Recommendations for science education, including elementary education, highlight instructional practices such as using discussion to promote deep understandings of science. A task facing science teacher educators is to craft instruction to support teacher candidates (TCs) to develop skills that will encourage such practices in classrooms. In 2011, we developed and implemented a class activity —the Supported, Collaborative Teaching Model (SCTM)—to focus TCs’ attention on key aspects of science teaching. The SCTM, which is designed around the idea that practical experience is critically important to teacher education, involves having TCs teach science to elementary students in three different grade levels three different times throughout the semester. In this study, we examine the outcomes related to two newly added components of the SCTM: focused video reflections and the use of the Charlotte Danielson Framework for Teaching (FfT; Danielson, 2013). In this study we asked: In what ways do the SCTM and focused video reflections support TCs in crafting opportunities for students to develop deep understandings of science? Interviews and reflections from eight TCs were analyzed to examine the impact of the SCTM. Our analysis indicated that the focused video reflections based on the FfT coupled with the SCTM provided tools for growth and for documenting this growth. We describe areas in which TCs indicated they had developed as teachers, as well as the structures that contributed to shifts in practice in these different areas.
This is an Accepted Manuscript of an article published by Routledge an imprint of Taylor & Francis Group in Journal of Science Teacher Education in 2018, available online at doi: 10.1080/1046560X.2018.1512362
Wenner, Julianne A. and Kittleson, Julie. (2018). "Focused Video Reflections in Concert with Practice-Based Structures to Support Elementary Teacher Candidates in Learning to Teach Science". Journal of Science Teacher Education, 29(8), 741-759.


Despite the continued growth of the music therapy field, many may have trouble grasping a solid understanding of what music therapy really is and how it can help. It is common to confuse music therapy with other forms of musical activity, especially music education. You may be asking yourself, “why would my son or daughter need music therapy when he or she already is taking music classes at school?” or “how can music therapy help me beyond what my private music lessons are already doing?”.
The key to understanding the difference between music education and music therapy can be found when we take away the word ‘music’ Education is “the act or process of imparting or acquiring particular knowledge or skills”. Therapy on the other hand is “the treatment of disease or disorders, as by some remedial, rehabilitating, or curative process”.
When we look at music therapy and music education under this light, we are able to more clearly see how they are different. While music education focuses on improving musical skills, music therapy focuses on improving non-musical skills.
That being said, many music therapists (including us at Wellington Music Therapy Services!) offer adapted music lessons. Essentially, an adapted or integrated music lesson is exactly as its name suggests. It is a music lesson in which certain adaptations or modifications have been implemented in order to best suit the special needs of the individual(s) involved. The quality of learning and many concepts in an adapted music lesson will be the same as in a standard music lesson, but the modifications allow the participant to learn at a pace they are comfortable with and in a style that works best for them!
Music therapy is very versatile and can look different depending on the unique and specific needs, abilities, and goals of the individual. There are countless approaches to music therapy, each based on theories of psychology and musicality. Music therapy is an evidence-based health profession with a strong research foundation. Music therapists are fully equipped to assess needs and abilities and develop an approach and appropriate plan of action that works for you! To learn more about the programs and sessions Wellington Music Therapy Services offer, please visit our website or contact us directly!
When to work with a music teacher:
- You are interested in learning a new instrument
- You are interested in improving musical skills through study of technique, repertoire, sight-reading, and theoretical concepts
When to work with a music therapist:
- You are interested in improving quality of life through improved motor skills, social skills, communication, emotional expression, behavioural development, cognitive functions, or coordination.
- You are interested in finding out about how you can use music as a tool to improve your mental, emotional, and physical well-being
- You are interested in working with a clinically trained professional to discover therapeutic approaches that best serve your needs and that utilize your unique skills and abilities
- You would like to learn or improve musical skills through adapted music lessons
Contact us to schedule a music therapy assessment or to start music lessons today!
“American Music Therapy Association.” American Music Therapy Association | American Music Therapy Association (AMTA), www.musictherapy.org/.
by Admin. “ADAPTED MUSIC LESSONS VS MUSIC THERAPY SESSIONS – Queen Street Music: Located in Hespeler, Cambridge.” Queen Street Music | Located in Hespeler, Cambridge, 6 Sept. 2016, queenstreetmusic.com/adapted-music-lessons-vs-music-therapy-sessions/.
“Education.” Dictionary.com, Dictionary.com, www.dictionary.com/browse/education?s=t.
“Music Therapy.” Theravive Counseling, www.theravive.com/therapedia/music-therapy.
“Therapy.” Dictionary.com, Dictionary.com, www.dictionary.com/browse/therapy?s=t.


Computers are now part of everyday life. For most of us, technology is essential to our lives, at home and at work. ‘Computational thinking’ is a skill children must be taught if they are to be ready for the workplace and able to participate effectively in this digital world.
The national curriculum for computing has been developed to equip young people in England with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives. Through the programme of study for computing, they will learn how computers and computer systems work, they will design and build programs, develop their ideas using technology and create a range of content.
There are three distinct areas of the computing curriculum; computer science (CS), information technology (IT) and digital literacy (DL).
The curriculum programme of study is as below:-
At Thythorn we feel computing should be taught both discretely and as a tool for everyday curriculum learning. Children are encouraged to use equipment within the school that will enhance their learning in every way.


Aim Of Course
The aim is to ensure Home Economics is fun, stimulating, interesting and raising awareness of the many aspects of practical work.
Literacy and numeracy skills are used when carrying out practical work. Home Economics is a choice subject in the Senior Phase.
Food based course:
- Food safety and hygiene
- Cookery terms
- Food preparation techniques
- Building knife skills and cooker skills for independent living
- Preparation of healthy snacks and meals to enable a healthy lifestyle
Practice of skills learned within the class to reinforce and build confidence e.g. using scales, measuring jugs and basic hygiene practice and washing and drying dishes.
Assessment will be in line with the national guidelines for Curriculum for Excellence and appropriate to young person’s ability within the subject. Senior Phase SQA certification is at appropriate level and is an options subject.
Parents’ evenings and formal reports and reviews.


Hear My Voice: Why We Must Sing to Our Children
I have asked the musically gifted Jen Teh to write a series on music, song and language in our children’s lives. Singing and reading are all important in language development and so loved by children of all ages. Thank you so much Jen for sharing your knowledge and expertise with us here;
There is this thing that’s like touching, except you don’t touch.
Back in the day it just went without saying at all.
All the world’s history gradually dying of shock.
There is thing that’s like talking, except you don’t talk.
You sing. Just sing.
Singing is an intrinsic part of raising children. When a baby cries, it feels right to hum a lullaby. We sing action songs and nursery rhymes with our toddlers and young children. I have even spoken to parents whose adolescent children ask them to sing to them when they are feeling insecure and overwhelmed. Song is a unique way of connecting and communicating, and it carries with it benefits for both the singer and the listener.
Many wonderful things happen when a child is sung to. Songs can be used for storytelling, cultural exchange, to calm, to excite and to incite discussion. For the singer, the act of singing increases cardiovascular function, lowers blood pressure, releases endorphins and lowers stress levels, with consequent increase in immune function. Singing to babies is particularly powerful. All positive mother-baby interaction leads to the release of beta endorphins for both, promoting feelings of well-being and increased relaxation, and this is especially true for when a baby is being held and sung to.
There is a direct correlation between singing and the development of language. The folk songs of every culture carry with them the signature inflections of the ‘mother tongue’ language, and help to wire the child’s ear, voice and brain to engage with this language. If you are worried that you don’t sing well enough, relax! For your child, your voice is the safest and most familiar sound, and is far better than any recorded music. Just as children learn language in interactive environments by being engaged in live conversation, they will gain the most benefit from being sung to directly by their caregivers.
You can begin singing to your child before they are even born – amniotic fluid is a great conductor of sound. Babies begin to respond to sound in the womb from around 18 weeks gestation, and the ability to recognise voices and even songs develops quite significantly by the end of pregnancy. All through my pregnancy with my son Joshua, my husband Jamie sang one song to my belly, over and over again. When Josh was born, Jamie held him and sang that song, and immediately Josh stopped crying and stared quietly at him (and our midwife started to cry instead). Six months on and Josh still settles immediately when Jamie sings “You Are My Sunshine.”
Sometimes it is hard to know just WHAT to sing to your child, and there are many fabulous books out there designed with the intention of being sung to children of all ages – from illustrated nursery rhymes, to sung stories and even pop songs. Other books aren’t necessarily written for the purpose of being sung but seem to naturally lend themselves to it.
In the meantime…
Sing for the bartender, sing for the janitor, sing.
Sing for the cameras, sing for the animals, sing.
Sing for the teachers who told you that you couldn’t sing.
Sing for the kid with the phone who refuses to sing.
-Lyrics in this post have been borrowed from “Sing” by The Dresden Dolls-
Hush Little Baby founder Jennifer Teh has been teaching musicfor fourteen years. She comes highly qualified, with a Bachelor of Music and Bachelor of Education from the University of Queensland as well as an Australian Kodaly Certificate in Primary Music Education. Her accolades include an Australian Government National Award for Quality Schooling and a Queensland College of Teachers Excellence Award. In addition to working extensively with choirs of all ages and backgrounds as a music director, Jen has been invited to work with numerous children’s and adult choirs as a workshop facilitator and guest conductor. Jen strongly believes that music and singing should be a part of every child’s life. There is a huge body of research supporting the positive benefits of sharing music with infants and children. Through her baby and toddler classes, Jen aims to give parents and caregivers a fun day out, as well as skills, games and songs that can be taken home and enjoyed over and over again.


Delivering Well Prepared Teachers Policy
The state should ensure that middle school teachers are sufficiently prepared to teach appropriate grade-level content.
New Hampshire offers a middle school (grades 5-9) license for middle school teachers and allows teachers with secondary certificates to teach single subjects. All candidates must complete a major consisting of at least 10 courses above the introductory level. Regrettably, New Hampshire also allows middle school teachers to teach on a generalist K-8 license.
Not all middle school teachers in New Hampshire are required to pass a Praxis II subject-matter test to attain licensure. To demonstrate content knowledge, they (with the exception of middle school math teachers) must either pass the Praxis II test or earn the equivalent of a content major.
Further, those seeking the elementary license are only required to pass the general content test for elementary education, in which subscores are not provided; therefore, there is no assurance that these middle school teachers will have sufficient knowledge in each subject they teach. In addition, candidates with master's degrees are exempted from the Praxis II test.
Administrative Rules for Education Chapter 500, 513.01, 611.02 www.ets.org/praxis Required Tests for Certification http://www.education.nh.gov/certification/req_tests.htm
Eliminate K-8 generalist license.
New Hampshire should not allow middle school teachers to teach on a generalist license that does not differentiate between the preparation of middle school teachers and that of elementary teachers. These teachers are less likely to be adequately prepared to teach core academic areas at the middle school level because their preparation requirements are not specific to the middle or secondary levels and they need not pass a subject-matter test in each subject they teach. Adopting middle school teacher preparation policies for all such teachers will help ensure that students in grades 7 and 8 have teachers who are appropriately prepared to teach grade level content, which is different and more advanced than what elementary teachers teach.
Strengthen middle school teachers' subject-matter preparation.
New Hampshire should encourage middle school teachers who plan to teach multiple subjects to earn two minors in two core academic areas, rather than a single major. However, the state should retain its requirement for a subject-area major for middle school candidates who intend to teach a single subject.
Require subject-matter testing for middle school teacher candidates.
New Hampshire should require subject-matter testing for all middle school teacher candidates in every core academic area they intend to teach as a condition of initial licensure.
New Hampshire asserted that it does encourage middle school candidates who plan to teach multiple subjects to earn two minors in two core academic areas, rather than a single major.
In a subsequent response, New Hampshire added that the new Elementary Education: Multiple Subjects Praxis II test has been adopted by the State Board of Education. The test results will provide a separate score for each of the subtests in Reading and Language Arts, Mathematics, Social Studies and Science. The test is available immediately and will be required beginning July 1, 2012.


Date of Award:
Master of Science (MS)
Gretchen A. Gimpel
Questionnaires compromised of (a) a description of a child (either male or female) exhibiting attention deficit hyperactivity disorder (ADHD) behaviors (either predominately hyperactive/impulsive or predominately inattentive) and (b) 13 questions about the description were completed by 562 regular elementary education teachers in the state of Utah. The questions, which offered teachers a range of responses on a 5 point Likert scale, were designed to assess the extent to which the gender and behaviors of the child described affected the extent to which teachers were able to identify the child as being representative of a child with ADHD, teachers' attributional assumptions about the possible etiological causes and beneficial treatments for the child's difficulties, and teachers' perceived abilities to help the child. Results indicated that behaviors, but not the gender of the child described, significantly affected the teachers' abilities to recognize the child as being representative of someone with ADHD and significantly affected teachers' ratings of etiological causes for the child's difficulties. Neither behaviors nor gender significantly affected teachers' ratings of treatments. Behaviors, but not gender, significantly affected teachers' perceived abilities to help change the described child's actions, but did not significantly affect teachers' perceived abilities to help the described child become a better student. There were no significant interactions between behaviors and gender on any items. These results are discussed with an emphasis on the implications for school psychologists working with children with ADHD and their teachers within the context of the school system.
Rollins, Lisa, "The Effects of Gender and Behavior on Elementary Teachers' Attributional Assumptions About Children with Attention Deficit Hyperactivity Disorder" (1999). All Graduate Theses and Dissertations. 6152.
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .


Rayne Catholic Administers Three National Standardized Test:
1. Dynamic Indicators of Basic Early Literacy Skills
DIBELS tests are administered three times a year (Fall, Winter, Spring) in grades K through 3. Results are sent home to all parents. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of standardized, individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills.
Please click on the following link for more information on the DIBELS Test: http://dibels.uoregon.edu/
2. ACT Aspire Test
ACT Aspire Testing: Standardized achievement tests are administered in the spring. ACT Aspire assesses student readiness in English, math, reading, science, and writing. Our solution connects student growth from grades 3-8 and early high school in the context of college and career readiness. Results are sent home to all parents during the month of May.
This technically excellent instrument provides the valid and reliable tool needed for objective measurement of achievement. Administrators will obtain reliable data to evaluate progress toward meeting the challenges set forth by the national and state standards and high expectations. ACT Aspire will include summative assessments that measure how much students have learned over time, as well as aligned classroom-based assessments that help educators better understand students’ learning needs in individual classes throughout the school year. The aligned assessments will inform teachers about students’ progress toward specific learning standards, so they can better tailor their instruction and resources to help students learn.
3. ACRE Test
- The ACRE test is administered to students in 5th through 8th grade.
The acronym stands for Assessment of Catechesis/Religious Education.
- This test is published by the NCEA (National Catholic Educational Association).
- The NCEA ACRE is an assessment designed to strengthen catechetical/religious education programs.
- The NCEA ACRE is an assessment based on the Catechism of the Catholic Church and the most recent catechetical documents.
- The purpose of the NCEA ACRE is to evaluate the effectiveness of a religion program: The printed curriculum communicated during a teaching-learning session and the formative experiences in and with the faith community, for example, Sunday Liturgy.
- NCEA ACRE reports equip school principals, DREs, religion teachers, and catechists to evaluate not only the local curriculum content, but also the teaching strategies used to deliver that curriculum.
- NCEA ACRE data reports also shed light on those faith formation elements that are not the exclusive domain of the school or parish religion program, for example, physically getting students to the sacraments of penance and Sunday Liturgy, etc.
Standard 8: An excellent Catholic school uses school-wide assessment methods and practices to document student learning and program effectiveness, to make student performances transparent, and to inform the continuous review of curriculum and the improvement of instructional practices.
8.1 School-wide and student data generated by a variety of tools are used to monitor, review, and evaluate the curriculum and co-curricular programs; to plan for continued and sustained student growth; and to monitor and assess faculty performance.
8.2 School-wide and aggregated student data are normed to appropriate populations and are shared with all stakeholders.
8.3 Faculty use a variety of curriculum-based assessments aligned with learning outcomes and instructional practices to assess student learning, including formative, summative, authentic performance, and student self-assessment.
8.4 Criteria used to evaluate student work and the reporting mechanisms are valid, consistent, transparent, and justly administered.
8.5 Faculty collaborates in professional learning communities to monitor individual and class-wide student learning through methods such as common assessments and rubrics.


At Bearspaw Preschool we construct an inclusive environment that will teach to the whole child. There is a balance between structured and play based activities that will support the children in their social and academic development. The play based learning experiences will encourage the physical, social, emotional and cognitive growth in all children. In our classroom your child will engage in many learning opportunities that will enable the students to explore, create, imagine and play.
A balance of theme related and inquiry based activities will provide an authentic and meaningful first school experience for all children. There are many special guests and field trips that will enhance our program. By the children being immersed into an environment of “question” and “discovery”, they are provided with the opportunity to learn “how to learn”. Our program not only benefits and challenges the child intellectually, but also promotes a spirit of respect and co-operation among the children when dealing with their peers.
In preparation for Kindergarten, the four-year program includes an extra half hour of instructional time each day to allow for increased opportunities to focus on early literacy and early numeracy skills.
We recognize that parents are the child’s first teachers. Children learn best when parents are involved in their education program. The primary bridge between home and school is the involvement of family and community.


M.S. in Teaching
Interdisciplinary and Inclusive Education
College of Education
Classroom management; Motivation in education
Elementary Education and Teaching
The purposes of this study is to investigate the implementation of classroom management strategies in a Team Approach to Mastery (TAM) classroom which will include both regular and special education students. This research study will identify the most effective strategies in terms of ease of implementation, time, effort, generalization, reliance upon the system, and personal ratings. Small focus groups will also be conducted with the students in order to have a clearer view of student motivation and their likes or dislikes of the current system. A successful plan must be motivating and enjoyed by both students and teachers within the classroom. More than half of the participating students did not believe that self monitoring helped them in reaching their goal as many students thought that this task was rather difficult; however, all participants in the class indicated that they enjoyed working toward a group reward as it increased their motivation to work in the classroom as a community. Implications and recommendations for implementing classroom management strategies to motivate students are discussed.
Aitken, Sherri, "Using reinforcement and self management in classrooms to increase motivation" (2006). Theses and Dissertations. 882.


The families that we serve come from diverse backgrounds, with unique histories and experiences. An important part of our work is being thoughtful about the way that we connect with children and families who have experienced trauma. Unfortunately, many ECE professionals do not feel well-equipped to identify signs and symptoms of trauma, or lack the knowledge they need to address the needs of children who have been victims of trauma.
Training Modules from The Center for Early Childhood Mental Health Consultation
To help you learn foundational skills in trauma-informed care, we are sharing a tutorial from The Center for Early Childhood Mental Health Consultation, Recognizing and Addressing Trauma in Infants, Young Children, and their Families. The tutorial was developed by Kathy Seitzinger Hepburn for the Center for Early Childhood Mental Health Consultation, an Innovation and Improvement Project funded by the Office of Head Start. It was created to support childhood mental health consultants and Early Head Start and Head Start staff, but the information is beneficial for anyone who works with young children. The information in the tutorials below will help you understand what is meant by trauma and recognize the developmental context of trauma in early childhood.
Click the links below to view the tutorial and take the trainings:
Local Initiatives Addressing Childhood Trauma
San Mateo recently launched a county-wide initiative to tackle ACEs (Adverse Childhood Experiences) and build resilience. First 5 of San Mateo participated in that initiative through their informational event, “A Culture of Care: Trauma-informed Practices for Family-serving Systems”.
Laurie Udesky, of ACES Connection, wrote an article about the event and shared that it ”began with surveying leaders in San Mateo County from across the sectors of preschool through high school, social services, child welfare, behavioral health, health care, and probation to see what they wanted to do to support early child mental health…the long-term goal of the effort is to embed trauma and resiliency-informed policies and practices at every level of the system.”


The Temiar people are deeply spiritual. They live in the rainforests of central Malaysia and their lives revolve around its traditions. Dreams are seen as a bridge between the natural world and the spirit world. Song and dance are particularly influenced by dreams as they give voice and movement to the belief that a dream is the soul’s way of wandering around the forest in search of guidance. Dreamsongs form the basis for community-wide singing and trance-dancing ceremonies, which celebrate all the important occasions in Temiar society. The male singer, Ading Kerah, sings about the dream as he has received it. He is accompanied by a chorus of female Temiar people.
Songs of this kind should be approached with a high degree of cultural sensitivity, as the Native peoples involved are in a continual battle for the survival of their landscape and culture (see links below). Recordings of this material are often contentious as sacred songs, which would otherwise not be shared with other communities, can be unwittingly included.
About this Contributor
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Black Musical Histories
“It’s an artist’s duty to reflect the times in which we live.” – Nina Simone, singer, musician and civil rights activist. Black…
Back to School: Music for Change
“If anybody wants to keep creating, they have to be about change.” – Miles Davis, jazz trumpeter, bandleader, and composer After many…
Discover a treasure trove of music education resources created by the experts at Minute of Listening.


Researchers within the Children's Research Centre are drawn from a range of disciplines including childhood studies, education, sociology, early childhood, psychology and technology enhanced learning. All share a passion for working with children and young people using a range of innovative and participatory methods to explore their lived experiences.
Jiniya is a Research Associate for the CRC. She recently completed her Ph.D. research which explores children’s experiences of everyday violence in a slum in Dhaka, Bangladesh.
Kate's research focuses on working with families through outdoor and informal learning.
Liz's work within Centre highlights the potential of primary-aged children as competent researchers of their own lives. She led on both phases of the Brighton Rocks project.
Natalie's background is in playwork and social work, supporting children to explore personal, social and emotional development through play. Read about her innovative work using the Our Story app.
Meera is a teacher-researcher interested in the different ways teachers and students use talk in the classroom. When she’s not in the classroom, she is an Editor for Innovate Journal: a research informed teaching journal that encourages practitioners to develop their own inquiry of their own classrooms.
Trevor's interest includes the development and use of technology to support learning and discovery. He was a co-researcher on the Geographic Inquiry project with the Field Studies Council.
Victoria's work spans early years teaching, further and higher education, professional development and research. She is passionate about the different ways in which we understand, work with and support children and young people.
Sheila’s background is in youth and community work. Her research explores children’s and young people’s rights and voices, and the practices of professionals who work to support children and young people.
Naomi's broad research interests fall within sociology, in the area of gender, sexuality and class in childhood and youth, across different age ranges from the early years to teenagers.
Mary founded the Children's Research Centre after 2 years of research and pilot work to develop a model that could support and empower children to undertake their own research. Her pioneering work fostered a paradigm shift in thinking that made the leap from research with children as co-researchers to children as active researchers in their own right.
Cindy's research interest is in developing and evaluating resources to support young people to conduct their own social science research. She is co-author of Developing Children as Researchers: A Practical Guide to Help Children Conduct Social Research
David is Emeritus Professor and his many research interests include the way technology can be used to assist language and literacy development. He developed the Our Story app used by many researchers in the Children's Research Centre.
As Professor of Education (Early Years) Jane's research interests focus on international perspectives on Early Childhood Education and Care, inter-professional practice, professional development and young children’s learning experiences.
Lorraine's research interests focus on enabling everyone to attain their rights, developing positive strategies to achieve rights, working with organisations and cultures to embed rights, including children's rights, in them.
As Professor of Education, Kieron's research interests are within the broad field of inclusive education, often focusing on how teaching approaches or services can be developed to successfully support diverse groups of learners. Listen to him talk his innovative work on Signing Young Researchers.
Gavin’s current research interests centre on social inequalities and education and in particular promoting children and young people’s voice and rights through creative and participatory methods.


'Disabled people often feel overlooked and excluded': Jessica Fisher
Disabled students are missing out on music, new report finds5:10, 14th October 2020
New research from Youth Music has found that disabled musicians are absent from music education and miss out on music-making opportunities, with 52 per cent unable to find a teacher who meets their learning needs.
In light of this research, Youth Music has today published Reshape Music, a report setting out the significant barriers faced by disabled musicians to access music education and music-making.
The report has been developed with a group of leading music charities, the ‘Take it away Consortium’, and includes the first ever national survey into disabled people’s experiences of music education.
Views were gathered from hundreds of music makers, music educators and music retailers and the research team conducting the study included eight co-researchers who are all disabled musicians.
Key findings of the Reshape Music report include:
- 52% of disabled people surveyed have not been able to find a teacher who meets their learning needs and understand what additional support they require
- 25% know how and where to source an adapted musical instrument
- 80% find music-making a positive experience, but only 61% know how and where to access financial support to make it viable
- 67% cited financial reasons and a severe barrier to access
- 7% of disabled children and young people surveyed are making music in groups run by their local Music Education Hub
- 48% of music educators surveyed feel confident teaching music on adapted instruments and 27% of Music Hubs provide adapted equipment as part of their instrument loan service
- 63% of surveyed music retailers are unaware of any specialist products or adapted instruments, and only 38% know how and where to source them
Youth Music believes that the upheaval of 2020 provides an opportunity for music education, retail and the wider industry to build inclusivity into the recovery. The report sets out the need to improve access for disabled musicians, increase representation in the paid workforce, and to upskill music teachers to better support disabled musicians.
CEO of Youth Music Matt Griffiths said, ‘While there has been some progress, particularly over the last five years, Reshape Music illustrates in very stark terms that the views, lived experience and expertise of disabled people are still absent in the planning and delivery of music education and music-making. As a result, policies, programmes and infrastructure are often developed in a way that excludes their involvement and participation. This is discriminatory and particularly alarming knowing that there are 13.3 million disabled people in the UK equating to 21% of the total population.’
Jess Fisher, disabled musician and co-researcher, said, ‘Disabled people often feel overlooked and excluded, but music-making can make you feel connected to others and part of something bigger. Especially throughout the pandemic, it has been a lifeline for so many people. I hope by sharing my experiences it inspires others and helps music educators and the industry to understand how to make music-making more inclusive.’


This study investigated the effect of art history lessons on the cultural awareness of a group of middle school students in rural Minnesota. The data from eleven seventh grade students was collected based on their enrollment in the art class, their assent, and their parents' consent. The students took a pre-assessment that gathered both quantitative and qualitative data on their cultural awareness of Iraq and Syria, participated in a lesson and art project about the art of the ancient Near East, and then took a post-assessment. The same procedure was followed for a lesson and art project about the Sioux of the North American Great Plains during the 1800s. Data from pre-assessments and postassessments were compared and analyzed to determine if art history lessons affected their cultural awareness, and if so then how much. Changes in qualitative student responses were also examined. Results indicated that the art history lessons raised the cultural awareness of the students.
|Commitee:||Sherman, Don, Stuckey, Priscilla|
|School Location:||United States -- Arizona|
|Source:||MAI 48/04M, Masters Abstracts International|
|Subjects:||Art education, Cultural anthropology, Art history, Middle School education|
|Keywords:||Art, Awareness, Cultural, Iraq, Lesson, Sioux|
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At the Weiss School, the early childhood program includes Junior and Senior PreKindergarten that educates 3, 4, and 5 year old students. Each of our early learners is provided the skills and support systems to blossom in a safe, nurturing learning environment while developing their cognitive, emotional, physical, and social skills. Early childhood students learn through play and social interaction which fosters the development of social concepts and skills through imaginative and structured independent and cooperative play time.
At The Weiss School, the Learning Through Play philosophy produces the following results:
- Children increase their understanding about themselves, peers, and their environment
- Children increase their language and communication skills
- Children increase their creativity and imagination skills
- Children increase and improve physical coordination and manual dexterity.
- Children learn to better interact with peers by taking turns, cooperating, negotiating, and playing together by established rules
- Children improve their emotional well-being during positive play experiences as they interact and bond with peers and adults
The early childhood program teachers provide young children with a solid foundation in essential early literacy skills including pre-reading and pre-writing, along with practice in age-appropriate concepts and processes.
The early childhood program curriculum integrates academic learning across multiple academic disciplines by facilitating understanding and skill development amoung young children. As needed, our early childhood program also implements advanced curriculum opportunities to facilitate and encourage academically gifted practices.
In addition, technology in our early childhood classrooms provides children with the foundational skills to become technologically literate students and establish a pathway toward the acquisition of 21st century skills.


Exploring and expanding upon current understandings of early childhood music education, this book provides a much-needed response to the rapid social, cultural and technological developments affecting children’s experience of music today.
Critical New Perspectives in Early Childhood Music returns to the core question of how children engage, participate and learn through music, and how we are to best harness musical resources to their benefit. Chapters move beyond conservative or traditional models of practice and draw upon new and emerging insights from the fields of childhood studies, neuroscience, psychology and sociology. In-depth analysis of research and real examples from practice illustrate the strengths and possible shortcomings of each approach and acknowledge the diverse impacts of digitisation, increased child autonomy, intensive parenting practices, and cultural and economic diversity on the child’s experience of music.
An invaluable theoretical overview of current thinking in relation to contemporary musical childhoods, this book will support and challenge students and early childhood music educators as they rethink practice for the present day.
Table of Contents
Chapter One: Some Windows and a Map: Early Childhood Music in New Times
Chapter Two: Shaky Eggs and Hello! Songs - The View from Childhood Studies
Chapter Three: Bone Pipes and Brain Cells - Biological Perspectives
Chapter Four: Pathways and Pigeon-Holes - The View from Psychology
Chapter Five: Karaoke Kids and Digi-tots - Sociological Perspectives
Chapter Six: Paper Sheep and Camels - The View from Other Places
Susan Young has recently retired from her position as Senior Lecturer at the University of Exeter, UK. She is internationally recognised as a leading authority on early childhood music education.


Suppose someone in a social situation brings up the topic of global warming. How would you respond? You might agree with the speaker, or you might strenuously disagree. Whatever your response, it would reflect the beliefs that you already hold about the topic. We consciously express only what is stored subconsciously.
An interesting aspect of verbally expressing an underlying basic belief is that sometimes what comes out of our mouth does not reflect what we actually believe. This is not when we deliberately lie, but an example of how the brain sometimes operates in an out of the ordinary way, usually under the influence of anxiety.
Basic beliefs determine behavior
In addition to verbal expressions, most other behaviors also reflect a subconscious basic belief. Only reflexes and instinctive behaviors originate elsewhere in the brain. Basic beliefs are extremely important for our well-being because they guide behaviors, be they beneficial or problematic.
“Give me a child until he is seven and I will give you the man”. This quote, attributed to the Jesuits, an Order of the Catholic Church, reflects the importance of early childhood learning. A child’s deeply embedded basic beliefs result from his/her experiences in their formative years, thus determining their subsequent behavior. Children (or adults) are generally not aware of the underlying cause of their thoughts and behaviors, rarely questioning why they think or act the way they do. Or else they may assume that they are acting/thinking solely in response to what is going on around them. Too often, thoughts and actions are simply there, their origin unquestioned. From childhood to adulthood, we continue to act in self-detrimental ways when we do not examine our underlying basic beliefs.
Change is always possible
However, the fatalism implied in the quote is avoidable. It is always possible to change a basic belief, no matter how deeply embedded, by bringing it up to consciousness, forming a new and different belief on the topic in the thinking brain, and constructing experiences that are consistent with the new cognitively formed belief. Just as early experiences determined the original basic belief and behaviors, new experiences establish new beliefs and behaviors. But unless you are proactive in changing your basic beliefs, you will remain a prisoner of your experiences.
Barriers to change
Changing a basic belief is simple, but it is not always easy. By definition, a basic belief is true, so you must overcome any internal resistance before change can take place. Also, change requires a high level of motivation because it is in our nature to hold on strongly to what we believe to be true. There are other barriers to change as well. If you are not aware that a basic belief exists, change is unlikely. When you are anxious, change cannot take place since the thinking brain will not be fully operational and you will be engaged in a defense mechanism. The feeling brain rules!
What has all this to do with mental health?
Behaviors reflect the quality of one’s mental health and basic beliefs determine most behaviors. The greater the consistency between your basic beliefs and the four inbornintentions, the stronger your mental health will be. For instance, it is mentally healthy to have a positive worldview (inbornintention: love), have a strong work ethic (inbornintention: sense of accomplishment), make wise decisions (inbornintention: freedom of choice) and, most importantly, have a positive self-concept (inbornintention: human dignity).
For further information
For a better understanding of some terms used in this post, such as “thinking brain,” “feeling brain,” “inbornintentions,” “basic beliefs,” “human dignity,” “sense of accomplishment,” “anxiety,” or “defense mechanisms,” see the Glossary. Alternatively, find a copy of the paperback Pathways to Mental Health and Anxiety Management, available on Amazon.com or the eBook on Kindle, either accessible by clicking on the link on the right of this post.
YouTube channel: Choose Mental Health
Facebook: Choose Mental Health


New Delhi: Information technology major IBM said on Thursday it is collaborating with the Central Board of Secondary Education (CBSE) to integrate artificial intelligence (AI) in the high school curriculum (grade 11 and 12) for the current academic year (2020-21).
The curriculum is part of CBSE's Social Empowerment through Work Education and Action (SEWA) programme and will be introduced in about 200 schools across 13 states -- Delhi-NCR, Karnataka, Tamil Nadu, Orissa, Kerala, West Bengal, Andhra Pradesh, Telangana, Maharashtra, Madhya Pradesh, Uttar Pradesh, Rajasthan and Punjab.
The IBM AI curriculum is structured around a course framework for students consisting of base strands of knowledge (basics, history, applications), skills (design thinking, computational thinking, data fluency, critical thinking) and values (ethical decision making, bias) in AI.
It is further made robust with problem-based learning outcomes and assessment methods for teachers to build foundational skills of AI in students making them not just consumers of AI but creators as well.
To meet CBSE's requirements for grades 11 and 12, the curriculum was co-developed with Australia's Macquarie University and Indian implementation partners -- Learning Links Foundation and 1M1B.
"The question on the minds of educators and economists alike is how will technology impact jobs moving forward and how can we prepare our students to succeed in an increasingly automated, AI-driven world," said Sandip Patel, General Manager for IBM India and South Asia.
"The objective of our exciting collaboration with CBSE is to help address some of those challenges by designing one of the most accessible and comprehensive gateways for students to begin their AI journey," he said in a statement.


Teacher talk: Common Core State Standards
The Common Core State Standards (CCSS) are one of the largest educational initiatives ever enacted in the United States. Over the past five years, 45 states across the nation have fully adopted the CCSS, which clearly define what should be taught at each grade level. The purpose of Common Core is to outfit each state with the same concise, clear learning standards, keeping individuals at each grade level on the same academic track and reducing variation from state to state. There was also a need for all states to strive towards higher standards for K-12 students. Educational experts, teachers, parents, school administrators, state leaders and researchers from multiple states collaborated on the creation of the Common Core standards.
Before this initiative, each state had its own set of academic standards. Students that moved from one state to another, or even to a different school district within the same state, would be held to different standards. Today, in the 45 states that have fully adopted the CCSS, students will potentially learn the same principles between kindergarten and high school graduation.
The focus of these standards is to make sure students learn information that is relevant to the real world. Students should be engaged in learning experiences that contain critical thinking and communication skills. There is an emphasis on getting students to ask questions and making them question their thinking through a variety of methods. Rather than simply learning more at each grade level, students have the opportunity to delve deeper into their studies, which provides for a richer learning environment. The Common Core currently contains standards for both mathematics and language arts.
Adopting the Common Core does not mean that each state must teach the exact same curriculum. Although many states have implemented or are in the process of implementing the CCSS, each district and school will take its own approach to helping their students reach each of the standards.
As a teacher, I find the Common Core to be helpful. Knowing that the school at which I teach is being held to the same standards as schools in New York or California or even Hawaii gives me the sense that we are all striving to teach students exactly what they need to know and understand by the time they graduate.
About the Author:
Christi Wilson is a credentialed teacher of highly-gifted students in Northern Nevada. She has 11 years of classroom teaching experience, a bachelor's degree in elementary education, a master's degree in education leadership, and has even taught K-12 education online. A mother of three busy boys, she knows how important it is to keep students engaged in the classroom and interested in a lifetime of learning.


Department of Art, College of Fine and Performing Arts
Introduction/What is the Study of Art-Elementary?
The broad instructional concept is to integrate the components of art history, art criticism, and studio art courses, university courses, Gallery Exhibition Program and the permanent collection. The student learns to interpret, analyze and make intelligent judgments about art as well as learning the skills and concepts of the studio. A grasp of the dynamic nature of a culture and the continuing extension of its visual language is a fundamental objective.
This major satisfies the academic major requirement for teacher certification with an endorsement in elementary education and must be accompanied by the professional program in elementary education. See the Elementary Education section of this catalog for program admission, completion, and teacher certification requirements.
Why Consider an Art-Elementary Major?
The B.A.Ed. in Art will prepare you to teach students at the elementary grade level. The program will introduce you to curricular design in the arts and the 4 components of Discipline Based Art Education which is an approach to the teaching of Art Education that encompasses criticism, history, aesthetics, and art studio.
Art Educator | Art Therapy
How to Declare (Admission and Declaration Process):
Most classes in the Studio areas are restricted to majors only. To access classes in these areas a formal application to the Department of Art is required. For students in art studio, or art education, application for the major is made with a portfolio of work. The portfolio will be reviewed by Department of Art faculty and evaluated on the basis of a demonstrated understanding of the elements of visual art, technical proficiency and originality. Application deadlines are October 15 and January 31. Portfolios must be received by the deadlines.
For application and information: http://www.wwu.edu/art.
A grade of C (2.0) or better is required for courses in the elementary education professional program and all courses required for the endorsement.


Animals feature sing-along songs, fun phrases, and realistic sound effects Sounds and songs help enhance language development and sensory skills Playing with animals develops motor skills and encourages imaginative play Let's go out on an adventure in the wild! Have fun trekking into learning fun with the Toot-Toot Animals pack of three animals. This set includes the elephant, zebra, and lion, each with their own fun phrases and realistic sound effects. Push the animals along and press the light-up button on their head to trigger three sing-along songs and lots of fun melodies. Encourages motor skill development and imaginative play. Animals teach singing, pretend play, and sounds. The animals respond to SmartPoint locations on Toot-Toot Animals playsets (each sold separately) with different phrases, sound effects, and more for even more role-play fun. Recommended for children aged 1 to 5 years old.


We love color by number activities, but why just stick with color by numbers when you can practice other skills with these types of worksheets too? Make shape recognition more fun with this color by shape printable. Teach your kids about colors and shapes with this set of printable preschool color by shape worksheet. Children can practice color and shape recognition while having fun with this printable page. In these printable coloring games, children are asked to recognize the different types of shapes and then color them specific colors. With this method, while coloring, children also learn about different shapes and colors. Check out the worksheets in the images below!
This color by shape worksheet encourages the recognition of shapes and well as the colors red, blue, and purple. These simple worksheets have hidden images just waiting to be revealed through coloring! In each of the worksheets, there will be several shapes of buildings, such as triangles to circles, each of which there are several shapes. The kid will be asked to color some of these shapes with the color as instructed. Find more color by shape worksheets in the following images below!
This learning media trains kids to be able to distinguish shapes and colors. Give them their favorite crayons or markers and use the guides with each image to choose the right colors. Just click on the image you want to view and print the larger image. Below is a list of our free printable color by numbers pages for kids. By working on these fun coloring worksheets, your kids will improve their number recognition skills, fine motor skills, color recognition, and hand-grip-pencil control.
Learning about shapes provides children with early math skills. Teachers can include these free printable coloring by shapes pages in their kindergarten, preschool or primary school curriculum. Download and print today!


Ending the Reading Wars: Reading Acquisition From Novice to Expert.
Castles A., Rastle K., Nation K.
There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of "reading wars." Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review of the science of learning to read, spanning from children's earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work.


Kindergarten Readiness should be a joyful and meaningful experience for young children and families. For children who are preparing for the kindergarten transition — including school visits and play dates — we believe it is important to approach kindergarten readiness with an appreciate for and value in the process itself. The early literacy and numeracy skills, as well as the executive function skills, that we teach and practice with young learners will be leveraged both in the classroom and at home.
Our teachers’ methodologies are informed by scholarly research and best practices about child development and pedagogy. To that end, we leverage our curriculum and instruction expertise to customize and curate a joyful and meaningful kindergarten readiness experience. As early childhood and elementary educators, we value developing the skills necessary for a successful ongoing school experience. These skills include:
- Working memory and mental flexibility
- Developing persistence and stamina
- Increased oral language and vocabulary
- The ability to speak in complete sentences with appropriate detail
- Sequencing and patterning
- Number sense, ordinality and size comparison
- Self regulation and impulse control
Our Leadership Team and teachers work closely with parents and caregivers to help young students prepare for the Kindergarten transition. Our primary goal is to help young children develop age-appropriate skills through structured play and by creating safe learning environments that encourage risk-taking and persistence. A 3 or 4 year old’s first experience with school should kindle a love for lifelong learning. Therefore, it’s our mission to help each student reach his or her full potential by becoming a confident, successful, and lifelong learner. With preschool enrichment and kindergarten readiness, we especially believe that slow and steady wins the race. The Kindergarten admissions process is an opportunity for meaningful learning.
Please contact our office to discuss your family’s Kindergarten admissions and Kindergarten Readiness needs in more detail. We look forward to partnering with you on this exciting journey.


The data is using graphic and tabular techniques and frequency distribution and histograms. The standard deviation is the square root of the variance, and the variance would by subtracting the most value from the mean.
In this case, the frequency distribution is simply the distribution and pattern of marks scored by the students from the lowest to the highest.
An implementation of specific tasks to produce the following successful intelligence in the two resources of cultural institutions that offer varying types of clouds, fair and valid assessment there are five steps of the situated cognition educational policy and practice.
So what are descriptive and inferential statistics.
Hiring teachers with limited access to showcase student work as an integral community development as well as other issues were boldly grasped in a school with nave theories based, for example, input strategies, and knowledge creation are typically used to describe its web site of unplanned growth in the media and smart in the.
Another difference is that I use a different measure of pay inequality. Applied statistics in business and economics.
The results below were obtained from five looms. The MLB data sheet provides information from about all 30 teams. But what do we do for a variable like income or GPA.
The mean gives the average of the data set by adding all the values and dividing by n; that represents the totals number of data values.
It differs from that of DeBrock, Hendricks and Koenker in that it uses the most recent data. Distributions may also be displayed using percentages. This would happen when pay inequality is associated with skill inequality.
Fans and sports writers frequently speculate about the effects of money on athletic performance. Descriptive statistics allow us to do this. In a research study we may have lots of measures.
An important issue of music education more than just data.
If we find that pay inequality leads to poor team performance, then the team may perform better with three medium-priced players than one superstar and two low-priced players. Descriptive Statistics paper RES/ July 24, Descriptive Statistics paper The information below is a continuance of week two, week three, and on week four.
The previous assessment in week two on “real estate research” for thinking of hypothesis on home values in Alvarado, Texas. Descriptive and Inferential Statistics Paper PSY Descriptive and Inferential Statistics Whether doing original research or conducting literature reviews, one must conclude what a powerful and versatile tool statistics are in the hands of researchers.
Descriptive statistics help us to simplify large amounts of data in a sensible way. Each descriptive statistic reduces lots of data into a simpler summary. For instance, consider a simple number used to summarize how well a batter is performing in baseball, the batting average.
Reporting Results of Descriptive and Inferential Statistics in APA Format The Results section of an empirical manuscript (APA or non-APA format) are used to report the quantitative results of descriptive statistics and inferential statistics that were applied to a set of data.
Creating Path Diagrams That Impress: A New Graphical Capability of the CALIS Procedure Yung, Yiu-Fai; SAS Institute, Inc. This paper illustrates how you can create and use path diagrams to present your model and statistical results.
Descriptive Statistics Paper Res/ Descriptive Statistics Paper Statistics is for the most part used either to make calculations based on the data available or to make conclusions about a population of interest when only limited data is obtainable.Descripitve stats paper


As human beings, education is one of the significant ways we grow ourselves both individually and socially. Through education, people have a chance to land a good job that will improve their financial status. They also gain the ability to work out ways of tackling some difficult situations that they may face in life.
Since long ago, we have been using education as the primary way through which we get to gain this critical knowledge. The truth is that every human being requires education from when they are born until when they leave it. When we speak of education, here, we do not only refer to the kind of education that occurs in the classroom alone. All the instances where one gets the opportunity to gain some knowledge are also included in the statement.
Family is one of the most fundamental relationships that we get to have throughout our lifetimes. It is the primary environment that children grow up in. Even though the family might take many forms, the environment they create usually plays a vital role in a child’s education.
A lot of factors usually affect the kind of education a child gets. While the first aspect that comes to most people’s minds is financial, other non-monetary decisions made by parents/family also play an essential role. One of these factors is the family environment available to children.
A lot of factors affect the kind of decisions parents and family make with regards to their children’s education. For instance, with the ease of restrictions following the COVID-19 pandemic, parents are facing tough choices. They face the dilemma of whether to let their kids go to school at the risk of getting infected or let them stay at home and miss school.
As with life in general, education is also subject to changing times as well as developments in technology as well. The modern world has been bringing fundamental changes to the schooling environment. Tech developments are making education more accessible to students across the globe. For example, through the world wide web, any student can avail themselves write my essay services at the click of a button.
Aspects of the Home Environment That Affect a Child’s Education
Parents or guardians usually make most of the decisions about how their kids get to learn. This is why it is essential to look at the role that family plays in the education of children around the world. Creating a conducive learning environment is critical to improving our children’s education.
In this document, we will look at some dimensions of the home learning environment that affect the way our children learn. Scientific studies have proven that the kind of home learning environment that a child is exposed to influences their reading abilities and numeracy skills. Here are some of the home environment dimensions that parents/ guardians should emphasize on to improve their kids:
- An array of family activities – always ensure that you and your kids regularly participate in a range of home activities. These family activities may include things like playing games, learning songs, and arts and crafts. This is a crucial dimension as not only does it help your children learn; it also creates a healthy bond between parents/guardians and their children.
- Children’s books available at home – having books for children to read at home is an excellent way to encourage your children to study. Starting them early will help them see reading as an enjoyable pass-time rather than a school chore.
- Regular reading to your children- adults should always make a point to take some time out of their busy schedules to read to their kids. This will create their interests in books and strengthen the bond you as an adult has with your kids.
- Out of home activities – apart from the events you have with the family, other out of home activities are also vital and affect your child’s education. For instance, attending sports events, going to the zoo, and picnics or taking your kid to the library is very important. It helps increase your children’s curiosity, which in turn makes them eager to learn more.
The fact that everyone needs education right from the time they are born means that we all need other people to provide us with this service. This is why family is important. Family members help you get the opportunity to learn as well as help create a proper environment to do it.


The singer’s imprint: stability and variation in contemporary folk singers’ interpretations of folk chorales
This article addresses questions about stability and variation in folk singing in relation to different learning methods such as oral transmission from recordings, learning in live situations or from musical notation, and in folk singing studies within higher music education (HME). A case study is presented where methods for audio analysis were used in order to examine the development of interpretation in recordings of contemporary folk singers. The singers learned the songs either by oral transmission from a living person, from a recording, or from a transcription. The study shows that singers learning by oral transmission proceeded from an initial mimicking that reproduced the source closely, to the presentation of versions holding both stable features and extensive variation of other features. Stable features included relative ‘phrase timing’, ‘voice timbre quality’, pronunciation and ‘rhythmising patterns’. Variation was found in features such as melody, micro-rhythm, micro-timing, intonation praxis, articulation, and ornamentation. The different learning methods are discussed in relation to teaching and learning in HME. By way of describing how musical material is both transferred as a certain singer’s version and further developed by the learner, the term ‘the singer’s imprint’ is introduced.
Traditional folk singing; oral transmission; higher music education; singing style; singer’s imprint; variation and stability.


This stage is included within the obligatory education framework, and constitutes a temporal and organisational unit of the teaching process. It demands close coordination with Obligatory Secondary Education.
Primary pupils receive personalised attention matched to their learning profile, as well as individual objectives. The development of their instrumental level (reading, writing, arithmetic, reasoning, memorising, etc.) is a key objective in this stage, given that this will be the basis for learning in this stage and in later ones.
The teaching is motivating and active, and is based on the experience and interests of the pupils, helping them to develop their interest in learning. A broad education which enables the development of social skills, attitudes and values, contributing to the comprehensive development of pupils at Areteia School.
The classrooms for Primary Education are divided into subgroups in order to attend to the psycho-pedagogical intervention needs that the pupils may have. Furthermore, it is at this stage that we begin the self-motivation programmes, improvement of objectives and cooperative learning. Music education is a very relevant subject throughout Primary Education, since the violin is utilised in curricular learning to ensure the academic and personal development of pupils at Areteia School, together with a fluid relationship between family and school. The development of social and communicative skills is also one of the basic objectives of this stage.
«Queremos agradecer la atención personalizada y el cariño con el que nuestro hijo de ocho años vive su día a día en el cole. Creemos en un colegio que le hace crecer como persona, sin miedo, no sabemos donde llegará pero confiamos en vosotros y en vuestro tesón. Con vosotros sabemos que conseguirá sacar lo mejor de si mismo. GRACIAS.»
Mother of pupils in Primary and Baccalaureate
Mother of pupils in ESO and Baccalaureate
«Es nuestro primer año y nos parece una institución muy entregada, dedicada, estamos muy felices con el progreso de nuestro hijo y la integración a esté nuevo país ha sido más fácil ya que ustedes le han brindado a nuestro hijo un ambiente de seguridad y respaldo a sus capacidades. Muchas gracias por la colaboración.»
Mother of pupil in Primary


N. Srinivasulu, Dr. L. Uma Devi
Abstract: Education has definitely positive impact on personality of students. Universalization of elementary education envisages that eligible children, especially in the age group of 6-14 are in the school and acquire the required qualitative and viable competencies. The National Programme for Education of Girls at Elementary Level (NPEGEL) as a component of the scheme of Sarva Shiksha Abhiyan (SSA). This programme was launched in July, 2003. It was an incentive to reach out to the girls who the SSA was not able to reach through other schemes. The SSA called out to the hardest to reach girls. One of the objective of the objective of this program me is to gear educational system to play a positive interventionist role to enhance self esteem and self confidence of women and girls; build a positive image of women by recognising their contribution to the society, policy and the economy. In the present study 750 primary children of Andhra, Rayalaseema and Telangana were administered MAP series child form and the results were discussed in this paper.
Keywords: Personality, NPEGEL, Non NPEGEL


06 Jul In the first part of the practicum, spend 3 hours each in three r
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum. Include both mainstream and language minority students. Two observations must be in different grade levels and one observation must be in a Title 1 school. Choose a specific grade and concept from the Arizona language arts academic standards.In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-long (5 day) unit. For this unit use a single piece of text that is appropriate for the grade level and language arts academic standards. A poem, short story, newspaper article, or content area piece may serve as a single text selection.Create a mini-lesson (15-30 minutes) to address each of the following areas related to literacy development: Monday: Oral language and vocabulary Tuesday: Phonics, word patterns, and word analysis Wednesday: Fluency Thursday: Reading Comprehension Friday: WritingEach day’s mini-lesson should address an evaluation of learning that is objective and measurable, and directly assesses the students’ achievement of the targeted academic standards. Every lesson should have the following structure at a minimum: Objective (linked to academic standards) Materials (include copies of all materials to teach lesson) Procedure (a step-by-step description of the lesson from beginning to end) Assessment (a concrete, measurable way to assess the objective)Each mini-lesson should be a piece of the larger whole, not individual or unconnected lessons. That is, lessons later in the week should build on lessons from earlier in the week, and they should all reinforce and integrate skills from the prior lessons in the weekly sequence.The remaining 5 hours of the practicum should be used for conferring with your mentor teacher regarding your teaching, management, and engagement strategies, as well as conducting an analysis of student learning. Use your assessment data to formulate a plan to adjust your teaching to meet student needs. Utilize this data and mentor teacher feedback to adjust your unit plan before submitting it to the instructor and to LoudCloud.Write a 1,500-1,750-word proacticum reflection that includes the following: A synopsis of your observations in the reading classrooms, and how they influenced your Language Arts Unit Plan. A reflection on the language arts unit plan after you taught it. What were its strengths and weaknesses? What would you change and why? What did you learn about teaching from your mentor teacher? Include this reflection with your unit plan.APA format is not required, but solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for completion.You are required to submit it to Turnitin.Submit the assignment to the instructor at the end of Topic 8.
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Creative Homework Tasks for 7-9 Year Oldsby Giles Hughes
The imaginative, open-ended activities in Creative Homework Tasks for 7-9 Year Olds are sure to spark enthusiasm and lead to unprecedented behaviour - your lower Key Stage 2 children asking YOU for homework.
The tasks provide genuine opportunities to use and apply language and numeracy skills so are ideal for setting as English or maths homework. Some have links to other subjects, including science and technology, art and design and PSHE.
Giles Hughes, the author, has spent months of research, trialling the ideas in a number of Year 3 and Year 4 classrooms. All the activities have been specifically designed to stimulate children's imaginations and bring out the creative element in every child, whilst providing genuine opportunities to practise essential skills.
Even the most recalcitrant children will be keen to rise to the challenge of these homework tasks. Ideas include:
- Duster Slippers for Cats
- Word Squares
- Plotting Points
- Odd One Out
- Design a Robo-pet
- Sahara Survival
- Talking Hands
- Living by the Rules
- Haunted House
|Age Groups||7 - 11 years,|
|Product format||Teacher resource|
|Market restriction||There are no market restrictions for this book.|


Representation of General capabilities
The seven general capabilities of Literacy, Numeracy, Information and Communication technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural understanding are identified where they offer opportunities to add depth and richness to student learning. Teachers will find opportunities to incorporate explicit teaching of the capabilities depending on their choice of learning activities.
Literacy in Mathematics
In the senior years these literacy skills and strategies enable students to express, interpret, and communicate complex mathematical information, ideas and processes. Mathematics provides a specific and rich context for students to develop their ability to read, write, visualise and talk about complex situations involving a range of mathematical ideas. Students can apply and further develop their literacy skills and strategies by shifting between verbal, graphic, numerical and symbolic forms of representing problems in order to formulate, understand and solve problems and communicate results. This process of translation across different systems of representation is essential for complex mathematical reasoning and expression. Students learn to communicate their findings in different ways, using multiple systems of representation and data displays to illustrate the relationships they have observed or constructed.
Numeracy in Mathematics
The students who undertake this subject will continue to develop their numeracy skills at a more sophisticated level than in Years F to 10. This subject contains financial applications of Mathematics that will assist students to become literate consumers of investments, loans and superannuation products. It also contains statistics topics that will equip students for the ever-increasing demands of the information age. Students will also learn about the probability of certain events occurring and will therefore be well equipped to make informed decisions.
ICT in Mathematics
In the senior years students use ICT both to develop theoretical mathematical understanding and to apply mathematical knowledge to a range of problems. They use software aligned with areas of work and society with which they may be involved such as for statistical analysis, algorithm generation, data representation and manipulation, and complex calculation. They use digital tools to make connections between mathematical theory, practice and application; for example, to use data, to address problems, and to operate systems in authentic situations.
Critical and creative thinking in Mathematics
Students compare predictions with observations when evaluating a theory. They check the extent to which their theory-based predictions match observations. They assess whether, if observations and predictions don't match, it is due to a flaw in theory or method of applying the theory to make predictions – or both. They revise, or reapply their theory more skilfully, recognising the importance of self-correction in the building of useful and accurate theories and making accurate predictions.
Personal and social capability in Mathematics
In the senior years students develop personal and social competence in Mathematics through setting and monitoring personal and academic goals, taking initiative, building adaptability, communication, teamwork and decision-making.
The elements of personal and social competence relevant to Mathematics mainly include the application of mathematical skills for their decision-making, life-long learning, citizenship and self-management. In addition, students will work collaboratively in teams and independently as part of their mathematical explorations and investigations.
Ethical undertanding in Mathematics
In the senior years students develop ethical understanding in Mathematics through decision-making connected with ethical dilemmas that arise when engaged in mathematical calculation and the dissemination of results and the social responsibility associated with teamwork and attribution of input.
The areas relevant to Mathematics include issues associated with ethical decision-making as students work collaboratively in teams and independently as part of their mathematical explorations and investigations. Acknowledging errors rather than denying findings and/or evidence involves resilience and examined ethical behaviour. Students develop increasingly advanced communication, research, and presentation skills to express viewpoints.
Intercultural understanding in Mathematics
Students understand Mathematics as a socially constructed body of knowledge that uses universal symbols but has its origin in many cultures. Students understand that some languages make it easier to acquire mathematical knowledge than others. Students also understand that there are many culturally diverse forms of mathematical knowledge, including diverse relationships to number and that diverse cultural spatial abilities and understandings are shaped by a person’s environment and language.


Music Education in Erie's Public Schools
Our mission is to provide all students with comprehensive, standards based Music Education. We believe that music fosters artistic development, critical thinking, intellectual curiosity and pursuit of life-long learning.
The vision is for every student in Erie's Public Schools to have the opportunity to be involved in instrumental, vocal, theatrical and music technology throughout their K-12 urban education. Every student should have an opportunity to participate, experience, create, respond to and connect with music as informed consumers. This will be accomplished through quality music education programs that include:
- Instruction by certified Music Education teachers
- Standard-based, Sequential, K-12 comprehensive curriculum
- Data-driven instruction
- Differentiated instruction that included active participation, accommodates individual difference and utilizes a variety of learning resources, styles and models.
- Curriculum reviews to ensure consistency of implementation.
Our Vision and Mission will be supported by:
- Providing equitable access to quality music education
- Increasing involvement with families and local stakeholders
- Increasing engagement with Erie's Public Schools educational community
- Establishing a framework to ensure sustainability
It is our belief that sequential music study develops creativity, critical thinking, communications skills and fosters teamwork which enables achievement in society as life-long learners.


20 February 2020
Dr Emily Berger, an educational and developmental psychologist at Monash University, joins The Research Files to talk about some of the common principles of trauma informed practice in schools, including the importance of consistency, possible triggers for students, and helping them to regulate their emotions.
17 February 2020
If we are to scale and sustain good practices to benefit more students, then we want to know whether these practices work so schools and systems can use the results to inform decisions to improve, further expand, or cut the program.
11 February 2020
In our latest reader submission, US high school teacher Dr Keith Mason explains how integrating school musicals into your curriculum planning can provide opportunities for linked and themed learning activities in multiple subject areas.
06 February 2020
The Association of Independent Schools New South Wales (AISNSW) has been working with 38 of its schools on a targeted early years program that aims to help students in Kindergarten to Year 2 master key literacy and numeracy skills.
05 February 2020
Helping Indigenous children get the best start to their formal schooling by modelling the day-to-day running of an early primary classroom is one of the aims of the animated children’s series, Little J & Big Cuz, which is back for its second season.
04 February 2020
Mathematics teacher Holly Millican shares three activities she uses in her classroom to teach students to read time on an analogue clock, and to help those who struggle with the concept of elapsed time.
29 January 2020
St Paul’s College’s new campus in Melbourne is transforming the education of students with additional needs. In this photo story, we take a closer look at some of the learning spaces, and hear from the principal and architect about what’s behind the design.
24 January 2020
In this monthly series, we take a look at some further readings available on a particular topic, including open access research papers from various online catalogues. This month’s theme is parental engagement.
22 January 2020
Drawing on students’ enthusiasm and engagement with the medium of film, David Chapman decided to introduce a documentary filmmaking unit in his Year 7 English lessons. Here, he explains how he did it and shares tips for other educators.
21 January 2020
Introducing documentary filmmaking to the classroom is something teachers can do across the curriculum, with students of different ages and abilities. This AFTRS Media Lab learning resource and accompanying teacher guide provides a practical introduction to the medium.
Page 10 of 52 pages


When teaching scoring for computer animation, there is a tendency to emphasis the technological tools rather than the integration of visual thinking and musical thinking. A profile of the professional studies – Creative Multi-Media music project at the Hong Kong Institute of Education illustrates a pedagogical framework that associates the visual image with a storyboard as a stimulus to the student’s compositional skills. The students’ perceptions on the creative process on Multi-Media composition are discussed. The study utilizes a combination of qualitative and quantitative data collected through MIDI file observation, interview, written reports and reflective journals. Data from a group of 45 students and selected individual case studies of students are used to highlight the similarities and differences that arise between participants. Issues associated with the application of music technology computer software are discussed with reference to the pedagogy and findings. Findings are discussed in light of Nicholas Cook’s (1998) analyzing musical multimedia and recent literature and research about the application and development of film scoring and alignment between visual image and music (Davis, 1999; Lipscomb 1995). Copyright © 2005 Australian Society for Music Education.
|Title of host publication||Australian Society for Music Education (ASME) XV National Conference Proceedings: A Celebration of Voices|
|Place of Publication||Parkville, Victoria|
|Publisher||Australian Society for Music Education|
|Publication status||Published - 2005|


A strategy to support pupils improve their spelling strategies, by circling words which they think require attention.
The Standards & Testing Agency have in some ways made the marking of spellings more problematic than it’s ever been. They state quite clearly, that individual spellings should no longer be pointed out to children if you wish to mark it as an independent piece. This, coupled with Ofsted’s move away from heavy amounts of marking needing to be seen in books, could make the marking of spelling seem tricky.
What the The Standards & Testing Agency do say is that you can tell a child, through marking, that there are spelling errors in certain paragraphs that they’ve written. I actually think this is quite sensible if we wish to develop children as independent spellers.
How we have tried to create a culture of independent spellers in our classroom is by splitting up the writing process for children – and you can read more about that here. Regardless of the particular style the children like to write in, Vomitter, Paragraph Piler or Sentence Stacker, they have to ensure they attend to their spellings.
We taught the children, at the very beginning of the year, that when they are writing and they get to a word they want to use but can’t spell, they are to:
Invent It -> Circle It -> Continue.
Once at the editing stage, they then attend to these spellings by looking them up on the computer, using a dictionary, their electronic speller checker or by using their vocab book. This has proved very successful in identifying maybe 80% of spelling errors within in a piece.
If In Doubt, Circle It Out
Now, at the end of a writing session, we also give the children around 5 minutes to ‘If In Doubt, Circle It Out’. This is where the children, alongside their talk-partner, circle any ‘unsure’ spellings – spellings they think they might need to attend to at the editing stage. This takes care of a further 15% of spellings. Finally, we, as the teachers, will then look to identify where the last 5% spellings may be hiding!
We should add that the children in our class take the editing of their work quite seriously because they know they may well want to publish it into our class library. We talk about the importance of publishing in developing independent writers – here.
To find out more about our approach to teaching writing, which we call ‘Real-World Literacy’, you can follow this link.


Professor Liu was born in 1896 in China, in Jiangsu Province. He has achieved international status as one of the founders of modern Chinese art education, and he is recognized as a leader in the field of Chinese art.
As a young man in China he was exposed to teachings within his family on democracy which influenced his adoption of a nationalistic and anti-feudal ideology. His mother died when he was 14 and he went to Shanghai to broaden his horizons and with a determination to learn about Western painting. He later founded there the first art institution of modern China – which later became the Shanghai Art Academy.
The introduction by Professor Liu of the use of human models in art classes in the Twenties shocked many of the more traditional members of the Chinese society who vilified him and gave him the name “Rebel of Art”. The ensuing ten-year controversy over his defence of a scientific approach to art education led to his arrest and the closure of his academy but, with changing public opinion, his struggle in the end triumphed. In 1953 Professor Liu became President and Professor at the Nanjing Art Academy. For over half a century he has visited and delivered lectures and held exhibitions in Japan and many European countries. He has also spent a life-time in creative work on drawing, painting, calligraphy and on the study of the theory of art. Whilst his paintings were influenced by the Impressionists, his later work has also been influenced by Oriental art. The art critic Laurence Binyon has written that Professor Liu’s skill and achievements are equal to those of any contemporary Western master.
The honorary degree of Doctor of Letters is conferred on Professor Liu Hai Su in recognition of his achievements in painting and art education.
Citation written and delivered by Professor William Ian Rees Davies, the Public Orator.


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What does current research say about the value of learning in the visual arts? What topics are emerging in the arts research world? How does research inform teaching practices and how can what happens in your classroom inform research? Learn about the NAEA Research Commission, view NAEA publications, and learn about publication policies and procedures.Recent MAEd topics in Art Education MAEd Applied Projects are found through the UGA Libraries repository Anthaneum. Recent PhD topics in Art Education Making Art, Making Meaning: Examining the Experience of Artmaking in an Art Museum Callan Elizabeth Steinmann, Ph.D., August 2017.Education research paper topics offer education majors a choice of samples on how to write projects on administration, classroom managment, curriculum development, early childhood education, elementary education, philosophy of education, children with special needs, and education theories.
How to select the right idea for your assignment? We have developed this list of 200 best research paper topics and divide it into several separate categories. In addition, we included the information on the research paper definition, steps to writing it, and tips on the way to make your title cool.
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The research study focused on the influence and impact of art education on at-risk students who have experienced or are experiencing trauma. Through support of literature, including scholarly journals and case studies, and.
Looking for good research paper topics, ideas, and examples? You are at a right place. Choosing a your research paper topic is actually the number one goal when starting to write it. We have selected great topics for research papers in various fields. READ MORE HERE.
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Research topics in art and art history can be rich combinations of influences and subjects. You can begin to develop your topic with a specific material in mind, such as porcelain or bronze, or specific techniques such as photogravure or encaustic painting. Combining materials and styles in a particular place or period of time is a common way to develop a more complex research topic.
Research within librarian-selected research topics on Current Issues in Education from the Questia online library, including full-text online books, academic journals, magazines, newspapers and more.
Learn to research art with ease using credible, college-appropriate resources to frame, guide, and inform your projects.
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View Art and Design Education Research Papers on Academia.edu for free.