "Victrolas in the Schools." Edward Bailey Birge, president of the Music Supervisors National Conference (later MENC), invited her to present this subject at his MSNC program in Detroit. Within a year she had moved to Camden, New Jersey, where she established an educational department for the Victor Talking Machine Company. She supervised the preparation of recordings designed for use in the classroom. Recordings were also developed to correlate music with English and American literature. Among other responsibilities, Clark assisted record and Victrola dealers in setting up educational displays to help music educators learn the benefits of the phonograph. Victor issued a number of instructional booklets prepared by Clark and assistants. Clark remained with Victor for the rest of her professional career but kept up with the times in the 1920s, when she promoted the radio as an avenue to music appreciation.
||This article includes a list of references, but its sources remain unclear because it has insufficient inline citations. (January 2009)|
Mark, M.L. and Gary, C.L. (1999). A History of American Music Education. Reston, The National Association for Music Education.


The Lowcountry offers a treasure trove of historical, cultural and environmental learning labs, otherwise known as Field Trip destinations. Whenever possible, field trips are incorporated to reinforce and broaden classroom studies, especially in the EEC and Lower School. It's exciting for teachers and students to step out of the classroom routine, board a bus, and set out to explore incredible educational resources at our doorstep, from the farms of Johns Island to the waterways of the ACE Basin to the Gibbes Art Museum to historic Charlestowne Landing, to the SC Statehouse in Columbia and beyond!
EEC Field trips are an integral part of the early childhood learning experience. Children learn through experiences, so it is important they can have the opportunity to experience the world authentically, even at such a young age. EEC field trips change every year based on the particular investigation undertaken by each class. For example, when the multi-age class chose to study Weather Systems, they went on a field trip to Channel 2 and met with the meteorologist. Other field trips that tie into classroom investigations have included a trip to the John's Island airport to meet with a pilot, board a place, and tour the facility; a trip to visit Legare Farms on Johns Island to learn about raising plants for market; and a trip to the butterfly pavilion at Boone Hall. This year's summer program field trips in the EEC tied in very closely to the study of animals, which was their summer topic of study. Some of the places the children visited were the SC Aquarium, Charles Towne Landing, The Center for Birds of Prey, The Charleston Museum, and the Children's Museum. They even went crabbing at the Mount Pleasant Pier!
For photos and news of recent Ashley Hall field trips, like Ashley Hall on Facebook.


The Reality of STEM in the Classroom
Victoria Lovejoy | Teaching
STEM is an acronym for science, technology, engineering, and math. Educators, legislators, and business leaders have long been concerned with the state of science and mathematics in our schools. In a comparison of international scores for 4th and 8th graders, results show that the American students are still lagging behind our major global competitors including Japan, China, Russia, and Singapore (TIMMS 2007). As these countries outcompete us in academic assessments, they are also outcompeting us in capturing the global markets particularly in the area of information management.
The purpose of STEM initiatives at the national, state, and local levels is to bring together the resources of government in support of improving our educational system, the private sector in making alliances to support authentic learning applicable to what is needed in the workforce, and educational institutions in collaborating on the best pedagogy and curricula to develop students who are prepared to meet the challenges of their futures. This initiative is applicable not only to the disciplines of science and math, but to all other disciplines as teachers continue to develop a 21st century approach through cross-curricular integration. In real world work and interactions, we don’t have clear cut divisions between disciplines. Learning through STEM gives students tools to develop creative and systemic problem solving, collaborative networks, leadership abilities, and long-term strategic outlooks.
This all sounds terrific and on-point, but what is the reality we each experience back in our classroom? At a recent department chair meeting, our assistant head passed on a parent request that we teach more specifically to the SATs so that our students can earn the numbers they need to get into some of the colleges they want. Among the department chairs, we all agreed that our focus in the classroom certainly included foundational skills but our goal was to prepare our students to be the independent thinkers and problem solvers described in current literature and certainly included in the STEM initiatives. By the times students reached our high school classes we all felt that the we did not have extra time to teach to a standardized exam. But we are in many ways also a service industry so that if colleges need a “number” through which to filter applicants and parents expect us to get their children into colleges and those same colleges require a certain score on a standardized test, where do we spend our energies?
Quiz: Test Your Science Savvy
How well do you know science? Take the quiz, created by the National Science Foundation for research purposes, to test your science savvy.
Clearly, this opens up all the old discussions and heated arguments we have about standardized testing and student evaluation. However, the reality when we are in our classrooms is that we are often torn between teaching lifelong skills for the future and teaching the “tricks” a student needs to score well on a test that may determine their future. Certainly there is overlap. We can teach critical reading skills and information filtering while we work on reading comprehension. We can develop foundational math skills in the context of higher order problem solving. We can decode the cues and clues embedded in tests and which can help us select the right answer as well as learn subtleties of communication. But can we really serve two masters – standardized test mastery and 21st century lifelong skills?
The reality in our classrooms as we make our way through another academic year does not always match the vision that many of us continue to carry in our minds for education. The answer, for now, is what it has always been – dedicated teachers doing their best to support the development of those skills that will best support lifelong learning and success and throwing in a few test-taking strategies to help our students jump through the hoops. It is not a perfect system but if we can keep the talk going maybe we’ll get everyone on the walk!
Trends in International Mathematics and Science Study, 2007. http://nces.ed.gov/timss/table07_1.asp retrieved May 24, 2009
Visit http://podetc.com/ for upcoming courses in STEM strategies, Research and Information Fluency, Building Knowledge Management Systems, and a Survey in Emerging Technologies. Taking registrations now.


Unit Four | Family Life Skills
Unit One | Unit Two | Unit Three | Unit Four | Unit Five | About Links
Chapter 12: Parenthood
- Fetal Alcohol Syndrome—Learn more about FAS children
- Strategies for Living with FAS—Provides information regarding the needs of and strategies for helping children with FAS
Chapter 13: Infants
- American Academy of Pediatrics—"Dedicated to the health of all children"; many helpful articles and resources
- Intellectual Development in Infants—Contains developmental changes from birth to one year
- Food & Nutrition— Provides good articles on nutrition and diet. Most of them are PDF files and include illustrations.
Chapter 14: Toddlers
- Child Passenger Safety from the National Highway Traffic Safety Administration—Provides seat standards for infants, toddlers, and children
- Family from the FCIC—View or order articles regarding various health and family issues
- Find Your Local Poison Center—Find out about Local Poison Centers by state.
- Understanding Children Language Development—Iowa State University Extension provides a printable version of ways to help a child develop language.
- Car Seat Laws—A parenting website providing car seat laws and links to standards for each state
- Finger Plays and Action Verses for Children—Iowa State University Extension provides a list of children's songs that have hand and body motions.
- When Bed-Wetting Becomes a Problem—National Kidney Foundation describes normal and abnormal bed-wetting
Chapter 15: Preschool
- Benefits of media—Learn how to combine children’s television with other activities and resources to enhance learning
- Babysitter’s Guide—Practical tips for babysitters
- KinderArt—KinderArt describes itself as “the largest collection of free art lessons and art education information on the Internet; Over 800 free art and craft lessons, activities and plans for K-12; Art for kids and Crafts for kids.”
- Recycled Art—Many art ideas using household items
- Edible Art—Kid-friendly snack ideas with many seasonal recipes
- Non-edible Art—Kid-friendly ideas for paints, doughs, clays, and "glurch"
- Aesop's Fables— An A-Z collection of Aesop's fables
The fact that a link is listed on this site does not mean that BJU Press endorses its entire contents from the standpoint of ethics, philosophy, theology, or scientific hypotheses. The position of BJU Press on these subjects is well known. In order to provide a useful service to our customers, links to many sites of content relevant to our publications are posted on the basis of the information and/or services that the sites offer.
Due to the transient nature of websites, these links are updated regularly. At the time of publication, all of the web links suggested in our curriculum were active. Since then, some may have been replaced by similar websites or removed from this list. If you have comments, suggestions, questions, or find that one of these resources is no longer in service, please email us.


New Graphic Cabinet of the Collection of Prints and Drawings in St George’s Convent
March 16 – June 13, 2010
Women and art – a pairing of words that long meant only women as the subject of art. In the Czech lands, women assumed an active role in art in the nineteenth century. Contemporary opportunities meant women’s art focused on painting and drawing, but interest in graphic techniques also existed. However, the position of graphic art in the spectrum of professions open to women had two poles – while it was not contradictory to the idea that detail work was suitable for women, mastery of the necessary techniques required specialized skills that were usually difficult to acquire. Nevertheless, women engaged in graphic art from its very beginnings.
The National Gallery in Prague offers a wide cross-section of 19th-century women’s graphic art in Bohemia from among the artworks in its Collection of Prints and Drawings. The exhibition opens with artwork by aristocratic women who were the first to receive a good art education. Their activities in art, including graphic art, played a role in society’s recognition of women as artists.
The first professional women artists found themselves in a different situation than their aristocratic counterparts, often taking an untrodden path that offered nothing but an uncertain livelihood and frequently forced them to relinquish the traditional role of wife and mother. The exhibition looks at the activities of widows who took over the copper-engraving workshops of their late husbands. In the second half of the 19th century, women graphic artists began to produce fashion pictures and embroidering patterns in ladies‘ magazines. This period brought the first women’s schools offering classes in graphic techniques, particularly woodcut. Owing to this education, women found jobs in book and picture magazine illustration as early as the 1870s, making a name for themselves at home and abroad. The Cabinet also presents the artwork of Zdenka Braunerová’s contemporaries, whose activities significantly helped invigorate the graphic art genre in Bohemia.
St George’s Convent
Jiřské náměstí 33
Prague 1 – Prague Castle
Transport: Tram 22, 23 – Pražský hrad


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