Wednesday is a National Day of Action for Early Learning. Parents, policymakers, and concerned citizens around the country are coming together to voice their support for early childhood education and demand that Congress and the president act now. Every year that we wait to act, a new cohort of children lose out on the benefits of early education. Here are some reasons to get behind universal preschool that may surprise you:
1. Preschool can help combat crime, teen pregnancy, and high school dropout rates. When children have the benefit of a high-quality early childhood education, they make cognitive and social gains that prepare them to start school. These foundational skills allow them to build on their learning and knowledge through school and into adulthood. As a result, a child without an early childhood education is 25 percent more likely to drop out of school, 40 percent more likely to become a teenage parent, and 70 percent more likely to be arrested for a violent crime.
2. Early childhood education has a better return on investment than the stock market. Some policymakers worry about the upfront cost of early childhood education. However, studies show that early childhood education is one of the best investments we can make—and that includes investments in the financial market. The estimated return on investment for high quality early childhood education is ten percent. In comparison, the average return on investment in the stock market is 7.2 percent.
Why does early childhood education pay off so well? Children who participate need fewer services over the course of their lifetime. The benefits show up almost right away, with reduced need for special education and grade retention, which costs taxpayers an estimated $7,500 per child. Over time, we reap benefits when these children become adults and need fewer public benefits and are less likely to be incarcerated.
3. The U.S. lags behind almost every other country when it comes to preschool, including Mexico, Chile, and Russia. When it comes to access to high-quality preschool, the U.S. is getting beat by virtually every other developed country, including Mexico, Chile, Russia, and New Zealand. Each of these countries—and most of Western Europe and Scandinavia—enroll a greater proportion of four year olds in preschool and invest more in early childhood education relative to the size of their economies. If the U.S. wants to compete in a global market and continue its role as an economic and military superpower, we must keep up with other countries when it comes to early childhood education.
4. Early childhood education is a bipartisan issue. Politicians from both sides of the aisle recognize that when we invest in early childhood education, we improve the lives of children and families and save money for generations to come. That’s why 27 governors mentioned early childhood education in their state of the state addresses and 14 were Republicans. Governors from Alabama, Michigan, Indiana, Pennsylvania, and West Virginia, to name a few, all advocated for expanded access to preschool.
One reason why both liberals and conservatives support early childhood education is that it’s necessary to ensure our country’s economic health and military readiness. In fact, business and military leaders have called on the president and Congress to fund early childhood education.
5. Preschool can save families thousands of dollars in child care costs each year. Early childhood education is an expense that few families can afford. The estimated cost of sending a four year old to a center-based child care ranges from $4,000 per year in Mississippi to $12,000 per year in Massachusetts. For families living below the poverty level with children under five, child care costs constitute 36 percent of a family’s budget each month. In most regions of the country, the cost of child care exceeds every other household expense, including housing, transportation, food, and health care. Few families have access to subsidies to help alleviate the cost of child care; just one in five eligible families receives those benefits.
And while child care is expensive, the quality varies considerably. In many cases, parents are paying for child care that is mediocre at best. In state preschools programs, the states dictate quality standards, such as ensuring that programs are taught by certified teachers with a college degree and mandating a developmentally appropriate curriculum. Thus, children are much more likely to be in high quality settings that are preparing them for school.
Katie Hamm is the Director of Early Childhood Policy at the Center for American Progress Action Fund.


Down Syndrome: Helping Your Child Learn to Walk and Use Other Motor Skills - Topic Overview
Children with Down syndrome have reduced muscle tone, which can delay development of their motor skills. Children with delays may roll over, sit up, pull up, stand, and walk later than other children their age.
Encourage motor skill development through active play.
- Place toys just out of your child's reach and encourage him or her to get them. But do not frustrate your child by moving the toy when he or she almost reaches it.
- Play pat-a-cake with your baby.
- Place your baby's legs so that they are touching when you are carrying or holding him or her. This will encourage the normal leg positioning that is needed for sitting and walking.
- Ask other members of the family to play games with your child so that your child moves around. For example, play ball games or chasing games.
- Let your child bang pots and slap his or her hands on the table at times.
Guide your baby in playful exercises, which helps him or her learn to walk.
- Move your baby's arms and legs in swimming motions.
- Gently bounce your baby on your lap while holding him or her in a standing position.
- Help your baby roll over so that he or she can become stronger and more mobile.
- Support your baby in a sitting position, but let him or her lean forward for balance.


How to Become a Teacher
Why Become a Teacher?
Teaching is a great career choice for anyone who wants to positively affect the lives of others as well as challenge themselves. In fact, being a teacher is much more than a career, it's a lifestyle full of meaningful and supportive relationships with co-workers, inspiring connections with students, and ongoing professional and personal development.
How to Become a Teacher
The process of becoming a teacher starts with enrolling in a degree or certificate program at an accredited college or university (online or campus-based). Many teacher education programs are designed to allow you to get your degree while you work by conducting classes in the evenings and/or on weekends. After completing your degree program you will be required by the state to pass a series of tests (Praxis I and II) that measure your basic academic skills, teaching skill, and knowledge of your content area (ie. elementary education or mathematics). Upon completion of your degree and passing all tests you are eligible to apply for a teaching certificate from the state. After receiving your certificate you can apply for teaching jobs wherever the certificate is valid. To teach in a public institution you must have a current teaching certificate. However, some private schools will allow you to teach without a teaching certificate.
Requirements for Becoming a Teacher
Requirements for becoming a teacher may vary state-to-state. Teacher Portal is working to provide you with information from all 50 states about how to become a teacher. We will provide you information on certificate requirements, salaries, jobs available and much more!
Though the requirements for becoming a teacher can vary by state, according to the Bureau of Labor Statistics, public school teachers need to have earned a bachelor’s degree and possess a state issued license to teach or passed a certification exam. During the process in some states, teachers can be finger printed and have a background check performed (ctc.ca.gov, 2013). The BLS lists five types of teachers below the post-secondary education level. The requirements for employment, as listed by the BLS, for each teaching bracket are as follows:
- Teacher assistants – Teaching assistants, or teacher assistants, work under licensed teachers to provide further instruction and support for students while also gaining valuable teaching experience. A high school diploma or equivalent is often the minimal requirement, but requirements can vary by state, school district and the position they are assisting. Some states require an associate degree for employment (BLS.gov/ooh, 2013).
- Preschool teachers - Preschool teachers educate and care for children who have not yet entered kindergarten. Generally, preschool teachers are required to have at least a high school diploma and certification in early childhood education. However this requirement is dependent upon the institution. Preschool teachers in the Head Start program must have an associate degree (BLS.gov/ooh, 2013).
- Kindergarten or elementary school teachers – Kindergarten and elementary school teachers provide primary education to children, or the basics of reading, mathematics and the sciences. In public schools these teachers are required to have a license and a bachelor’s degree. According to BLS, all states require kindergarten and elementary school teachers to have at least a bachelor’s degree in elementary education. (BLS.gov/ooh, 2013)
- Middle school teachers – Middle school teachers provide the first step in secondary education to students. Secondary education is the education level directly above sixth grade. All states require that their public middle school teachers to have earned a bachelor’s degree. Some states require teachers have a degree in the subjects they teach, such as math or science. Other states may require teachers to major in elementary education (BLS.gov/ooh, 2013).
- High school teachers – High school teachers provide the end of secondary education for students, these classes are more focused on specific areas and the BLS notes that most states require their pubic teachers to have majored in the subject they are teaching, such as history or chemistry. Some states require their teachers to have earned a master’s degree after earning their teaching credential (BLS.gov/ooh, 2013).
Sources and further reading:
Bureau of Labor Statistics http://www.bls.gov/ooh//Education-Training-and-Library/Kindergarten-and-elementary-school-teachers.htm#tab-7
Not all programs lead to initial teacher certification.


Speech segmentation and spelling skills in children with developmental verbal dyspraxia.
Doctoral thesis, University of London.
The thesis investigates the relationship between spoken and written language difficulties. Two children aged eleven and twelve years were studied. Both were of average intelligence but had a persisting speech difficulty of a dyspraxic nature. Normal control data was collected on each area tested so that the casescould be viewed from a developmental perspective. First, a detailed analysis of speech errors was carried out. Compared to Articulation Age matched controls, the speech disordered children made multiple errors, had difficulty assembling the articulatory programme for unfamiliar words and relied upon word specific knowledge. Second, on tests of auditory discrimination, lexical decision and segmentation skills, the speech disordered children performed less well than Reading Age matched controls. Their difficulties were most pronounced in the auditory modality and when non word material was used. Third, their reading and spelling performance was compared to low Reading Age dyslexic children without obvious speech difficulties. The speech disordered children were more deficient in their use of phonological strategies and had not broken through to the alphabetic phase of literacy development. The cases were followed up after three years. Although the children had improved their performance quantitatively, they still exhibited the same pattern of errors overall. They had become "trapped" in the logographic phase of literacy development and were adopting compensatory strategies when reading and spelling. Their pervasive phonological difficulties were compounded by their inconsistent and incoordinated speech. These findings challenge the traditional view of Developmental Verbal Dyspraxia as a motor speech disorder. In addition to their articulatory difficulties, the children also had auditory processing and lexical problems. The findings allow further discussion of the role of articulatory and phonological skills in literacy development. A model of reading and spelling strategies is presented and the points where speech and language disordered children are most at risk, are indicated. Finally, the clinical, educational and research implications are outlined.
|Title:||Speech segmentation and spelling skills in children with developmental verbal dyspraxia|
|Open access status:||An open access version is available from UCL Discovery|
|Additional information:||Thesis digitised by British Library EThOS. Some images have been excluded due to third party copyright.|
|UCL classification:||UCL > School of Life and Medical Sciences > Faculty of Brain Sciences > Psychology and Language Sciences (Division of)|
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How Are Tests Developed?
The Praxis® tests are developed by educators for educators. Advisory committees of distinguished teachers, teacher educators, key administrators and professional organizations help determine test content and review, revise and approve all questions and exercises. The Praxis Series® is grounded in current research, including a comprehensive analysis of the most important tasks and skills required of beginning teachers and extensive surveys to confirm test validity.
For each test, a job analysis survey is conducted in order to determine what a representative group of teachers and teacher educators believe a newly licensed/certified teacher of a particular subject/grade level should know in order to perform his or her job competently. Based on the results of the job analysis as well as any national disciplinary standards that may apply, an Advisory Committee of teachers and teacher educators defines the content areas that should be covered on the test. They then create specifications to guide the development effort.
Test development specialists and practicing teachers use this information to develop test questions. Once developed, the questions undergo a series of reviews conducted by the Advisory Committee, content experts and ETS staff to confirm that they cover the content defined in the test specifications. At every step in the test development process, ETS follows well-established industry procedures and standards that are designed to ensure that the test measures what it is intended to measure. This iterative process creates clear links between the skills and knowledge being measured and the content of the test.
What Steps Does ETS Take To Design Tests That Are Valid and Fair?
ETS uses a validation process that is consistent with the technical guidelines in the Standards for Educational and Psychology Testing (AERA, 1999). Central to this process is the connection between the content of a test and the knowledge and skills judged important for entry-level practice.
Committees of educators with ETS's subject experts conduct reviews for the appropriateness and fairness of test content. The process ends with passing-score or standard-setting studies conducted by each state or licensing agency, during which the job relatedness of the test content for that state's entry-level teachers is evaluated.
How Do ETS Tests Stay Up To Date With Common Core State Standards?
The Praxis program continues to update tests to better measure what teachers need to know and be able to do in order to implement the Common Core State Standards in their classrooms. The Praxis program has created match documents to show how the specifications for current and newly regenerated tests that include ELA and/or Mathematics content correspond to the Common Core State Standards.
Please view the below PDFs for information on how specific Praxis tests in English Language Arts and Mathematics are aligned to the Common Core State Standards.
- Elementary Education: Curriculum, Instruction, and Assessment (ELA 5017)
- Elementary Education: Curriculum, Instruction, and Assessment (Math 5017)
- Elementary Education: Content Knowledge (ELA 0014/5014)
- Elementary Education: Content Knowledge (Math 0014/5014)
- Elementary Education: Instructional Practice and Applications (ELA 5015)
- Elementary Education: Instructional Practice and Applications (Math 5015)
- Elementary Education: Multiple Subjects (ELA 5002)
- Elementary Education: Multiple Subjects (Math 5003)
- Middle School English Language Arts (ELA 0049/5049)
- Middle School: Content Knowledge (ELA 0146/5146)
- Middle School: Content Knowledge (Math 0146/5146)
- Middle School Mathematics (5169*)
- English Language, Literature, and Composition: Content Knowledge (0041/5041)
- English Language, Literature, and Composition: Content and Analysis (0044/5044)
- Mathematics: Content Knowledge (5161)
View guidelines for Producing RFIs and RFPs Related to Teacher Licensure Assessment Programs.


ERIC Number: ED282762
Record Type: RIE
Publication Date: 1985
Reference Count: N/A
Teaching and Learning Primary Science.
This book explores the meaning of learning in science at the primary level and uses it as a basis for discussion of the content, methods, organization, resources, and the teacher's role. The first five chapters address how learning in science takes place, what aims are appropriate for elementary students, and how opportunities for learning can be evaluated. The remaining chapters focus on appropriate activities for elementary students, the teacher's role in these activities, assessment of progress, and curriculum planning. Chapters deal with the following subjects: (1) science as an essential part of children's education; (2) areas of scientific development; (3) changing children's ideas and ways of thinking; (4) science content; (5) evaluating opportunities for learning science; (6) learning opportunities for infants; (7) the teacher's role; (8) student assessment; (9) curriculum organization; and (10) teaching resources. An extensive reference list is also provided. (ML)
Descriptors: Elementary Education, Elementary School Science, Elementary School Teachers, Foreign Countries, Learning Strategies, Primary Education, Process Education, Science Activities, Science Education, Science Instruction, Science Materials, Science Teachers, Student Evaluation, Teacher Role, Teaching Methods
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 ($14.95).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Authoring Institution: N/A


How the internet can support adolescent literacy
20 January 2012
Letting your teenager spend time on the internet can promote their literacy development, says the University of Sydney's Dr Jen Scott Curwood.
"There is a growing body of research that examines young people's engagement with technology outside of school," said Dr Curwood, from the University's Faculty of Education and Social Work.
"While there is unquestionably a need for parents to balance their child's internet time with other activities, the internet can be a powerful educational tool. Evidence suggests that when young people meaningfully engage with online content, it supports the acquisition of critical literacy skills."
As part of an ongoing ethnographic study, Dr Curwood has interviewed youth, aged 13 to 17, from Australia, Canada and the United States. As part of the study she examined their participation in fan-created websites related to young adult literature.
In particular, she has focused on the online phenomenon around The Hunger Games, a trilogy by Suzanne Collins. The books have sold over 23 million copies worldwide and the movie will be released in March 2012.
"Young people fall in love with these books and seek out other fans online. In their own time they write Hunger Games-inspired fiction, create art, produce videos, compose music, and design role-playing games," Dr Curwood explains. "These digital literacy practices are valuable in their own right, but they also support young people's engagement with print-based literature."
Dr Curwood shares the experience of one 14-year-old Australian boy. "Jack is a top student and his family supports his love of literature. For the past three years, he has avidly participated on fan sites related to The Hunger Games. Not only has this experience deepened his understanding of the characters and themes, it has prompted him to learn about website design."
Parents can support their teen's literacy development through high-interest books. Dr Curwood suggests that parents consider books listed on the Children's Book Council of Australia Awards and the American Library Association's Alex Award and Printz Award.
"Many young adults are inspired to write fan fiction based on their favorite books, television shows, and films. FanFiction.net is a popular example of this," Dr Curwood says.
"In addition to discussing the books, adolescents often take leadership roles on fan sites and actively engage in designing, managing, and marketing the site," Dr Curwood said.
Over the past decade, adolescents' computer use has risen quickly. In developed countries, 94 percent of students now have at least one computer at home, compared to 72 percent in 2000, according to an Organisation for Economic Co-operation and Development report.*
The same study indicated that using a computer at home had a greater impact on digital literacy skills than using a computer at school.
"Meaningful, interest-driven online activities can promote adolescent literacy development," Dr Curwood says. "Parents and teachers can play a vital role in providing young people with access to high quality books and fan-created websites."
*2011 OECD Report Students Online: Digital Technologies and Performance
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Course Catalog: Reading/Language and Literacy Courses
The degree requirements outlined in this catalog are intended to be used for students entering Wheelock in the 2015-2016 academic year.
Examines cognitive, social and language understandings that older readers draw on to make sense of different kinds of texts. Focuses on metacognitive processes, vocabulary and background know ledge in later reading comprehension. Develops assessment strategies for identifying readers’ strengths and vulnerabilities through small group or tutorial intervention.
Teaching Literacy to English Language Learners
Addresses factors affecting literacy development and instruction of ELLs learning to read and write in English. Develops skills in assessing components of learners’ reading and writing competence; teaching early, later and advanced reading skills; lesson planning; progress monitoring. Participants implement an assessment and tutoring project with an ELL student.
RDG 535/ EDU 335
Reading Theory and Practice
Consolidates professional background in theory and practice of teaching reading in grades Pre-K- 8. Addresses core concepts and instructional practices for phonological and phonemic awareness, emergent literacy, phonics, vocabulary, comprehension, and reading assessment. Builds upon the professional knowledge developed in EDU 327, EDU 337 or RDG 537. Prerequisite: EDU 327 or EDU 337 or RDG 537.
Analyzes stages of reading development in grades Pre K-8. Focuses on phonological awareness, print concepts, word identification, vocabulary, fluency, and comprehension. Participants administer literacy assessments to children, interpret assessment data, and plan engaging, small group instruction.
Multicultural Children’s Literature
Introduces broad range of multicultural literature. Focuses on criteria for making appropriate book selections. Examines literary theme and genre. Explores strategies for using children’s literature to promote literacy development.
African American Children’s Literature
Examines children’s literature written by and about African Americans. Explores the literature’s cultural and historical context. Discusses strategies for using the literature effectively with children to enhance their literacy development.
Developing Young Writers
Introduces current research and theories about children’s writing development. Examines instructional practices for fostering writing abilities in a variety of genres including poetry, narrative, and exposition.
Multisensory Approaches for Teaching Literacy
Provides theoretical constructs in multisensory literacy approaches to aid the reading specialist, special educator, or classroom teacher meet the complex challenges in instructing students with language-based learning differences. Includes introduction to the Wilson Language Program and the Lindamood-Bell Lips and Visualizing and Verbalizing programs. Prerequisites: RDG 537 or permission of the instructor.
Assessment of Reading and Writing
Surveys traditional and innovative approaches to assessing reading, writing, and oral language: teacher checklists, standardized tests, rubrics, portfolios, and work samples. Utilizes case studies of children ages 4-10. Develops skill at making instructional decisions based on assessment data.
Literacy Across the Curriculum
Examines reading comprehension, writing, and vocabulary skills critical for success in academic content areas. Investigates the impact of text difficulty, background knowledge, and understanding of text structure on comprehension of nonfiction text. Develops skill at teaching vocabulary, metacognitive, and study skills in the context of theme-based units.
Individualized Instruction in Literacy
Develops skill at diagnosing literacy needs through formal and informal assessments and planning research-based instruction. Twice-weekly tutorial sessions with struggling emergent readers in an off-campus laboratory setting. Emphasizes importance of readers’ cultural and linguistic backgrounds. (Requires permission of the instructor).
Diagnosis and Correction of Reading Problems
Extends competencies developed in RDG 622 in closely mentored, twice-weekly tutorials with struggling readers in upper elementary grades. Emphasizes design of instruction based on careful diagnosis of literacy needs. Develops literacy leadership skills. Prerequisite: RDG 622; permission of the instructor.
Teacher of Reading Practicum
150-hour supervised practicum in the role of teacher of reading, incorporating assessment, small group work, resource development, coaching and professional development, and outreach to parents. Seminar provides opportunities for critical reflection on practice and explores multiple roles of reading specialists. Prerequisites: RDG 622; requires permission of the instructor. Required of and restricted to students enrolled in the Teacher of Reading licensure program.


Education is the stepping stone for high flying Career. Education system in India is of dates back where the children’s were taught in Gurukuls and the Guru-Shishya system was the means of education. Indian education system was improved when universities like Nalanda, Takshashila, Ujjain and Vikramshila came into existence. Education system in India is managed and controlled government well, providing education to all without any discrimination had become the priority of the government.
Indian constitution has committed to provide free and compulsory education to the children’s upto the age of fourteen. Right to education is the fundamental right of the citizen where education is mandatory for the all children’s of age group 6-14 years.
As per the world bank report in India there are more than 7,40,000 formal schools; more than 3.6 million teachers are working on full time basis; there are more than 175 Universities offering under graduate level and post graduate courses and about 6000 colleges affiliated to these universities.
Education is designed by the state where government is responsibility for quality education. Presently India is blessed with various schools, colleges, universities and other institutions in India which are providing quality education to the students. From the past several years India is producing many talent professional who are best in the world and working hard for the Nations growth and are in great demand. This shows the strength of Indian education system.
Indian education system is divided into different levels such as pre-primary level, primary level, elementary education, secondary education, under graduate and postgraduate level. The foundation of education in India is primary or elementary education later to it the students get into secondary level, undergraduate level and post graduate level are the higher education levels.
In modern days woman literacy as become an important task. Without any discrimination woman are provided education since they make half of the population. To bring woman at par with man government of India is doing at a lot good work. Certain measures are taken by government of India to provided equal education to woman.
In various languages education is provided in India as per once mother tongue one can opt for preferred language. Second language is acting as the tool to gain deeper understanding of language and to use it effectively. Thus, second language is helping the students to learn more then one language.
Some of the educational institutes in India which can compete with the best educational institutes in the world are Indian Institutes of Technology (IITs) , Indian Institutes of Management (IIMs) ), Indian Institutes of Science, National Law Schools, Jawaharlal Nehru University are some such institutes.
The professional who are engaged in job or personal life and due to various reasons who were not able to complete their education Distance Education is the well liked education in India for working people and house wife’s.
The financial aid in the form of Scholarship is provided to the candidates at different level of education such as under graduate, Post graduate, doctorate or post doctorate level through which economically backward candidate can gain their aimed Career. Scholarship not only acts as the source of financial aid to the students, but also act has awareness about education among various people.
StudyguideIndia will provide you the information as required by you. Information which is provided here is correct. If at all you come across any errors you are requested to kindly let us know.


Children's art of the twentieth century
A National Gallery of Australia Travelling Exhibition in collaboration with the Queensland University of Technology and Macquarie University
Panka Aeroplane 1938 (detail)
Frances Derham Collection
National Gallery of Australia
Childhoods Past features children's drawings and paintings collected by Frances Derham (1894 -1987), artist and educational pioneer. Her unique and important collection of children's art from Australia and around the world, gathered over more than half a century was donated to the people of Australia in 1975 and is held at the National Gallery of Australia.
Frances Derham was widely known in Melbourne for her work in art education through a 40-year career as a teacher of preschool and primary school children and as an art lecturer in various teacher training courses. Throughout her career her influence on child-centred art education was significant both in Australia and internationally. Her book Art for the Child under Seven (first published in 1961 by the Australian Pre-School Association) continues to be used in tertiary courses.
This exhibition comprises 80 works on paper. The images depicted include personal and cultural identity, family and school life, social and political events by children from:
- indigenous Australian communities (Hermannsburg, N.T., Aurukun, Qld., Mt. Margaret Mission, W.A.)
- urban and regional Australia
- former Australian territories: New Britain, and Papua New Guinea
- Europe (these images depict the impact of war on children)
Support material includes wall text panels with historical photographs, and 6 of Frances Derham's own works of art from the Australian Print collection at the National Gallery of Australia.
As a practising artist herself Frances Derham produced several hundred drawings, paintings, prints and collages. Examples of her prints are held in the collections of the National Gallery of Australia and the National Gallery of Victoria. Her favourite subjects were children, indigenous people and the Australian bush.
The National Gallery's Frances Derham Collection of Child Art has served as the subject of research for scholars, and parts of the collection have been exhibited. Childhoods Past: Children's art of the twentieth century travelling exhibition ensures that this important collection of children's art continues to be accessible to the wider community and promotes the importance, value and significance of art education across the lifespan.


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A complete education includes arts and music
Did you use algebra today? Did you use music and art? I don’t know when I last used algebra, but every day I hear music and experience art. I use my public school art education to live an artful life — seeing the pattern of an evergreen against blue sky, driving a well-designed car, eating a meal on a pottery plate, putting on a color-coordinated outfit. Creativity surrounds us in the designs of the natural world and in the designs of the human world.
In the 1940s and ’50s, I was blessed by public school fine arts teachers who provided the necessities for me to live artfully. In the 2000s, for seven years I was an art docent in a kindergarten. Those 5-year-olds were confident, excited, courageous, creative artists. I never heard “I can’t, I’m no good.” They were artists! They were inspired. They were dauntless.
I believe all of us are created artists. If we have the materials, the time and place and the incentive, our creative selves flourish. Every culture values its musicians, its dancers, its poets, its actors, its visual artists. It is imperative for cultural survival.
The resolution passed on May 9 by the North Kitsap School Board declaring May as Arts Education Month clearly states the value of the arts in education to our society. (Google it.) NKSD must acknowledge the impact of the arts by fully funding them.
Fine Arts Boosters (FAB) of Kingston High School works to connect the North Kitsap community to the talents of its music, drama, debate and visual arts students because we recognize the benefits of the arts in our community and we value those students and teachers.
The lack of support for fully funding all of education — district, state and nation wide — is appalling and short sighted. Why is it we do not value our children? Their education? This attitude must be turned around. Our future depends on it.
Marilyn Liden Bode


In past posts, I have discussed the value of emotional intelligence, commonly called EQ or EI. Daniel Goleman developed a theory of emotional intelligence in the mid-1990s, and it’s applicability for both education and business. People with a high EQ are:
- self-aware, monitoring and regulating their own motivations;
- adept at reading and responding to the emotional needs of others;
- and are able to learn from mistakes.
While all of these are important, they are not all a leader needs to succeed and have the highest level of communication and engagement among their team members. Social intelligence also plays a role, and sometimes an even more important one than EQ.
“You can be the most brilliant innovator, problem-solver or strategic thinker, but if you can’t inspire and motivate, build relationships or communicate powerfully, those talents will get you nowhere,” says Goleman, pointing out how crucial social intelligence is for leaders. Leaders need to coordinate people with resources, to understand needs, motivations, boundaries, reactions, and limits, and none of this can be accomplished without keen social awareness.
What are the basics of social intelligence? Being able to talk to people is one key trait—and not just people who will be useful to you, either, or who will stand still while you talk about yourself. Another ability that is a large part of social intelligence is being able to actively listen, in a way that allows you to understand another person’s feelings and patterns of thought. With these foundational skills, continually developed, you can navigate your way through difficult negotiations and important team collaborations successfully. All these skills are learned and developed throughout everyone’s life, but not everyone makes the most of naturally occurring opportunities to grow their social intelligence.
Without social intelligence, even the smartest and most competent leader will not advance, because without the strength of social bonds on a team, employees can often become frustrated with the lack of communication or the poor method in which information is delivered. Even worse, their frustration can even cause them to mirror a leader with low social intelligence, bringing down the efficiency of the entire team. A leader low in social intelligence will be critical to others in non-constructive ways, or display a lack of interest in others’ projects, thus unraveling morale. A leader who does these things won’t remain at the top for long.
Social intelligence is something that everyone improves upon throughout their lives. And, good leaders develop social intelligence as they progress in their careers. Ways to accomplish this include the simple act of paying more attention to how social interactions work, obtaining an executive coach to develop behavioral techniques to strengthen social intelligence, and formal assessments, such as StrengthsFinder, which allows individuals to identify thematic strengths of character that they can then build on in their day-to-day interactions.
What steps do you plan on taking to continue to develop your social intelligence?


Learn about the life and works of various composers and lyricists.
This section features contemporary and historical composers
and lyricists from Macmillan/McGraw-Hill's Spotlight
on Music series.
Download and print outlines of major European musical styles
featured throughout Macmillan/McGraw-Hill's Spotlight
on Music series. These outlines provide an overview
of the major developments in European and American music history,
beginning around the year 1400.
and Traditional Styles
Read fascinating articles on a variety of folk and traditional
styles currently featured in Macmillan/McGraw-Hill's Spotlight
on Music series. These carefully researched articles
provide you with important information on the origin of musical
styles from all over the world.
Read about and listen to musical instruments featured in Spotlight
on Music. Supplement lessons in the series with reference
articles on the background and history of instruments from all
over the world.
Orchestration Lesson Plans
Download and print out detailed lesson plans that supplement
the Spotlight on MusicOrff Orchestration
books for Grades 1-6. These lesson plans provide teaching suggestions
as well as opportunities for creativity and improvisation to
enhance your students' music making experience.
on Performance Broadway for Kids Resources
Research original resources for some of the Broadway for Kids
musicals offered in Grades 1-8 of Spotlight on Music.
The above link will take you to the Broadway Junior web site
of Music Theatre International-the creators of the original
Broadway Junior productions.
on Performance Theme Musicals
The Spotlight on Performance section within Grades K-6 of Spotlight
on Music features songs grouped by topical themes. Macmillan/McGraw-Hill
provides you and your students with fully-scripted performance
opportunities that weave together these songs in a unique and
innovative way. These original scripts include dialogue, costume,
set, and stage directions to create yet another valuable performance
opportunity for your students. Download and print out copies
of the scripts to distribute to your students.
Correlations, and Resource Links Spotlight
on Music is sequenced for mastery of MENC's National Standards
for Music Education, as well as state-specific music standards.
Order a free copy of grade-level correlation charts and browse
links to web sites specifically tailored to your teaching needs.


The Metropolitan Museum of Art, home to one of the largest and most renowned art collections in the world, was the destination for Hamilton’s students in the New York City program last week. They were treated to a guided tour of the Impressionist, Modern and Contemporary galleries.
The Met first opened in 1870, founded by a group of American artists, academics, businessmen, and civic leaders with the purpose of creating a “national institution and gallery of art to bring art and art education to the American people.” Located on Manhattan’s iconic “Museum Mile,” the Met boasts more than two million works of art from every corner of the planet.
The Hamilton group, accompanied by an art historian from the Met, toured several galleries of masterpieces from the 19th and 20th centuries. They admired the grace of Degas’s ballerinas, uncovered the secrets behind Pollack’s paint spatters, and contemplated Rothko’s colored stripes in “No. 13.” The Hamiltonians discussed color, composition, content and the methods by which the artist fuses these components to generate meaning on a canvas. To enhance the analysis, the historian illustrated the cultural and personal themes underpinning the paintings.
Following the tour, the students wandered throughout the museum, discovering several unique exhibitions being featured at the Met. They journeyed through generations of ancient Islamic rugs, mosaics, and wood carvings at the grand opening of “The Making of a Collection of Islamic Art at the Metropolitan.” Also showcased at the Met was the 9/11 Peace Story Quilt, a creation of several New York City students aged eight to 19. The Quilt, designed by Faith Ringold, encourages “communication across cultures and religions to achieve the goal of peace.”
The students completed their visit with a picture in front of Andy Warhol’s larger than life portrayal of “Mao.”


view a plan
This is a soccer dribbling exercise and quiz
P.E. & Health
Title – Soccer: Dribbling
By – Chris Ward
Primary Subject – Health / Physical Education
Grade Level – 7th
# of Students – 27
National Standards: 2,5,6
NJ Core Curriculum Standard: 2.5 Motor Skill Development
I. Performance Objectives (cognitive is the primary objective)
- A. Cognitive- At the end the lesson on dribbling, the students should be able to indicate the correct way to dribble a soccer ball by answering questions on a quiz with a score of 70% or better.
- B. Psychomotor- At the end the lesson on dribbling, the students should be able to successfully demonstrate the proper way to dribble a soccer ball while being evaluated by the instructor who will use a checklist.
II. Material and Equipment
- A. Lesson Plan
- B. Whistle, 26 soccer balls 15 cones
III. Procedures (classes 42 minutes)
- A. Dress (a,b,c=M&I;=10)
- B. Attendance
- C. Warm-Ups-one lap around track/stretches in circle
- D. New Skill (A=27)
- 1. Dribbling
- 2. Describe/Demo
- a. Push the ball with the inside of foot
- b. Keep the ball within arm’s length of body
- c. Keep your head up
- A. 3 Man Weave
- B. Foot skills (juggling)
- A. Dribble Braveheart
E. Closure (M&I;=5)
- 1. Reinforce cues through Q&A;
- 2. Preview next class
- 3. Put equipment away and dress
Soccer Dribbling Quiz (Cognitive)
Name: ___________________________ Date: ____________
1. Name a reason why dribbling in soccer is important?
2. When you are dribbling a soccer ball, what part of your foot should you use?
3. How far away from your body should the ball be when you are dribbling?
4. In what position should you have your head when you are dribbling?
5. Name your favorite or least favorite drill/game we played today?
E-Mail Chris Ward !


The era of Common Core State Standards (CCSS) in American education carries both promise and peril. Pundits readily discuss varied perspectives about CCSS in everything from traditional journals to social media. While it is vital for school librarians to participate in this discussion, many are realizing how important it is to work with fellow educators to understand and teach to these standards. Librarians of all types have been working to connect with these developments, and ALA’s youth divisions have created resource pages with CCSS in mind.
Many of these efforts focus on the text complexity model included in Appendix A of CCSS (PDF file). Librarians are concerned with how to develop collections of books that contain the quantitative and qualitative elements of the model.
Youth librarians can foster meaningful engagement of the core standards by:
- Pushing beyond quantitative measures (e.g., lexiles) as the sole criteria for understanding a text and matching it to a reader;
- Recognizing the CCSS Text Exemplar list as a guide to text selection rather than a buying list;
- Deepening educator understanding and use of the qualitative elements of texts—levels of meaning, author’s purpose, structure, knowledge demands, and language conventions;
- Expanding the definition of text to include viewing, listening, and the range of transmedia “texts” youth are using independently; or
- Replacing the one-size-fits-all approach to curricular textbooks with a range of trade literature written expressly for youth.
Public and academic librarians are ideally situated to collaborate with school librarians on this work. It is becoming apparent that more work needs to be done to understand perhaps the most critical piece of the CCSS model—the reader.
Appendix A provides a selection of texts annotated using the text complexity model. The foundation of the text complexity model is the reader and the task. In the analysis of Narrative of the Life of Frederick Douglass for grades 6–8 this is the note regarding the reader and task (emphasis mine):
“These are to be determined locally with reference to such variables as a student’s motivation, knowledge, and experiences as well as purpose and the complexity of the task assigned and the questions posed.”
However CCSS may be contested, it provides librarians with an opportunity to advocate for the unique readers in our communities. Here are a few thoughts about informing stakeholder understanding of young readers:
- Gather and provide survey and interview data about students’ interests and identity as readers. Their self-perceptions are key to literacy development. How many aliterate students attend school?
- Circulation statistics by genre or information type could give a baseline of what K–12 patrons have learned. What additional data can the library provide to document what students know? In addition to the core knowledge curriculum recommended by former University of Virginia education professor E. D. Hirsch, what pop culture and mass media knowledge could connect to school-based learning?
- The library can serve as a platform for curating the out-of-school experiences of youth and publishing the results of new learning. After all, how much do educators and school administrators know about after-school programming?
- The library can support the social reality of literacy and reading. All those book discussion groups offer schools a fine model for an authentic assessment and accountability of students’ reading ability.
To serve youth means to focus on their unique needs, interests, and concerns in our community at the present moment, with a long-range view of their scholastic potential.
ERNIE COX is teacher-librarian at Prairie Creek Intermediate School in Cedar Rapids, Iowa.


Dr Bhalchandra Mungekar enumerates some urgent issues in India’s education policy that need to be addressed on a priority basis.
It is needless to repeat the role of education in individual as also social life. It enables the individual to understand better the things around him; makes him well-informed and helps, in a wider sense, participate in the democratic process in the country; and depending upon the level and quality of his education, enhances his social status and improves his employment opportunities. From the society’s point of view, the literate, well-informed, vigilant and, economically more efficient and productive population (labour force) is obviously a much greater asset in two ways: making democracy participative and also making the rulers accountable and accelerating the overall pace of socio-economic development.
Not only universal literacy rate, but good quality universal elementary and near universal secondary education, as also higher, vocational, technical and professional education has played a critical role in making the present day western countries and even some of the Eastern European countries economically and industrially advanced. It needs to be specially mentioned that the Gross Enrolment Ratio ( or GER is the ratio of children to total college-age going, say, 18-22 age group) joining higher education institutions in the developed countries is about 70 per cent, while for the developing countries it is about 35 per cent. Even for China, it is now about 28 to 30 per cent.
In India, real educational development as such began only after Independence. For the British were not interested in mass but in class education, to serve their colonial interests. Thus, though India’s achievements in the field of education of all kinds, compared to the conditions prevailing at the time of Independence cannot be described as stupendous, it also cannot be considered unsatisfactory: be it literacy rate, gross enrolment ratio at the elementary and secondary level, or the spread of higher, technical and professional education. Our GER in the higher education has improved from about 11 per cent in 2004-05 to about 18 per cent now. Still it is certainly low vis-s-vis what it ought to be in view of the technologically fast changing globalising economy.
Nevertheless, our education system continues to suffer from fundamental problems that need urgent attention of both Central and more importantly,the state governments. First, the much-quoted Kothari Commission, in 1966, recommended six per cent of the national income to be spent on education. But, despite huge increase in the expenditure on education during the Eleventh Plan ( 20 per cent of the total Plan outlay), the total expenditure ( Centre and States put together) has not crossed even four per cent.
Second, despite much improvement in the physical infrastructure, the quality of elementary education is far from satisfactory. Third, the proportion of untrained teachers is overwhelmingly high and teacher-absenteeism has become a formidable problem. Fourth, though the drop-out rates are falling, they are still higher at both the elementary and secondary level. Fifth, the number of out of school children too is large, and the implementation of the ambitious Right to Education is too not satisfactory.
Further, though the role of the private institutions in education, particularly the higher, technical and professional cannot be denied, the privatisation is virtually becoming commercialisation. Therefore, the technical and professional education is becoming increasingly unaffordable even to the well-to-do sections. Lastly, that about 67 per cent graduates and 47 per cent engineers should be unemployable should become eye-opener to us sooner than later.
The author is Member of Rajya Sabha, former Member, the Planning Commission and former Vice Chancellor, Mumbai University
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Thoughts on bi-lingual education in South Africa
This post is taken directly from my research article recommendations: The choice of language of learning in iNquthu schools: Who is gaining? Our strong view is Bilingual Education (instruction) model is one of the effective language policy frameworks that South Africa should continue to strive for. Bilingual education is a simple label for a complex phenomenon (Cazden & Snow, 1990; Baker, 1993:9, as cited in Garcia, 2009). Bilingual education refers to education in more than one language often encompassing more than two languages (Baker, 2001). Bilingual education relies on programs that use the language as a medium of instruction. Bilingual education is a way of providing meaningful and equitable education, as well as education that builds tolerance towards other linguistic and cultural groups. In so doing, bilingual education programs provide a general education, teach in two or more languages, and develop multiple understandings about languages and cultures whilst fostering appreciation for human diversity (Garcia, 2009:7) Rose and Martin (2012) argue that countries such as Australia have adopted the model and the results are amazing already to this end. Bilingual education takes into account the fact that there is the different language background students come to school with. The main focus is on students who, most of the time, have adequate resources of spoken language but little or no experiences of different ways of meaning-making in written language. Learning is described to emerge from within and ‘language is osmotically absorbed from the child’s environment. The principle that effective teaching involves providing learners with explicit knowledge about the language in which the curriculum is written and negotiated in the classroom. The teaching consists of explicit transmissions of knowledge, skills and, values, and the criteria of assessment are visible. Of central importance is that all students are given the opportunities and expected to accomplish the same level of task. Therefore teachers need strategies to support them equally’ (Rose & Martin, 2012:58). Bilingual education is a responsive-model in that it promotes social interaction amongst learners, teachers and members of the educational community, using two or more different languages (Creese & Martin, 2003). Bilingual education is very useful in the sense that it relies on the pedagogy that works for all students, regardless of their social and linguistic background (Rose & Martin, 2012:58) Another emphasis of a Bilingual education model is on building of understanding of a text before learners could start with the actual reading. The whole idea with promotion of bilingual education is the need to build a supportive nurturing classroom environment for literacy development, similar to that experienced by learners during spoken language development in their homes (Rose & Martin, 2012:30) This paper proposes that a tailor-made Language-in-Education Policy framework in South Africa be put in place, where African learners can write text (genre) and answers in their home language, then provide a free English translation during teaching and learning. This will serve three purposes:
- Opportunity to answer assessment questions correctly and with ease.
- Improve English literacy competence, as they use both English and their indigenous mother tongue parallel with English.
- Use and development of indigenous languages for academic purposes.


Henry Spencer Moore OM CH FBA (30 July 1898 – 31 August 1986) was an English sculptor and artist. He is best known for his abstract bronze sculptures which are located in various prominent public places. He became the most influential and famous sculptor of his generation.
Henry Moore Short Biography
Now I really make the little idea from clay, and I hold it in my hand. I can turn it, look at it from underneath, see it from one view, hold it against the sky, imagine it any size I like, and really be in control, almost like God creating something.
– Henry Moore
Henry Moore was born on 30 July, 1898, in Castleford, Yorkshire. He was the seventh child in a family of 8 children. His father worked in a colliery in Castleford but wanted his children to avoid working down the mines, so as much as possible given the family’s poverty, the children were educated at a local school.
It was in his teenage years that he developed an interest and talent in art. This helped him to get a scholarship to Castleford Secondary school. Aged 18 he was called up to the army and in 1917 was injured during a gas attack at the Battle of Cambrai. After his injury, he spent the remainder of the war behind the line training new recruits. Moore later said the war was for him not a traumatic experience – unlike that of many of his contemporaries.
After the war, he continued his education and in 1921 won a scholarship to study at the Royal College of Art. He didn’t regret his late opportunity to attend art school.
I’m very grateful that I was too poor to get to art school until I was 21… I was old enough when I got there to know how to get something out of it.
– Henry Moore
Henry Moore was a talented student, but already he was experimenting with new styles and this often conflicted with his teachers who were trying to teach the classic style – of perfection in form and composition. Moore was attracted to a more spontaneous art form with imperfections evident in the sculpting. In 1924, he spent time travelling in Italy and later Paris. Here he could view the great Masters such as Michelangelo and Giovanni Pisano. But, Moore was also influenced by his studies of primitive art, and at the Louvre he was particularly influenced by the Toltec-Maya sculptural form, the Chac Mool.
A sculptor is a person who is interested in the shape of things, a poet in words, a musician by sounds.
On his return to London, he took up a teaching post at the Royal College of art. This part time post enabled him to work on his own art, leading to his first commissions such as the West Wind – 1928-29.
In the 1930s, Moore became an active member of the informal modern art movement, centred around the ideas and innovation of people like Pablo Picasso and Jean Arp. He also briefly flirted with the surrealist movement.
The Second World War led to more traditional commissions and Moore worked as a war artist producing memorable pictures such as images of civilians fleeing the Blitz in the London underground.
This helped Moore’s reputation and after the war led to numerous awards and opportunities in America. In 1948 he was awarded the International Sculpture Prize at the Venice Biennale. Significant commissions included.
- A reclining figure for UNESCO building in Paris 1956
- A Nuclear energy sculpture at the University of Chicago. (to commemorate 25th anniversary of nuclear reaction)
- Knife Edge – Two Piece in 1962 for College Green, London around Houses of parliament.
“The secret of life is to have a task, something you devote your entire life to, something you bring everything to, every minute of the day for the rest of your life. And the most important thing is, it must be something you cannot possibly do.”
– Henry Moore
In 1972, Henry Moore established his Henry Moore Foundation – a charitable trust to promote art education and the support of young artists. He was a man of modest means. Despite his wealth and fame he lived frugally remembering his Yorkshire roots.
Art is not to do with the practical side of making a living. It’s to live a fuller human life.
– Henry Moore
He even turned down a knighthood in 1951 because he didn’t want to be seen as an establishment figure. Yet, during his lifetime he became one of the most influential sculptors of his generation.
Henry Moore art


What is Environmental Print?
Reading print from the world around us is one of the beginning stages of literacy development. The letters, numbers, shapes, and colors found in logos for products and stores such as McDonald’s, Wal-Mart, Coke, and Campbell’s soup all provide opportunities for emerging readers to interact with print and the written word in their own environment. We see Environmental Print everywhere, we see logos and signs in our daily lives but as adults we don’t consider it real “reading”. However, Environmental Print is the first print a child learns to “read”.
Why should I use Environmental Print in my classroom?
Using Environmental Print in the classroom is very meaningful to young children. The logos and signs they see in their daily lives hold great meaning for them. How many times have you driven by a McDonald’s restaurant with your child in the car and he has shouted “Look! McDonald’s!”? Children get excited when they can “read” the print in their environment. Environmental Print is another way to build confidence in young children and get them excited about reading. When children are excited about reading and print holds meaning for them they will learn much faster and begin to make connections to the world around them. When children use the contextual clues found in Environmental Print to “read” then they will be able to transition into the functional print of school more easily.
What are some ways I can use Environmental Print in my classroom?
Environmental Print can be incorporated easily into every area of the early childhood classroom. Here are some ideas for using Environmental Print below:
Environmental Print Class Book
Have the students bring box fronts of their favorite breakfast cereal to school and make a class book titled “What’s for Breakfast?”.
Our Favorite Restaurant book: Have the students bring bags from their favorite restaurants. Next, mount the environmental print from the bags on cardstock and add the text below. “________ (child’s name) likes to eat at ________(name of restaurant)”
Environmental Print Bingo
Combine emergent literacy learning and bingo for lots of fun! Download the free printable game on the blog here.
Environmental Print Memory Matching Game
Collect the mini-cereal boxes and cut the fronts off the boxes. You will need two of each box front to make the matching game. Mix up the box fronts and place them face down to create a memory matching game.
Environmental Print Pocket Chart
Download the free environmental print pocket chart sentences at the bottom of this page.
Environmental Print Word Wall
Put Environmental Print on your word wall. It is even more meaningful if you have the students bring in the Environmental Print to put up on the wall themselves.
Environmental Print I Spy
There are two ways to do this activity. The first way is to invite your students to bring in Environmental Print to share. Then, cut out the Environmental Print and staple it to a bulletin board or glue it on a poster board. Children can play the “I Spy” game using the bulletin board or chart they created. The other way is for those of you who have an ELMO (see the ELMO page if you don’t know what that is). Using the Google image search feature create a page with all sorts of different Environmental Print that your students will recognize. Next, put the page under your ELMO and the students can play “I Spy” using a big pointer or fly swatter to touch the images on the screen.
Environmental Print Puzzles
You can make simple puzzles from cereal box fronts for your students.
Environmental Print Sorting
Students can bring in all sorts of Environmental Print and you can have them sort them by category (food, toy, store, signs etc)
Environmental Print T-Chart
Create a simple t-chart in your word processing program and have students glue environmental print on the page in categories of “I like/I don’t like”, or “food/fun”.
Environmental Print Block Center
Add environmental print traffic signs to your block center. You can find the free printable traffic signs HERE.
Free Environmental Print Printables
Environmental Print Links
Environmental Print Resources:
More Literacy Resources from Pre-K Pages


Music Education: 5 Tips for Growing Your Children’s Musical Talent
Music Education—The benefits of learning to play a musical instrument or sing have been researched and discussed for years. Beyond gaining a skill that can entertain and add auditory beauty to the world, we also gain better neural "adaptability" which enables easier acquisition of other skills. Parents would say that learning to play the piano teaches their children patience and focus, and that performing builds confidence. And so we enroll our kids in band and choir at school, enroll them in piano lessons and suffer through their "practice" sessions. We rely on music educators to guide our children in the acquisition of myriad musical abilities.
5 Tips for Incorporating Music Learning Into Home Life
- Play "Family Idol." Staci Salazar, aka popular MomItForward tweeter @7onashoestring, says when they do this, they have one kid perform at a time, the others act as a judge, and the only rule is that only positive feedback can be offered. She should know how "Idol" works; she recently took a friend to "American Idol" to try out. This was their experience:
- Make a big deal of their home performances by having tickets, making popcorn, putting up "red carpet" and other simple props bought at the party store, etc. @cafesmom recommends this.
- Expose your kids to Zydeco music. It is easy enough for us to expose our children to many different types of music, and encourage them to gain their own taste (within the boundaries you set), but Zydeco is a type of uniquely American folk music that can broaden their horizons even more. It's suggested by @cedarhillmom.
- Check out Pandora free internet kids' radio, recommended by @m_mduncan, to discover new bands. Also, consider using sites like Grooveshark.com (recommended by @thetattoedtype) and Playlist.com for free access to specific songs and customizable playlists.
- Encourage them to put together a performance. If you are comfortable with it, and your kids possess enough skill and are old enough, consider letting them put together an actual performance, taping it, and putting it up on YouTube or your own blog.
What are your children's natural talents? What ideas do you have for helping them develop their natural abilities? How can you introduce them to new opportunities that will best bring out their talents?
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Rachel R. Van Der Stuyf
Adolescent Learning and Development
Section 0500A - Fall 2002
November 17, 2002
I. Scaffolding as a Teaching Strategy – Definition and Description
Scaffolding instruction as a teaching strategy originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). “The zone of proximal development is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance” (Raymond, 2000, p.176). The scaffolding teaching strategy provides individualized support based on the learner’s ZPD (Chang, Sung, & Chen, 2002). In scaffolding instruction a more knowledgeable other provides scaffolds or supports to facilitate the learner’s development. The scaffolds facilitate a student’s ability to build on prior knowledge and internalize new information. The activities provided in scaffolding instruction are just beyond the level of what the learner can do alone (Olson & Pratt, 2000). The more capable other provides the scaffolds so that the learner can accomplish (with assistance) the tasks that he or she could otherwise not complete, thus helping the learner through the ZPD (Bransford, Brown, & Cocking, 2000). Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level” (Raymond, 2000, p. 176). An important aspect of scaffolding instruction is that the scaffolds are temporary. As the learner’s abilities increase the scaffolding provided by the more knowledgeable other is progressively withdrawn. Finally the learner is able to complete the task or master the concepts independently (Chang, Sung, & Chen, 2002, p. 7). Therefore the goal of the educator when using the scaffolding teaching strategy is for the student to become an independent and self-regulating learner and problem solver (Hartman, 2002). As the learner’s knowledge and learning competency increases, the educator gradually reduces the supports provided (Ellis, Larkin, Worthington, n.d.). According to Vygotsky the external scaffolds provided by the educator can be removed because the learner has developed “…more sophisticated cognitive systems, related to fields of learning such as mathematics or language, the system of knowledge itself becomes part of the scaffold or social support for the new learning” (Raymond, 2000, p. 176). Caregivers help young children learn how to link old information or familiar situations with new knowledge through verbal and nonverbal communication and modeling behaviors. Observational research on early childhood learning shows that parents and other caregivers facilitate learning by providing scaffolds. The scaffolds provided are activities and tasks that: • Motivate or enlist the child’s interest related to the task • Simplify the task to make it more manageable and achievable for a child • Provide some direction in order to help the child focus on achieving the goal • Clearly indicate differences between the child’s work and the standard or desired solution • Reduce frustration and risk
• Model and clearly define the expectations of the activity to be performed (Bransford, Brown, and Cocking, 2000). The activities listed above are also detailed in the Executive Summary of the Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators, which refers to these as “…Rogoff’s six characteristics of scaffolded instruction” (Ellis, Larkin, Worthington, Principle 5 section, para. 2). In the educational setting, scaffolds may include models, cues, prompts, hints, partial solutions, think-aloud modeling and direct instruction (Hartman, 2002). In Teaching Children and Adolescents with Special Needs the authors provided an example of a procedural facilitator...


ERIC Number: ED279126
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Motor Education: Educational Development Programs.
Tansley, A. E.
This booklet presents educational programs and activities focusing on motor skills for 5- to 9-year-old children and older children with learning problems. The premise of the activities is that the acquisition of motor skills is essential to basic learning. The role of language as a mediator and controller of motor development is emphasized. The first section describes the identification of children with neuromotor problems and the general use of the activities described in the booklet. The second section notes the importance of learning the vocabulary (everyday objects, clothing, body parts, pronouns, actions, spatial relationships, and categorizing terms) that accompanies the activities. In the third section activities are described for: gross motor skills; fine motor skills; body awareness; rhythm training; laterality and cerebral dominance; hand-eye and foot-eye coordination; visual and auditory perception; mime and drama; and problem solving involving motor activity and language. Suggestions are presented for planning programs and individual lessons. The final sections present: a list of useful equipment for the activities; a list of 11 references; and a form for keeping a record of student motor development. (CB)
Descriptors: Body Image, Elementary Education, Language Skills, Learning Activities, Learning Problems, Motor Development, Movement Education, Neurological Organization, Perceptual Development, Perceptual Motor Coordination, Physical Activity Level, Psychomotor Objectives, Psychomotor Skills, Skill Development, Teaching Methods
Communication Skill Builders, Inc., 3130 N. Dodge Blvd., P.O. Box 42050, Tucson, AZ 85733 ($7.95).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: The American version of the 1980 British edition.


Blended-learning pioneer Rocketship Education now uses "flexible" classrooms in grades 4 and 5 in some of its Bay Area schools. At Mateo Sheedy Elementary in San Jose, Calif., 92 students, 2 teachers, and 1 instructional aide share a single room, divided into different learning stations. During a recent morning, five different types of learning took place simultaneously.
In the center of the room, 25 students work on laptops, receiving tailored math lessons from a software program while an hourly-rate instructional aide oversees their work.www.thinglink.comTOUCH this image to discover its story. Image tagging powered by ThingLink
Teacher Juan Mateos leads 22 students through a lesson on identifying figurative language. The children have been grouped based on ability.www.thinglink.comTOUCH this image to discover its story. Image tagging powered by ThingLink
In the center of the room, an hourly-rate classroom aide also oversees 17 students working independently. Here, Celeste Martinez examines a painting by Pablo Picasso.www.thinglink.comTOUCH this image to discover its story. Image tagging powered by ThingLink
Michael Yeung, an "individualized learning specialist" making roughly $15 per hour, uses a scripted curriculum to provide phonics instruction to four students in need of extra help. Mr. Yeung is also responsible for monitoring online learning and independent work.
All photos by Ramin Rahimian for Education Week. The panoramic photo is made up of multiple images.
Teacher Jason Colon works with 22 advanced students on a lesson about graphing coordinates. Students in the flexible classroom are regrouped according to ability every six weeks or so.www.thinglink.comTOUCH this image to discover its story. Image tagging powered by ThingLink


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by Kurt Brobeck
Early motor training in infants may result in positive long-term effects in other areas of development, according to a collaborative study by researchers at Vanderbilt University, the University of Pittsburgh and Seton Hall University.
Infants’ early learning experiences have been found to positively affect later development through processes called “developmental cascades.” For example, walking and fine motor skills have been associated with vocabulary size and later language development. These cascades have been commonly theorized but until now evidence supporting them has been largely correlational. A new study demonstrates a powerful link between training infants to reach for an object and later heightened interest in objects and focused attention. Results were published online by Developmental Science.
“This research tells us that babies are having experiences early in life that they build on and that provide a foundation for further learning,” said Amy Needham, professor and chair of psychology and human development at Vanderbilt’s Peabody College of education and human development. Needham also is a Vanderbilt Kennedy Center investigator.
Needham and colleagues facilitated parent-guided reaching training for 36 3-month-old infants for 10 minutes a day for two weeks. (Reaching behaviors typically do not emerge until a child is between 4 and 6 months old.)
In the training, half of the infants were outfitted with “sticky mittens”—mittens with Velcro that enabled blocks also covered with Velcro to adhere to their hands. Parents were instructed to encourage their children to reach for the blocks. The control group wore mittens without Velcro, and the blocks—covered with tape—were touched to their hands without adhering.
Prior research showed that improvements in object engagement and object exploration were observed immediately after training ended: results showed that the infants who had received active motor training (via the sticky mittens) showed more visual interest in a toy and were less distracted during play. They also grasped and rotated the toy for longer periods of time than the other infants. The results remained evident a year later when 25 of the infants were tested again. Using the Early Childhood Behavior Questionnaire, the researchers also learned that the sticky mittens group had higher attention focusing ratings than the other infants.
“It is amazing to think that roughly two hours of additional experiences with successful reaching at age 3 months led to changes in the infants’ exploration and attention focusing skills after 12 months,” said lead author Klaus Libertus, research assistant professor at the University of Pittsburgh. “This demonstrates the profound impact that early experiences can have on a child’s continued development. In a sense, the children just kept on providing themselves with new experiences and opportunities once the training sessions ended.”
Needham began this research while at Duke University and earned a grant for the study from the National Institutes of Child Health and Human Development. “These findings support the notion of developmental cascades and suggest that motor training may also foster the development of social and cognitive skills,” Needham said.
Because reduced grasping activity and delays in motor skill development have been associated with risk for developmental disorders, the findings may have implications for autism and Down syndrome research.
With colleagues at Colorado State University, Needham is planning a new study of infants who may experience delays or differences in motor development. Needham is seeking parents of infants with Down syndrome living in the Nashville, Tenn., area to participate. For more information, email email@example.com.
Amy S. Joh, assistant professor at Seton Hall University, also collaborated on the sticky mittens study.
Joan Brasher, (615) 322-NEWS
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Can Online Music Courses Be As Effective As Traditional Teaching Methods?
As online education becomes increasingly popular, the question of whether or not it can be as effective as traditional face-to-face lessons and on-campus schooling is being raised.
Debate.org, an online platform for debates and open forum communication, recently held a survey to get an answer to this very question. Nearly 60% of those who took part in the survey said that an online education could be equally as effective as on-campus schooling while 42% said it was still not up to par.
A study conducted by the Babson Research Group showed that in 2002, only about 2% of students were taking online courses, but by 2010, that number had increased to 30%. Projections also show that by 2016, around 50% of students will be taking online courses.
But although online education is slowly gaining acceptance, is it truly possible to learn anything online? Online courses for certain areas of learning are still controversial, especially when it comes to language-learning or music.
However, with many schools facing severe budget cuts, pupils who can’t afford private music lessons are turning to online courses and even YouTube as a way to learn.
Obviously, the quality of instruction received from YouTube videos is hit and miss, but what about courses designed by professional musicians and/or educators?
One company that is testing this theory is the Piano Encyclopedia, a website dedicated solely to teaching people how to play the piano without the help of expensive lessons or private tutoring.
The website provides students with a piano-learning community and a comprehensive home study piano course, and judging from the many testimonials by satisfied students, its teaching methods have been successful.
One of the main differences between learning to play music through traditional methods and learning to play online is that online students often learn to play by ear, while students who learn from an instructor are taught to memorize notes and follow certain rules.
In this way, online lessons allow for a bit more freedom; students aren’t restricted to a certain list of approved songs and are able to choose a wider variety of learning material that appeals to them, which can keep them from getting bored or feeling unmotivated.
Mobile technology is also making online music education more effective, and with a host of new apps for tablets and smartphones that teach everything from notes to pitch, students can take their learning with them wherever they go.
Guitar Pro, an innovative learning tool created by Arobas Music, is just one example of the many products out there designed to help people progress with their music, without the help of a traditional music school or teacher.
The software program offers guitarists everything from tuners and metronomes to lessons that help them improve their technique and even the ability to create their own instrumental tracks.
Linda Resseguier, marketing manager at Arobas Music, shared her view on online courses saying;
“For beginners, [online] courses can help them to get a feel for the instrument and play a few simple songs. For an intermediate or advanced player, they can be really useful to learn a specific style of guitar playing or simply improve playing skills while having fun.”
However, while she believes that online courses and mobile apps can be good supplementary tools, she also feels that for those who are looking to reach a higher level, there is no substitute to face-to-face music lessons.
“If you really want to learn a musical instrument and reach a satisfying playing level, you will need a good teacher,” says Linda.
“A teacher will listen to the student’s needs and create specific content to help them make progress, have fun and stay motivated to practice once the initial enthusiasm wears off.”


W80 Curricular Materials for K-8 Mathematics. This course examines and evaluates K-8 mathematics curricula in the context of the NCTM Principles and Standards for School Mathematics. Although the emphasis this year will be on grades 6-8, curricula at all grade levels will be examined. Some of the curricula to be discussed are Everyday Mathematics, Investigations, Math TrailBlazers, Connected Mathematics, MathScape, MathThematics , Mathematics in Context, and Singapore Math. Familiarity with a variety of K-8 mathematics curricula, with state and national mathematics grade level standards, and with state and national K-8 mathematics testing instruments is important for prospective teachers. Practice in designing exemplary mathematics lessons, making mathematics/literature connections, and solving mathematics problems are valuable skills for classroom mathematics teachers. Students are expected to complete assigned readings, to participate in and lead sample activities and lessons, and to contribute to small-group and whole-class discussions of the materials under consideration. Evaluation is based on in-class participation, presentation of grade-level lessons, several written quizzes, and written projects. Optional K-8 classroom observations can be arranged for the morning hours. Students should arrange their schedules so that they can spend additional hours in the Curriculum Center. This course may replace Mathematics 110 in the elementary education mathematics minor for students who have completed four years of high school mathematics and who have received permission from their mathematics advisor. Prerequisite: Mathematics 222. J. Koop. 2:00 p.m. to 5:00 p.m.
W81 Algebra & Geometry of Polynomials. Since Descartes founded analytic geometry in the 17th century, the study of the algebra of polynomials in several variables has proven to be an important approach to the study of geometry. Since the late 19th century, this study has been effectively organized through the algebraic concept of ideal and the geometric concept of variety. The objective of this course is to give an introduction to the study of the geometry of varieties through the algebra of ideals of polynomials via the guiding principles founded in the work of David Hilbert. Along the way, computational methods, such as Grobner bases, will be explored. We will also look at applications in mechanics, such as robotic arm motions. Student performances will be evaluated based on assignments and a final project. This course fulfills the interim requirement for a mathematics major. Some exposure to multivariable functions would also be desirable. Prerequisite: Math 231 or 256. J. Turner. 2:00 p.m. to 5:00 p.m.
W82/IDIS W66 Mathematical/Scientific Programming . This course offers students an opportunity to hone their programming skills in the context of interesting mathematical and scientific problems using the python and sage programming languages. Lectures and laboratory exercises introduce students to important aspects of programming in these contexts including accuracy of numerical calculations, visualization tools, object-oriented design and programming, Monte Carlo simulation, methods of numerical integration and differentiation, and using mathematical structures in sage. Student evaluation is based on laboratory exercises, programming projects, program documentation, and final presentations. Projects may be done individually or in groups. This course satisfies the interim course requirement for Mathematics
majors. Prerequisites: CS 106 or 108, Math 171 or 132, and Math 256 (Math students only). R. Pruim. 2:00 p.m. to 5:00 p.m.
170 Elementary Functions and Calculus. This course is a continuation of Mathematics 159. Topics include applications of derivatives, integrals, the fundamental theorem of calculus, and applications of integrals. Grades are based on problem sets, tests, and a final exam. Prerequisite: Mathematics 159. 8:30 a.m. to noon and 2:00 p.m. to 5:00 p.m.


For the past several weeks, the Crew has been reviewing computer programming software from Computer Science for Kids.
The Crew reviewed two different products, Computer Bible Games for Microsoft Small Basic and Beginning Microsoft Small Basic.
Using Small Basic, a simple computer language that makes writing code easy even for kids, these two products teach Middle School children how to program. In lessons designed to take between 3-6 hours each to complete, students learn to write simple programs culminating in demonstrating to the student how the Small Basic programs learned can be further enhanced in a more advanced computer programming language. Not only do students learn basic (or Small Basic!) programming, then, but their appetites are whetted for further computer programming.
Beginning Microsoft Small Basic is comprised of 11 chapters teaching program design, text window applications, graphics window applications, and other features of Small Basic. Computer Bible Games for Microsoft Small Basic differs from it only in that in place of Chapter 11 (which uses secular games to show how other computer languages can enhance the game experience), the program adds several new chapters explaining how to build computer Bible games. The program is designed specifically for Christian homeschool families.
Computer Bible Games and Beginning Microsoft Small Basic are available fro $59.95, but are currently on sale for $34.95. The price includes a single-user license and digital E-book download.


Success Comes Out of Reading Everyday
In 1989, the Big Ten Conference sought an opportunity to help make a difference in the community...to expand and supplement educational opportunities available to children in the Chicago metropolitan area. In January of 1990 the Big Ten Conference partnered with Melody School, an elementary school on the west side of Chicago to begin a recreational reading program in that school.
What began with one school, two grade levels and five classrooms has grown in this its seventh year to include grades two through six, encompassing all classes and 415 students at Melody School. Additionally, Louis Armstrong School, also on the west side of the city, is also a SCORE program participant, with two grades and 145 students participating.
What SCORE is About and What is Achieved by Participation.......
To inspire students to develop a love for reading and to become life-long readers.
One measure of the program's success is the enthusiasm and frequency by which students voluntarily choose to read. Additional goals achieved have been the students' family awareness of the need for reading skills, with active parental involvement in the reinforcement of the program's focus at home. Development and solidifying of a "community" of support for the goals of the program...cross-grade reading partners and literature circles, storytelling and play production. The SCORE program nurtures every aspect of literacy development.
Over the history of the program, activities have been arranged to engender enthusiasm among the students and augment the reading focus.
The program is proven to have a positive impact on the students' academic lives. National test program scores for both Melody and Armstrong have documented solid growth in reading skills over the seven years of the program.
Not measured by test scores: Students showing a sense of pride in their accomplishments...positive attitudes toward academic achievements...building skills for a lifetime for career success and just for the pure enjoyment of the experience.
What people are saying about this program.......
"Consistent with the concept of service learning that is encouraged on campuses, SCORE has been a vehicle for the Conference office and its staff to make a positive difference in the community in which it finds itself. SCORE is a living example of the Conference's increased desire to assert its value for academic priority in the lives of student-athletes, and of providing quality educational opportunities for young people of all races."
"SCORE has meant so much to our boys and girls. This program has become a part of our school, our communtiy and our students' daily activities. SCORE has brought books into homes that would not have been exposed to such a world of knowledge otherwise. The incentives have been terrific."
"The Big Ten is well known for its share of victories in college sports, but perhaps less so for winning the battle of the books on the grade school playing field. But now, thanks to the Big Ten Conference, there is a program that boosts reading achievement like some coaches work on physical prowess."
SCORE PROGRAM HELPS LAUNCH MOBILE TOUR
Approximately 100 elementary school students from Louis Armstrong Public School in Chicago helped launch the Big Ten's Honoring Legends. Building Leaders. Mobile Tour at the Big Ten office in Park Ridge, Ill., on August 31, 2011. Part of the Big Ten's SCORE program, the students were the first to participate in the mobile tour's activities and to have their pictures taken with the Stagg-Paterno Championship Trophy, which made its first public appearance Wednesday morning.
"The Big Ten Conference would like to thank Louis Armstrong Public School for its participation in today's event," Big Ten Chief Communications Officer Diane Dietz said. "We value our partnership with the students and faculty, and were thrilled to have them join us at our tailgate party."
"The Big Ten Conference has been extremely gracious to us over the years," Armstrong principal Demetrius Bunch said. "We have estimated that over 2,500 students have been serviced by the Big Ten over the years, and we would like to thank the Big Ten Conference for their continued support and efforts."


Studio Partner - Sound Construction | Deconstruction | Reconstruction
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Also called flanging or flangeing. An effect created by adding together two identical SIGNALs separated by a very short time delay (less than 25 ms, but strongest below 10 ms). These short delays are within the audio WAVELENGTH range, and the combination of the two signals affects the frequency SPECTRUM of the composite sound.
The difference in SOUND PRESSURE LEVEL between the saturation or overload level and the BACKGROUND NOISE level of an acoustic or electroacoustic system, measured in DECIBELs. This RANGE may be expressed as a SIGNAL-TO-NOISE RATIO for maximum output.
Any process that encourages a person to listen more discriminately, particularly to sounds of the environment. The term was originally used by R.M. Schafer in his book Ear Cleaning (Toronto, BMI Canada, 1967) to contrast with the traditional practice of ear training in music education which concentrates on the identification and reproduction of intervals, chords, melodies and so on.
An OSCILLATION produced in an object which resonates at the same FREQUENCY, or a HARMONIC multiple thereof, as that present in a sound wave in contact with the object.


Visiting the past and eyeing the future : lessons we can learn from a 1995 art education instructional television series
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Through the use of a case study methodology, this research presents a qualitative analysis of Eureka! The Creative Arts Series, an instructional art education television series from 1995. In recognition of the reality that no lesson in the field is value-neutral, the study seeks to determine the implicit and explicit messages about art education communicated through the various features of the series. The dominant art educational message is established with the use of an essential tool: a 2008 list of 45 puropses for art education. Using this list, the study distills the eight epsiodes of Eureka! down to their central, most frequently espoused messages. This information is then used to enhance understanding of how an effective art educator presents material, as well as how a successful art education television program may function.


Children who attend regular music lessons growing up may experience slower brain aging and faster cognition as adults, even if they decide to abandon the instrument over the course of their lives, a new study finds.
Adults who hadn’t picked up an instrument in over 40 years participated in a study led by Northwestern University professor and expert in speech and music perception, Dr. Nina Kraus, to help researchers understand the effects of music on a developing brain later on in life.
Aged between 55 and 76, the 44 healthy adults all listened to a synthesized speech syllable — “da” — and had their brains’ electrical activity recorded and tracked for time. The quicker response rates of former adolescent musicians over non-players suggested to researchers an explanation why some people’s brains age faster than others.
"This study suggests the importance of music education for children today and for healthy aging decades from now," Kraus said in a statement. "The fact that musical training in childhood affected the timing of the response to speech in older adults in our study is especially telling because neural timing is the first to go in the aging adult.”
Mental illness, as a product of cognitive decline, is still a mystery for scientists. There are a number of markers that doctors and other medical professionals can check for, but the mechanisms behind the slide into, say, Alzheimer’s disease, are still largely puzzling.
The prevailing theory implicates beta amyloid plaques as the main culprit. These plaques build up over time and effectively clog the neural pathways, preventing neurons from communicating with one another and disrupting brain function. One recent study argues this is the principal reason we sleep, so that our brains can flush out the sensory waste like garbage trucks. A similar, but unrelated study found less sleep linked to Alzheimer’s.
Unfortunately, the buildup of amyloid plaques can only be observed. The actual reason beta amyloid plaques accumulate, and not some other thing, isn’t tied down. Like much of the brain’s inner workings, the mechanism isn’t clear. The present study shows cognitive response times in former youth musicians are a millisecond faster than those who’ve never played. This may seem inconsequential, the researchers noted, but the importance of one millisecond is magnified over millions of neurons.
“The brain is very sensitive to timing and a millisecond compounded over millions of neurons can make a real difference in the lives of older adults," explained Michael Kilgard, Ph.D., University of Texas at Dallas sound researcher, who was not involved in this study. "These findings confirm that the investments that we make in our brains early in life continue to pay dividends years later.”
The upside, as Kraus sees it, is that neural plasticity isn’t confined to childhood. While the brain is admittedly more malleable when you’re younger, picking up an instrument as an adult can have profound effects in keeping someone mentally youthful.
“The adult brain retains a profound potential to change, and we and others have seen it happen through computer based training and other therapies,” she said. “Empirically, it's an open question how music lessons initiated or resumed late in life improve neural function, but I have every reason to believe that they do.”


The preschool years are the time during which your child’s literacy foundation is laid. While most children will display typical development, some show signs of struggle learning even early on. The most recent research emphasizes the importance of early intervention over the “wait-and-see” philosophy. It is much easier to support children at this age than to have to play catch-up later!
- Research has demonstrated a correlation between children’s nursery rhyme ability and their phonological- and print-related skills, including emergent reading. Yet many children do not have experiences with nursery rhymes or fractured fairy tales (where you put an alternative spin on a traditional tale). Support your child’s literacy development by reading and acting out nursery rhymes. You can also take advantage of these online, interactive nursery rhyme read-alouds.
- Vowel work (beginning, short, and long)
- Word Family Reading
- Phonological awareness is the cornerstone of literacy development in this age group. If your child is struggling learning and manipulating sounds, try some of these fun games. Initial Sounds:
- Phonemic Segmentation (for older preschoolers):
Recommended Products for Your Child Ages 3-5