Dálnoki-Miklós retained his position until the parliamentary elections of November 1945, which the Smallholders Party won. A new government was immediately formed, and Dálnoki-Miklós left office on 15 November 1945. In August 1947 he was elected to parliament but shortly thereafter withdrew from politics. As Hungary's first postwar prime minister, Dálnoki-Miklós was kept under close rein by the Soviets, so his legacy was a limited one. Nevertheless, he made small strides in reorganizing public administration, carrying out land reform, and modernizing elementary education. Dálnoki-Miklós died on 21 November 1948 in Budapest.
Sugar, Peter F., Peter Hanak, and Tibor Frank, eds. A History of Hungary. Bloomington: Indiana University Press, 1994.


Land Surveyor Schools and Colleges in the U.S.
Land surveyors assess land to measure space and determine boundaries. They record this data for construction, exploration or digging purposes. Land surveyors who work for the government may collect this information for public record or to resolve property disputes. Colleges and universities across the U.S. offer degree and certificate programs in land surveying.
How to Select a Land Surveyor School
Individuals seeking to enroll in a land surveyor program need to look for a college or university that offers land surveyor programs accredited by the Accreditation Board for Engineering and Technology (ABET). Graduating from an accredited program ensures that an individual is eligible for licensure in land surveying. Licensure is required by most states. Aspiring land surveyors need to look for an institution that offers at least a bachelor's degree in land surveying, which is generally a requisite for both employment and career advancement.
Additionally, it's important to take a land surveyor program that prepares students for the National Council of Examiners for Engineering and Surveying (NCEES) exams. After passing the first exam, Fundamentals of Surveying, the candidate works for four years under supervision and then sits for the second exam, Principles and Practice of Surveying.
Potential land surveyors may be interested in studying online. A program may offer some courses online, as well as on-campus. Degrees of this nature are called blended or hybrid programs.
Schools by Largest Student Enrollment
|College/University||Student Population||Institution Type|
|Ohio State University||53,715||4-year, Public|
|University of Florida||51,474||4-year, Public|
|Pennsylvania State University||44,406||4-year, Public|
|Purdue University||41,433||4-year, Public|
|College of Southern Nevada||40,310||4-year, primarily associate's, Public|
|University of Houston||36,104||4-year, Public|
|Troy University||28,303||4-year, Public|
|Northeastern University||25,837||4-year, Private not-for-profit|
|University of Akron||24,119||4-year, Public|
|California State University-Fresno||22,613||4-year, Public|
|Metropolitan State College of Denver||21,729||4-year, Public|
|Saint Cloud State University||17,430||4-year, Public|
|New Mexico State University||17,239||4-year, Public|
|University of Alaska Anchorage||16,649||4-year, Public|
|East Tennessee State University||13,646||4-year, Public|
|Ferris State University||13,532||4-year, Public|
|University of Puerto Rico-Mayaguez||13,324||4-year, Public|
|Idaho State University||12,653||4-year, Public|
|University of Wyoming||12,067||4-year, Public|
|University of Maine||11,818||4-year, Public|
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The Physical Education, Health and Music Program is designed for secondary students as a means of understanding varied phases of human existence in more than practical sense. Hence, this course carries variety of activities, new ideas and updated information planned, organized, and developed faithfully for an interesting and balanced PEHM Program. Every component of PEHM is divided into units of lessons to emphasize their salient topics.
Physical Education tackles every essential aspect concerning physical activities. It helps nurture the students' knowledge and skills in physical development, sports, dance, First Aid, and other related activities.
Health Education takes into consideration one of the most important aspects of high school life--personal and social health. It answers the needs of the students in the attainment of knowledge, principle, attitude and health development towards a healthy, beneficial, responsible, and meaningful living. Health Education offers Health appraisal and Personal and Community Health, Safety Education and First Aid, Drug Education, Proper Garbage Disposal, and Population Education.AKO SI JOY NAGPUYO SA SANDAWA
Music Education discusses and presents the concepts and elements of music. It helps the students to familiarize with different kinds of music and musical instruments and, in the process, make them appreciate music more. One appreciation may be in the form of song composition and the like.


Soil-free farming prepares next generation for Green Energy future
When Boston College Professor Mike Barnett first got students involved in hydroponics, he couldn't get them to go home.
Girls better than boys at making story-based computer games, study finds
(Phys.org)—Teenage boys are perhaps more known for playing computer games but girls are better at making them, a University of Sussex study has found.
In Mississippi, education money gap grows to $1.5B
In a state with a long history of lousy education, and a bad habit of not paying for it, nowhere is the problem more profound than in this tiny town in the middle of Mississippi.
LEGO bricks build better mathematicians
A study carried out by the University of Derby has found that LEGO plays a vital role in the development of maths skills in children.
High school team files patent application for new highly effective, eco-friendly flame retardant
Fire consumes wood ferociously, in a deadly blaze—but the substances used to treat wood to resist burning can also be noxious and toxic. A Stony Brook University Materials Science Professor guided an undergraduate ...
Digital native fallacy: Teachers still know better when it comes to using technology
Members of today's younger Net Generation aren't more tech savvy than their teachers just because they were born into a world full of computers. In fact, if it weren't for the coaxing and support of their ...
Preparing local schools for teaching evolution in the classroom
When did life first appear on Earth? What does evolution say about the existence of humans? The topic of evolution has been added to the Year Six primary school curriculum and will be mandatory in all schools ...
Sociologists describe community support for wind farms
Harnessing wind as a powerful source of renewable energy in the Midwest means coming to terms with a landscape dotted with wind towers.
How charter school foes are failing
As charter schools continue to expand, new research indicates liberal opponents are failing to make effective arguments aimed at curbing the education reform movement.
The scarring effects of primary-grade retention?
An article released by Social Forces titled, "The Scarring Effects of Primary-Grade Retention? A Study of Cumulative Advantage in the Educational Career" by Megan Andrew explores the effect of scarring in the educational career ...
Could gut bacteria that help us digest beer and bread fight disease, too?
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18th century brewery remains found at Va. college
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New Stanford research has found that Americans are increasingly divided along political party lines – and those sentiments are stronger than racial biases.


How to Plan Differentiated Reading Instruction: Resources for Grades K-3 (Paperback)
This book reviews the basics of differentiated reading instruction and provides detailed, ready-to-use lesson plans and materials to help teachers hit the ground running. Teachers get everything they need to implement four types of instructional groups over multiple three-week cycles. For phonemic awareness and word recognition, dozens of reproducibles are provided. For fluency, vocabulary, and comprehension, lessons are based on popular, inexpensive trade books. Offering step-by-step guidance to simplify planning and decision making, the book can be used on its own or as a complement to Differentiated Reading Instruction: Strategies for the Primary Grades, which offers a complete introduction to the authors' approach.
About the Author
Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He is the author, coauthor or editor of 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His books include two that were coauthored with Sharon Walpole: "The Literacy Coach's Handbook: A Guide to Research-Based Practice "and "Differentiated Reading Instruction: Strategies for the Primary Grades," His other books include "Assessment for Reading Instruction" (with Steven Stahl); "Help for Struggling Readers"; "Teaching through Text"; and "Issues and Trends in Literacy Education," among others. Dr. McKenna's research has been sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He is the cowinner of the National Research Conference's Edward Fry Book Award and American Library Association's Award for Outstanding Academic Books. He has served on the editorial board of "Reading Research Quarterly," and his articles have appeared in that journal as well as in others. Dr. McKenna now works extensively with literacy coaches in Georgia and Virginia.
Sharon Walpole, PhD, is Associate Professor of Reading in the School of Education at the University of Delaware. She teaches undergraduate courses on language and literacy development in kindergarten and first grade, master's courses on content-area reading instruction and on organization and supervision of the reading program, and doctoral seminars on literacy and educational policy. Dr. Walpole has extensive school-based experience, including both high school teaching and elementary school administration. She has also been involved infederally funded and homegrown schoolwide reform projects and has been studying the design and effects of schoolwide reforms, particularly those involving literacy coaches. She works closely with the Reading First initiatives in Delaware, Virginia, and Georgia and is coauthor (with Michael C. McKenna) of "The Literacy Coach's Handbook" and "Differentiated Reading Instruction," and has written articles in a number of professional journals. In 2007, Dr. Walpole received the Early Career Award from the National Reading Conference for Significant Contributions to Literacy Research and Education.
"This is an ideal resource for primary-grade educators who know the importance of differentiated instruction but are still resorting to the one-size-fits-all approach to teaching, due to time constraints and other demands. How to Plan Differentiated Instruction provides a plethora of lesson plans, reproducibles, and assessments so that teachers can begin meeting their students' needs immediately. Readers will feel confident creating their own differentiated lessons after using these teacher-friendly model plans as guided practice."--Jodi Nichols, MEd, Instructional Leader and Reading Specialist, Garrett County (Maryland) Public Schools
"Many of us struggle to put the literacy puzzle together. Even with a knowledge of best practices, it's a challenge to plan instruction that meets the needs of all our students. How to Plan Differentiated Reading Instruction is a comprehensive resource that clarifies the planning process and shows teachers how to use assessments to plan for differentiated instruction."--Jennifer Allen, MEd, literacy specialist, Waterville (Maine) Public Schools"Walpole and McKenna have expertly responded to concerns of educators from the field to create this indispensable guide. Teachers will be refreshed by its user-friendly, common-sense approach. The strength of the book lies in its power to 'unpack' the authors’ thinking about lesson planning, thus serving as a practical springboard for teachers as they provide for the literacy needs of every student."--Sonia Q. Cabell, MEd, research staff, Preschool Language and Literacy Lab, University of Virginia; former second-grade teacher and reading coach


Learn something new every day More Info... by email
Pelizaeus-Merzbacher disease is a genetic or inherited condition that involves the central nervous system, specifically the spinal cord and brain. It is part of a set of inherited disorders, called leukodystrophies, in which the myelin, or the protective covering of the brain and spinal nerves, degrades. When the myelin degrades and does not form again, it causes individuals to have intellectual impairment and a delayed development in motor skills. In most cases, the motor skills, such as walking and coordination, are affected more severely than intellectual function, such as memory and language. It typically affects males more than females, and the symptoms usually begin when the individual is very young.
Scientists divide Pelizaeus-Merzbacher disease into two general types: classic and connatal. Classic Pelizaeus-Merzbacher disease is considered more common, and it usually begins when the individual is very young. People affected by this type of the disease generally have muscle weakness, involuntary eye movements, and delayed motor skill development, such as walking or crawling. As the child ages, the involuntary eye movements may stop, but the individual will usually experience stiff muscles, poor balance, and jerking muscles. Although connatal Pelizaeus-Merzbacher disease is less common, it is more severe and includes such symptoms as breathing difficulties, talking, eating, deformities of the joints, and seizures.
Generally, the prognosis for people with the most severe symptoms of Pelizaeus-Merzbacher disease is quite poor. In these severe cases, the individual gradually deteriorates until she reaches death. In the alternative, if a person has mild symptoms, she may have an average or even a long life span and be able to live a normal lifestyle. A large number of people with Pelizaeus-Merzbacher have mild symptoms and can live full lives.
Unfortunately, there is no cure for Pelizaeus-Merzbacher disease. Any treatment that is provided is done so merely to treat the symptoms. For example, an individual may be given supportive braces for aching joints or jerking muscles. In addition, she may be prescribed medication that is often used to treat movement disorders.
Research is underway to learn more about Pelizaeus-Merzbacher disease. Scientists are trying to understand the disease and find methods to prevent and treat people affected by it. The ultimate goal for many scientists is to discover a way to cure people currently affected with the disease. There are studies underway and, in many research hospitals, researchers are looking for affected individuals who would like to participate in clinical studies.
One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK!


Teaching reading strategies to your students is simple with Core Clicks. Designed for grades K–5, this digital nonfiction reading program guides students and educators through multiple reads of short informational texts to develop the comprehension strategies students will need for PARCC, Smarter Balanced, and other higher level assessments.
Core Clicks takes advantage of your existing classroom technology, so there’s no new hardware to learn or purchase. Whether you have interactive whiteboards, desktops, laptops, or tablets, Core Clicks works on it. Exceptionally flexible, Core Clicks can easily be used with small groups, whole classes, or for individual instruction.
However you choose to use it, Core Clicks WILL develop 13 critical comprehension skills that are required by Common Core and higher academic standards.
Core Clicks is divided into 108 Text Studies (18 per grade). Each Text
Study focuses on one specific reading comprehension strategy from the
At the center of each Text Study is a short, engaging informational text
co-written by child literacy experts and the editors of Scholastic News®
and Weekly Reader®.
Interactive features embedded in the text guide educators and students
through "three reads" of the text, delving deeper with each encounter.
These features include include text-marking activites, vocabulary support,
discussion questions, and other text-dependent exercises to develop
critical comprehension strategies from the Common Core Standards.
After thoroughly examining the text, teachers focus
on reinforcing the reading strategies with Skill
Workouts. These exercises include videos for direct
instruction and interactive text-based activities.
You can also print out a PDF version of the activity
if you’d like to hand it out top your students for homework.
These light assessments are part of each text study.
Five on-level multiple-choice questions ensure students
grasp the reading comprehension strategies before
applying them to unfamiliar texts. The Question Quests are also
trackable so you can easily assess student performance and
Here's where students will use the strategies they've
developed in the Text Study on a new and unfamiliar
text. After you've fully covered a Spotlight Skill, students
will use it with a new text and short assessment. These
checkpoints deliver the types of analytical questions
students will encounter on PARCC, Smarter Balanced, and
other higher level assessments. Teachers can track student performance on this feature.
Both Question Quests and Reading Checkpoints are easily
trackable, so you can assess student progress conveniently
and easily. Both teachers and administrators will be able
to generate useful reports on student, class, and school
levels(COMING SOON: district level reporting). You can
also customize reports by tracking performance by skill,
question type, or over a certain amount of time.


Your article “Reading Recovery Program Shows Results in Berkeley Schools” (October 5–8) violates several basic journalistic principles.
It includes no mention of opposing points of view. A reader would not guess that there is profound controversy about this program both within the Berkeley Unified School District and in the broader ranks of U.S. education. One would not guess that last year the district apparently came close to abolishing this expensive and ineffective program.
The headline is not backed up by the content of the article. Only three paragraphs address the results of Reading Recovery in Berkeley. One paragraph claims that “the program . . . has helped 75 percent of [children in it to] catch up to the classroom average.” No source is cited for this controversial and unlikely claim. One paragraph cites Greg John, the principal of John Muir Elementary School. Mr. John has never taught basic literacy (his teaching experience was at the middle-school level) and has completed no serious training in this area. The principal of one school in the district, he lacks any expertise to evaluate Reading Recovery. The final paragraph quotes Tom Prince, the Reading Recovery teacher-leader. As well-intentioned as he may be, Mr. Prince has a conflict of interest evaluating the program that he leads. This paragraph also states: “Research has shown that Reading Recovery reduces the achievement gap.” In fact, the research on Reading Recovery in the U.S. is mixed at best. Those researchers who are not already affiliated with the program have raised probing doubts about its effectiveness. Reading Recovery as pioneered by Marie Clay in relatively homogeneous communities in New Zealand and Australia may be a successful program, but Berkeley’s program is quite different and violates many of her basic principles.
The article is filled with incorrect information and misleading claims.
It refers to “an eight-year hiatus of the program from the district.” The program has been active throughout the last eight years.
“‘All the children in the reading recovery program have been identified by their kindergarten teachers as being far below basic.’” “Offered to children at [sic] the bottom 20 percent of their kindergarten class.” From the article one might not realize that in fact the program works not with kindergartners but with first-graders. The Reading Recovery teachers cherry-pick which students to take and reject many of the lowest performers because they don’t want to muck up the program’s statistics by working with children who may not succeed. When they have run out of other candidates, they often take students who are doing fine in their first-grade classrooms. They pick children from poor and less educated families, whose parents they believe are unlikely to resist being placed in the program. Mr. John instituted disciplinary action against a classroom teacher for informing the parents of one student that the student was doing well in reading and did not need Reading Recovery.
“We only train really experienced classroom teachers who have already had successful literacy training.” This claim is false. One Reading Recovery teacher had her classroom career in a private school, working only with children from highly educated literate families, where only minimal instruction in reading was necessary. In 2006 Reading Recovery was used as a transitional job for easing out an incompetent administrator who hadn’t been in the classroom for decades. Berkeley Reading Recovery teachers tend to be quite unaware of other aspects of literacy education and of recent research in literacy techniques.
“John said that the program had helped kids perform well in reading in the district’s Developmental Reading Assessment.” The DRA is not the district’s assessment, but was written by Joetta Beaver and published by Celebration Press, and is used throughout the nation. Unfortunately, most district teachers, including Reading Recovery teachers, have had limited training in administering the DRA, and the results they report have little uniformity. In addition, Reading Recovery teachers have a conflict of interest. They as individuals, and the program as a whole, must produce good DRA scores to justify their continuation. Classroom teachers often report that children undergoing Reading Recovery experience setbacks, not progress.
Unfortunately, the Planet regularly prints boosteristic articles about elementary education that make no mention of the controversies and defects of the programs they describe. Berkeley’s elementary schools have serious problems, and the Planet could do good service to the community by investigating them thoroughly and shedding light on possible improvements.
Your puff piece on Reading Recovery, however, covers up the important issues.
Donald Forman is Berkeley resident.


Report: Rural Pupils More Likely to Be in Special Education
Children in rural America are 60 percent more likely than their nonrural peers to be placed in special education programs in kindergarten, according to an analysis of 22,000 pupils that was sponsored by a research center at Mississippi State University.
There are also wide disparities in school readiness when rural children are evaluated by race, according to the report from the university’s National Center for Rural Early Childhood Learning Initiatives. About 8 percent of rural black children were proficient at identifying the beginning sounds of words, compared with 22 percent of nonrural black children. About 26 percent of rural white children had the letter-sound skill, compared with 40 percent of nonrural white children.
Early-education programs based in centers also appeared to be less available to rural children, compared with children in more densely populated areas. According to the analysis, 35 percent of rural white children and 14 percent of rural black children attended an early-education program in the year before kindergarten, compared with 37 percent of nonrural black children and 54 percent of nonrural whites.
The findings are just part of a series of reports to be released by the Mississippi State research program, said Cathy Grace, the director of the national center. The reports are intended to address a dearth of research into the lives of rural children, she said.
“Our hope is that we can get people to start to talk first and then move into action,” Ms. Grace said. The findings are scheduled to be presented this week at the annual meeting of the Fairfax, Va.-based Society of Prevention Research. Future analyses will focus on such topics as professional development of early-childhood teachers, parental mental health, and mental-health services for families.
The analysis, which examines children who entered kindergarten in the 1998-99 school year, draws on the Early Childhood Longitudinal Study, conducted by the National Center for Education Statistics under the U.S. Department of Education. The longitudinal study has compiled details on those children for a wide range of family, school, community, and individual characteristics.
The National Center for Rural Early Childhood Learning Initiatives asked Child Trends, a Washington-based research organization, to compile the data for the analysis. For the analysis, the category “rural” was based on the U.S. Census Bureau definition, which includes places of fewer than 2,500 people outside urban areas, as well the Early Childhood Longitudinal Study’s definition that includes small towns of 25,000 or fewer residents.
Several positive aspects of rural life for young students appear in the analysis. Rural children are more likely than nonrural pupils to be in kindergarten classes of 15 or fewer children. They also are more likely to live in safe neighborhoods, and those with noncustodial or nonresident parents are more likely to stay in contact with them.
The analysis does not discuss causes for the disparities between rural and nonrural children. Ms. Grace suggested that rural children, who are more likely than nonrural children to be poor, may have parents who are working minimum-wage jobs and more than one job.
“They may have different people coming in and being the care providers,” she said. “The stability is not there.”
Such factors may play a part in rural children’s academic disadvantage when they start school, compared with their nonrural peers.
Bob Mooneyham, the executive director of the National Rural Education Association, an organization of teachers, administrators, and researchers that is based in Norman, Okla., said the report’s findings are not surprising.
“I wouldn’t take issue with that number at all,” Mr. Mooneyham said last week, referring to the figure that rural children are 60 percent more likely to be placed in special education when they start school. “It’s a poverty issue,” he said, “and it points to the need for the states and the federal government to start paying attention to the needs of rural children.”
Vol. 24, Issue 38, Page 12
- Roaring Fork School DIstrict, Carbondale, CO
- Superintendent, Cedar Rapids Community School District
- Cedar Rapids Community School District, Cedar Rapids, IA
- Diverse Learners Teacher
- AUSL, Chicago, IL
- Founding Principal, Charter School
- OLD STURBRIDGE VILLAGE, INC., Sturbridge, MA
- Faculty, pre-school, international school
- Scholastica, Dhaka, Dh, Bangladesh


What's The Point
There is a wide range of temperatures on earth — from desert hot to arctic cold. What are the temperatures like where you live? Find out by going on a temperature scavenger hunt and discovering the many ways you measure temperatures inside and outside your house.
CROC Hatch! – Estimate the correct egg temperature and you’ll know if the egg will hatch a boy or a girl crocodile.
This Activity Will Help Your Child
- Learn to read a thermometer
- Compare temperatures using basic math skills
- All about Temperature
by Alison Auch
- Hot and Cold
by Angela Royston
- Super Simple Things to Do with Temperature: Fun and Easy Science for Kids
by Kelly Doudna
Paper and pencil
Various thermometers (weather, thermostat, body, etc.)
Weather forecast in newspaper or online
How Do I Do It?
Temperature Scavenger Hunt
- Go to the Wild Kratts online Creaturepedia to learn about the different regions on earth. Ask your child the following questions:
- What do you think the temperatures are like in these different regions?
- How might the animals and people adapt to live there?
- Explore the temperatures around you by going on a temperature scavenger hunt. Talk with your child about the different places in and around the house where temperature is measured, and about the different kinds of thermometers used to measure these temperatures.
- Walk together as you search for these thermometers. Some examples are: a thermostat that shows room temperature, an oven thermometer, a refrigerator thermometer, an outdoor thermometer, and a body thermometer.
- Record the different thermometer readings on a piece of paper.
Compare the temperatures you found. Use comparative vocabulary such as hot, warm, cool, and cold. Ask questions such as:
- Which temperature is the hottest?
- Which temperature is the coldest?
- What is the difference between these two temperatures?
Look at the weekly weather forecast for your neighborhood.
- How does today’s temperature compare to tomorrow’s temperature?
- Calculate the differences between the two temperatures.
- Which two days in the week have the biggest difference? Which have the smallest?
Take It Further
Temperatures affect how we dress and what activities we do. Play a game of “temperature charades.” Take turns acting out an activity for hot, cold, or mild temperatures while the other person guesses the activity.
Do animals wear sweaters? Explore how the animals in your neighborhood adjust to the temperature. Look for clues such as shelter, food, and body covering. Draw pictures or write about your discoveries.


New updated files for examples preschool classroom observations
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NUTRITION KNOWLEDGE ASSESSMENT OF PRESCHOOL CHILDREN Jane Meacham Plum Thesis submitted to the Faculty of the Virginia Polytechnic Institute and State University in partial ...
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INCH BY INCH, ROW BY ROW GONNA MAKE THIS GARDEN GROW*: Classroom Quality and Language Skills in the Abbott Preschool Program Year One Report, 2002-2003 Early Learning ...
u0022This new COR aligns more closely with our state standards and with the Head Start Child Outcomes Framework. u0022u0022Our parents like this assessment better than any of the others ...
1 SET for Success: Using Data to Inform Positive Behavior Support in Preschool Deborah Carter, Ph.D. Elizabeth Steed, Ph.D. Renee VanNorman, Ph.D. Sarah Levi ...
Improving Educational Quality (IEQ) Project AN EVALUATION OF THE EARLY CHILDHOOD EDUCATION AND PRESCHOOL PROGRAM IMPLEMENTED BY NIOS REFUGIADOS DEL MUNDO: CLASSROOM ...


Current music NCEA requirements need to be less dominated by Western art music practices and more accepting of a range of contemporary music approaches and practices, says a University of Canterbury researcher.
However, the research found that despite the potential digital technology may have to transform classroom activities, music education, in most cases, remains fundamentally conservative and heavily informed by traditional Western art music practices.
Stuart Wise, University of Canterbury College of Education lecturer, says during research for his thesis he found there is evidence of considerable use of digital technology in schools.
"Although teachers participating in study had a range of digital technology available to them and they made use of it on a regular basis, a range of factors influenced the choices they made when using it in their classrooms."
In particular it was the requirements of an external examination system that remains informed by Western art music and in particular harmony, music history, traditional aural skills and an understanding of music notation and theory that influenced whether teachers used the technology in their classrooms.
"Students participating in the study appeared to have a high level of digital literacy and were able to use digital technology in both formal and informal learning situations,” he says.
"A number of the students also discussed and demonstrated their informal music learning skills in performance and composition activities. For these students, contemporary music practices are very important to them and if they do not receive the information they need at school they know how to access it using a range of digital devices in an informal learning environment.
"My research found that to be a successful music educator in the 21st century, the ability to work with Western art music practices and contemporary music practices is becoming an increasingly important skill,’’ says Wise.


Music can change your child’s life — literally. Music builds self-confidence and helps children gain social skills to help connect them to other kids and the world in general. Music students score higher on verbal and math portions of SATs, have fewer drug and alcohol problems and fewer altercations with the law. Like the sound of that?
Elizabeth Lasko, assistant executive director, center for members and constituency relations with the National Association for Music Education (NAFME), says it is much easier to maintain — and build upon — any existing music program your child’s school may already have, than to lose it and have to work to get it back.
She adds, "So it’s worth putting every available resource into protecting a program.”
And don't take your child’s music program for granted.
Check in with your child’s homeroom teacher and/or music teacher to find out what needs to be done to support the music program.
Lasko says, “There may be an existing booster program or other support system, or one may need to be started.”
If you are going to spearhead one or want to breathe some life into the existing music booster program, reach out to other parents to help with your efforts. Send flyers home in backpacks, organize meetings and brainstorm how you can work together to gain support for the school’s music program.
Work with your child’s school’s leaders to organize some fun activities this March geared toward encouraging music education and appreciation in honor of MIOSM.
Lasko suggests using MIOSM to bring visibility to your child’s school music program by organizing community events like putting on a school talent show featuring musical acts or making a video asking for support. Using social media is important too. You can connect with local radio, television and newspapers to help spread the word throughout your community. Also, consider organizing a school or class field trip to see a local musical group perform or invite a local group to come to your child’s school.
Lasko also points to the organization’s secondary school honor society, Tri-M, which spotlights the achievements of music students and their community spirit.
She says, “It’s a great way to show how important music is and how great music kids are — as we say, music education orchestrates success!”
Take your advocacy for music education to local legislature. NAFME offers extensive how-tos on its site regarding gaining support by working with government officials, including how to get resolutions passed, and contacting local media to get the word out to your community.
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January 20, 2012 was the 24th death anniversary of Khan Abdul Ghaffar Khan, popularly known as ‘Bacha Khan’. Thinking of Khan Abdul Ghaffar Khan in 2012, it seems that his main message is now forgotten in the pages of history and his invocation is merely left to empty words echoed by his amazingly corrupt ‘heirs,’ his grandson and the cronies who inhabit the Awami National Party (ANP). Today, seldom does one hear of Bacha Khan’s name in the league of Mahatma Gandhi and Martin Luther King Jr — the pioneers of non-violent resistance to injustice in their times. Forgotten is the great, devoutly Muslim leader, who led the fierce and warlike Pakhtun tribesmen to take an oath of non-violence.
Abdul Ghaffar Khan was born in 1890 in Uthmanzai near Charsadda in the Frontier. Having not had the chance to purse higher education like his elder brother, Dr Khan Sahib, Abdul Ghaffar Khan went along a less trodden path. Sensing that the main problem of the Pakhtuns was the lack of education and incessant feuds, Ghaffar Khan set up the Darul Ulum in 1910 in Uthmanzai and Mardan to give elementary education to the villagers. Later in 1921, he set up the Anjuman-e-Islah-e-Afghana, the ‘Society for the Reformation of the Afghans’, to again rid the Pakhtuns of illiteracy and social evils. Thereafter, a network of about 70 Azad Islamia Madarassas were established throughout the province to promote education, Pashtu language and literature, patriotism and true love for Islam. These initiatives were significant in three ways. First, most of these schools were established in the villages, rather than the cities, which were the main focus of reformers during the early part of the 20th century. Secondly, all these initiatives were deeply rooted in the Islamic tradition of seeking knowledge and the promotion of peace and good relations. Thirdly, these schools, independently conceived, were nevertheless part of a great focus on indigenous education and social improvement prevalent in British India. All these great projects, firmly embedded in resuscitating pride in India’s national and religious heritage did a lot to awaken patriotism among the people and charged the nationalist movement.
Abdul Ghaffar Khan also followed the obvious nationalist cause after his educational initiates and established the Khudai Khidmatgars, ‘Servants of God’ movement in November 1929. This movement was significant since it was also deeply rooted in the ideology of non-violence. For the warlike Pakhtuns, where revenge and conflict are almost a way of life, Ghaffar Khan preached the gospel of non-violence. His philosophy of non-violence was deeply religious and found the inspiration in the person of the Holy Prophet (pbuh) and his treatment of people, especially of those from Makkah after the city’s final conquest. This adherence to non-violent principles was absolute, so much so that when the British police fired on Kudai Khidmatgar members indulging in civil disobedience in April 1930, they did not retaliate and suffered over 200 casualties. No wonder then that Ghaffar Khan was soon called the ‘Frontier Gandhi’ for his faithfulness to the principle of non-violence. Like Gandhi, Ghaffar Khan focused not only on gaining independence from the British but also the transformation of the self. So as Gandhi advocated satyagraha, ‘experiments with the truth’, Ghaffar Khan advocated a radical transformation of the Pakhtuns, as peaceful, forward-looking people.
Despite Ghaffar Khan’s significant contribution to Islamic philosophy, social reform and political thinking, he is a lost figure in the Pakistani narrative. His revolutionary ideals were stifled in the evolution of Pakistan, simply because he did not ‘fit’ in the meta-narrative which did not allow any deviation from the line of the Muslim League. It did not matter that Ghaffar Khan’s ideology was as Islamic as anyone else’s and perhaps even more beneficial to adhere to, with its focus on non-violence, non-discrimination and social development, than the purely communal policies of the Muslim League.
Shame that today, the party which claims Bacha Khan can only think of evoking his name, but seem oblivious of his ideals while they indulge in extreme corruption. I wonder if Bacha Khan would be tempted to break his vow of non-violence if he saw today’s ANP?
Published in The Express Tribune, January 31st, 2012.


This era of limited resources demands we set societal priorities and optimize our interventions to solve problems, because not every good idea can be pursued.
The challenges of academic malaise, crime, prison costs, welfare dependence, breaking the cycle of poverty and reinvigorating the economy share a common solution -- quality early childhood education. The pursuit of early learning ties to so many other longer-term benefits that it's a logical priority choice.
The reasons are grounded in decades of long-term research from distinguished academics at such renowned institutions as Harvard University and the University of Chicago. Much of the brain's architecture for cognitive, social and emotional capabilities is built from birth through age 5, and quality early learning assures a strong foundation.
Studies show children who experience high-quality early childhood education enter school ready to learn. Pennsylvania's array of high-quality early learning options includes Pre-K Counts, early childhood learning centers with 3 or 4 stars from the Pennsylvania Keystone STARS quality rating system, and Head Start Supplemental Assistance.
After attending one of these programs in 2011-12, the percentage of preschoolers with age-appropriate language, math and social skills more than doubled, according to the Pennsylvania Office of Child Development and Early Learning. The OMG Center for Collaborative Learning found that Pennsylvania school districts serving the largest numbers of children from high-quality prekindergarten programs had lower rates of children needing special education in kindergarten.
With a foundation of quality early learning, children are more likely to succeed academically, graduate from high school, obtain higher education or career training, and hold down good, family-sustaining jobs, contributing to society.
Without quality early childhood education, disadvantaged children risk entering school up to 18 months behind their peers in development. Most children reading well below grade level at the end of fourth grade will not graduate from high school. They are more likely to drop out of high school and engage in risky behaviors such as drug and alcohol use. They are also more likely to need public assistance or get involved in the criminal justice system.
By preparing young children for academic and workplace success, every dollar invested in high-quality early education returns up to $2.17 in local spending in Pennsylvania, through direct employment and through the multiplier effect of purchases of goods and services. In the long term, University of Chicago economist Dr. James Heckman has found a 7 percent to 10 percent return on investment, based on increased school and career achievement, and reduced costs for remedial education, health care, and criminal justice.
The workforce is also strengthened, especially in the STEM areas -- the science, technology, engineering and mathematics capabilities demanded in 21-century jobs. High-quality early childhood education cultivates and helps sustain children's innate curiosity, creativity, collaboration and problem-solving skills -- the same skills that employers will demand. The U.S. Department of Commerce expects STEM jobs to grow by 17 percent in the next 10 years, but too few qualified workers to fill them.
Here in York County, our community has long been committed to building a strong network of high-quality early learning opportunities. Still, the state Office of Child Development and Early Learning reports that nearly two out of three young children live in economically disadvantaged families, and only one young child in four participates in high-quality publicly funded early childhood education.
This shows the gap that investments in quality early learning can bridge. Stronger investments today help prepare children for school and boost their chances of graduating. Our commitments also make today's young children the desirable workers, entrepreneurs and community leaders of tomorrow. This issue has broad support from the business community not only in Pennsylvania but across the country.
I applaud and support the meaningful investments made by Gov. Tom Corbett and the state Legislature in the recently passed 2013-14 state budget, and I agree that more children, especially those at risk of failing in school, should have the opportunity to experience high-quality early learning programs.
The challenges we face in society today include breaking the cycle of poverty, reducing crime and raising the level of academic achievement in all schools. We didn't arrive at these difficulties overnight, and confronting these entrenched challenges requires long-term thinking. Investing in quality early childhood education is a verifiable step that will begin the journey toward economic stability and stronger communities.
-- Bruce Bartels is presi dent of WellSpan Health and a member of the Pennsylva nia Early Learning Investment Commission.


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Prentice Hall United States History (High School) provides content that connects students to history by helping them explore enduring issues of American History through the American Issues Connector feature, the Reading and Notetaking Study Guide with American Issues Journal, and online Web Quests.
This highly acclaimed US History program provides tools & textbooks that enable students to experience history through stunning visuals, the Experience It! Multimedia Pack, and chapter-by-chapter project-based assignments.
Prentice Hall United States History enables students to succeed on the high-stakes standardized assessments with a variety of progress monitoring tools, textbook chapter assessments, and Success Tracker™--benchmark testing which provides remediation.
Developed to meet the needs of courses covering United States history from the Civil War to the present.
Leverage the Understanding by Design® instructional approach, developed by program consultant Grant Wiggins, to enable students to develop a deeper understanding of the history of the United States.
Pearson encourages 21st century learning by infusing the core subjects and themes throughout our programs—Life and Career Skills, Learning and Innovation Skills, and Information, Media, and Technology Skills. The ultimate goal—to ensure that every child is prepared for the 21st century with skills like critical thinking, problem solving, creativity, innovation and global competence.
With Pearson’s interactive whiteboard-ready resources, students become more active and collaborative classroom learners and teachers are able to deliver memorable lessons, engage all types of learners, and reduce class preparation time.
Our fully digital programs and ebooks provide cutting-edge online instruction with a seamless transition from the textbook, allowing students to complete assignments, access videos and activities, and take online tests and remediation.
Language-acquisition expert, Dr. Jim Cummins, has worked exclusively with Pearson to embed powerful teaching approaches into Pearson programs, ensuring that English language learners receive the same high quality education as their peers. Dr. Cummins’ expertise in literacy development in multilingual school contexts, as well as the role of technology in promoting language and literacy development, have made Pearson programs the most effective resources for today’s ELLs.
RTI is an ongoing instructional process of using assessments to inform instruction that leads to improved student performance. Pearson's Response to Intervention solution provides a continuum of accelerated intervention strategies that assess, instruct, and monitor at every level for the best possible outcome. Unlike other modular solutions, Pearson's combination of continual progress monitoring and instruction ensure long-term, sustained results.
At Pearson we continue to focus on your needs and on improving our customers' online experience. We invite you to complete the survey below, and greatly appreciate your input as a valued customer of Pearson.
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Animusic in Education
What do elementary school students say after seeing Animusic?
"That was AWESOME!"
"There are so many sounds and stuff to watch!"
"How did they do that?"
"Can we watch it again?"
Gregory Brown (right) looks on as student
Gregory Brown didn't really enjoy music lessons as a child. "They were so boring!" he says. As an adult, he got past those early frustrations and became an accomplished piano player and vocalist, going on to perform at Carnegie Hall.
These days, besides his performing and studio work, Brown himself teaches music – and loves it! He keeps the lessons engaging and fun for students, and that's where Animusic comes in.
"When beginners can see and hear those cool instruments play it makes a huge difference in helping them understand rhythm, pitch, melody and harmony."
We're told that some students ask to watch Animusic at every lesson. Their favorites include Starship Groove, Pipe Dream, and Resonant Chamber. Pipe Dream in particular turns out to be an excellant tool for explaining anticipation, which Brown emphesizes is key to good performance.
Not just for Kids
Joseph Pisano (left) and music education colleague Stacy Paparone discuss Animusic with undergraduate Music Education Majors at Grove City College.
Joseph Pisano is a fine arts professor at Grove City College (north of Pittsburgh, PA) where he instructs students planning to teach music. He's also a jazz trumpet player and both well-versed and well-published in the fields of music education and music technology.
And a big Animusic fan.
"The first time you see it you immediately get enthralled," he says.
Dr. Pisano makes sure that future music teachers appreciate all the ways Animusic can help them when they have their own classes.
"First of all, it's a great hook to get kids engaged. And the details help illustrate all sorts of musical concepts, such as arpeggios and timbre."
He discovered Animusic watching PBS, and immediately ordered the DVDs. Pisano loves that the animations are almost believable, and that so much thought went into music-related nuances, such as the gradually decaying vibrations of plucked strings as the notes fade.
Music teachers at all levels include Animusic in their instruction, and we certainly encourage educational usage. Two educators have created teacher companion guides – one for each DVD, which can be downloaded from our education page. If you know a music teacher who might find this interested, please do let them know about it.
If you'd like to get email updates, just sign up for our Newsletter.


Snow Snake Game This game is a variation of a Native American game that is played during the winter. It is usually played on ice, but it can be played in soft snow ...
Math 1 Manual Montessori Research and Development 2008 198 SNAKE GAME FOR MEMORIZATION OF MULTIPLICATION Material A box containing colored bead bars ...
Mehen, the snake game, was played in ancient Egypt even before 3000BC. The idea of the game is to move your six counters around the snake towards its ... Down
Mehen, the snake game, was played in ancient Egypt even before 3000BC. The idea of the game is to move your six counters around the snake towards itswww.schoolsliaison.org.uk/kids/siteactivities/mehen.pdf
Prepared By: Clayton Thurmer Bechtel K-5 Education Excellence Initiative References Brutlag, Dan. "Choice and Chance in Life: The Game of SKUNK," Mathematics …inside.mines.edu/~cthurmer/k-12/Snake.pdf
Syllable Snake game board (Activity Master P.031.AM1a - P.031.AM1b) Word cards (Activity Master P.031.AM2a - P.031.AM2e)www.fcrr.org/studentactivities/P_031b.pdf
From Snake, Play All the Games Ashley Jin (ashpjin), Joseph Tsai (joetsai) 12-13-13 1 Introduction Given almost no knowledge about the game, can an AI eﬃciently ...web.stanford.edu/class/cs221/sample-projects/ashpjin-joetsai-snake.pdf


Note: We are now in the process of building an Informational Text Reading Academy run by and taught by students during academic hour. Students can attend to 1) be taught the foundational skills for doing an analysis of informational text, or 2) attending students work with student coaches to collaborate on an analysis of informational text.
I specialize in creating measurable classroom evidence of new standards and strategies. The most difficult part of implementing change is producing this formative evidence of teaching and learning. Focusing beyond lesson plans to adapting actual teaching materials, I ensure teachers are ready to enter the classroom, teach new standards and strategies (including Common Core), and measure results. Teachers create and analyze common formative assessments; the evidence of new teaching all learning communities need for frequent Plan-Teach-Revise learning cycles. Before lessons are taught, learning standards, teaching strategies, including students mastering informational text, need to take form in planning so they provide the real-time data required for ongoing improvement.
Distinctions between levels of planning are critical. In our standards-based system, we work in a logical sequence from standards and maps (Level 1) to units and lessons (Level 2), and finally to formative assessments and teaching materials (Level 3). The capacity to produce evidence of classroom results is determined in Level 3; however, this is where things usually go wrong due to a shortage of time for PD and planning. Level 3 is precisely where teachers achieve a confidence and readiness threshold for new teaching. Without quality, classroom-ready, formative assessments and teaching materials, lessons do not go well and Plan-Teach-Revise teacher learning cycles are impossible for PLC's. We have to use provem methods in innovative ways.
There are two pairs of two informational text "power" structures found in most informational text, which helps students at all grade levels immediately begin to think critically about the text: Pair 1: Decription-Compare/Contract, and Pair 2: Sequence-Cause/Effect. You'll see these at work in almost every paragraph.
Common Core Resources: CLOSE READING PLANNING AND TIPS. Note: We (K-12) have advanced analytical structures that are beyond resources available here. Call and I'll provide you tips you can use that day. (928-243-1927)
Time for teacher PD and planning is a problem. Our collaborative teacher training is designed to demonstrate ways to respond rapidly when adapting and aligning curriculum to meet urgent needs.
The capacity to implement the Common Core is the same capacity required to adapt and improve lesson plans and teaching to meet a variety of needs. We’ve refined a way to adapt actual teaching materials so learning teams produce results in the “hours” available. Using a streamlined version of Understanding by Design, teachers focus on ready-to-teach classroom materials that represent and support the desired change.
Regarding Common Core, or more importantly informational texts, we’ve used informational text structures since 2006 as a prism through which we design new classroom-ready materials; we naturally support literacy while choosing better ways to teach. We translate the “what” to teach into materials of practice that define “how” to teach it. Both levels of curriclulum alignment are addressed. Teachers feel ready. Brief cycles of improvement become possible. Teachers unite in a common purpose, language, and the tools become learning teams.
"Thank you for making Common Core not scary!"
"This training has been intense but ultimately so valuable in giving me knowledge I need to successfully implement Common Core ELA standards into my CTE classroom! I have lesson plans, activities and resources that I can walk into my classroom and use NOW!"
"I have specific lesson plans that outline what I will be doing and what standards I am reaching. I have student handouts - graphic organizers - ready to be copied and handed out. I have teacher models to use for assessing what I want my students to "get"
"I am so excited to now have resources and an explanation of how to carry everything out. I now have a deeper understanding and a wealth of resources both from the presenter and participants. Thank you."
"They opened my eyes to a way the Common Core Standards can be embraced and not feared. They provided time to model, explain, and explore the program in relation to our needs."
"I am overjoyed with the strategies and resources I received to aide into the transition of the Common Core Standards."


Core-Aligned Writing Resources
Achieve the Core
A national organization that has assembled a variety of resources to help support the shifts in instruction required in implementing the Core. They have complied an extensive selection of materials on writing that include samples of student writing with annotations to show how various Core standards are met. Student samples are shown as they were transcribed, annotated with comments, and corrected for spelling and grammar for use as examples with students. Click here for more information.
Elementary Language Arts Core Standards and Resources
Professional Organizations and Research on Literacy
Tutoring Program (STAR)
American Library Association
The oldest and largest library association in the world, with more than 64,000 members. Its mission is to promote the highest quality library and information services and public access to information.
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
A set of standardized, individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills.
Children's Book Council
A nonprofit trade association of publishers and packagers of trade books and related materials for children and young adults.
Children's Literature Web Guide
Is an attempt to gather together and categorize the growing number of Internet resources related to books for Children and Young Adults.
Great Websites for Kids
A list of websites approved by the Association for Library Service to children.
Guide to Grammar and Writing
Contains scores of digital handouts on grammar and English usage, over 170 computer-graded quizzes, recommendations on writing from basic problems in subject-verb agreement and the use of articles to exercises in parallel structures and help with argumentative essays, and a way to submit questions about grammar and writing.
Library of Congress
The nation's oldest federal cultural institution. The Library preserves a collection of nearly 121 million items, more than two-thirds of which are in media other than books.
Reading lists, series books, classic titles and the newest titles all are part of Kidsreads.com along with trivia games, contests, author interviews and author biographical information.
New York Public Library
Information about the programs, services, and collections of The New York Public Library, along with access to its catalogs and other information databases.
No Child Left Behind
The historic, bipartisan education reform effort that President Bush proposed his first week in office and that Congress passed into law on January 8, 2002. The No Child Left Behind Act of 2001 (NCLB) reauthorized the Elementary and Secondary Education Act (ESEA), the main federal law affecting education from kindergarten through high school. NCLB is built on four principles: accountability for results, more choices for parents, greater local control and flexibility, and an emphasis on doing what works based on scientific research.
Provides nearly 3,000 free lesson plans and activities for educators tied to PBS programming and correlated to local and national standards.
The place to be if you're a book lover! Readers Read features news about the hottest books and authors in all genres, bestseller lists, news about ebooks, and links to the best sites for literature and books.
This popular television program is known for the fascinating and fun books it presents each episode. At this site is a list of the books shown on the program with a brief synopsis, an episode guide, and other resources for teachers.
Reading Rockets for Professionals
Offers research-based and best-practice information for professions that impact kids' reading achievement.
Reading Rockets for Teachers
Was created for teachers. They gather great resources and make them easily available for free. They also encourage you to print out and distribute whatever you need.
The StarFall Store
Offers free quality education products as a public service.


TEXAS ASSOCIATION OF MUSIC SCHOOLS
TEXAS ASSOCIATION OF MUSIC SCHOOLS. The Texas Association of Music Schools, Incorporated, was organized in November 1938, with twenty-five colleges represented. In 2011 its membership included 119 college and university departments and schools of music. Cofounders William E. Jones, the first president, served from 1938 to 1942, and Grady Harlan served as secretary from 1938 to 1948.
Both the Commission on Fine Arts appointed by the Texas Association of Colleges (established in Austin, 1937), and a Symposium on the College Music Curricula at the Texas Music Teachers Association convention (Waco, June 1938) revealed the need for improved standards in music education that led to the beginnings of the association. The first convention was held in December 1939 in San Antonio. The twenty-six institutions represented at this meeting are considered the charter members. Over a period of many years, E. William Doty, in his dual capacity as dean of the College of Fine Arts at the University of Texas and leader in both the Texas Association of Music Schools and the National Association of Schools of Music, persistently fought for the establishment of standards in music schools throughout the state.
From as early as 1898 the number of schools offering music instruction had rapidly increased. These schools searched for means to improve quality of instruction, to establish standards for course offerings, and to set criteria for weighting of credit. The problems they sought to solve included the lack of cooperative leadership and the inability of students to transfer credit between institutions, both obstacles to the establishment of academic standards for music in Texas higher education. The association has provided member schools a forum for discussion of major issues relating to music in higher education in Texas. It has enhanced research and development of music in higher education, encouraged music in general education, and fostered cooperation among institutions and public understanding of music education.
The association's early years were devoted to organizational policies. Its code of ethics, promulgated in 1938, has made a distinctive difference in music education in the state and in the country. In place of rivalry and competition, cooperative teamwork and fraternity prevail. In 1945 the association turned its efforts toward the music curricula and sought to establish minimum standards for courses, faculty, facilities, resources, and libraries. A culminating achievement of the Commission on Cooperation in Higher Education was the publication in 1982 of the Transfer Curriculum in Music for Texas Colleges and Universities. Upon publication and distribution on four continents of the bibliographic tool Books on Music: A Classified List by Michael Winesanker, the association gained worldwide recognition.
Any department or school of music in a Texas college or university holding membership in the Association of Texas Colleges and Universities or accredited by the Southern Association of Colleges and Universities may apply, be nominated by the Commission on Academic Standards, and be elected to membership at the annual meeting of the association. An executive director supervises the overall operations of the association. Three other directors are members of an executive board. One director of the association must represent a private institution, another a public college or university, and the third a two-year school. Don Morton served as executive director from 1948 to 1976. Christian Rosner served from 1976 to 1984, and Wesley Coffman served from 1991 to 2005. In 2011 James Lee was executive director.
BIBLIOGRAPHY: L. W. Chidester, "The Curriculum of TAMS as Related to Four-Year College," Southwestern Musician, October 1947. Frederick Eby, The Development of Education in Texas (New York: Macmillan, 1925). William Charles Martin, The Texas Association of Music Schools (Ed.D. dissertation, George Peabody College for Teachers, 1956). TAMS—Texas Association of Music Schools (http://office.tmea.org/tams/), accessed November 27, 2011.


Name: Bowed Psaltery.
Type: Bowed Zither > Chordophones.
Region: Many > North America.
Dimensions: Length 51 cm width
Specimen: Ken Brodkey, Santa Cruz, California USA.
Acquisition Date: 2010.08.27 Friday.
The bowed-psaltery is a zither played with a bow and it is a member of the chordophone family. In 1925 a patent for the first bowed psaltery was issued by Clemens Neuber, this one had two accessible sides one for melody and the other for chords. Walter Mittman took the bowed psaltery over to the United States after the war and is asked in 1960 by George Kelischek to make them for him. Walter Mittman advocated the use of this triangular shaped psaltery for music education along with the luthier Edgar Stahmer (b. 1911 d.1996) on German television in 1963 he showed how to make the bowed psaltery. In 1967 Ronald Roberts published the plans of Edgar Stahmer in his book "musical instruments, made and played". In the 1980s UK Luthier Ronald Zachary Taylor promoted the instruments in his book "making musical instruments" in 1981 published the plans for the bowed psaltery. The sound of the bowed psaltery can be described as “hauntingly beautiful” and quite resonant.
Michealjking.com -Psaltery Making
Stanley Sadie -New Grove Dicttionary of Musical Instruments Book O to P
Vol. 2 Making Early Stringed instruments by Ronald Zachary Taylor,
Publishers – Stobart Davies Limited Dryad Press ISBN: 9780854420513
> Ronald Roberts -Musical Instruments to be played ISBN: 0852190956.


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Addressing the sensitive issue of difficulties in literacy development this practical book outlines what is meant by 'literacy' and the barriers to literacy development such as social class, ethnicity, culture and gender. It emphasises practical strategies and programmes to help reduce these barriers at school, family and community levels. Throughout, the highly qualified team of authors relate cognitive, psychological, and socio-cultural perspectives to current curriculum policies, controversies and ethical considerations.
This book enables practitioners to reflect critically upon the choices available to them in assessing and supporting students who experience difficulties in literacy development. Topics covered include a thorough consideration of dyslexia, bilingualism, the conceptualising of literacy, equity issues, and suggestions for assessment and planning for pupils.
This is essential reading for students on initial teacher training courses and teachers on CPD courses in the area of special needs, literacy and dyslexia. It is also a companion course guide for the Open University’s new Difficulties in Literacy Development course.
|1||Models of, and debates over, the reading process||1|
|2||Concepts of dyslexia||23|
|3||Responses to dyslexia||64|
|4||Socio-cultural models and approaches||86|
|5||Gender, ethnicity and experiences of difficulties in literacy development||104|
|6||Equity, inclusion and the law||123|
|7||National curricula frameworks for literacy development||149|
|8||Assessment of barriers to literacy development||188|
|9||Framework for planning||221|
|10||School responses to difficulties in literacy||234|
|11||Supporting students' literacy acquisition at the level of the family||263|
|12||Towards inclusive schools: considering literacy difficulties||289|


Research and Practice in Physical Education
Routledge – 2013 – 240 pages
Research findings in education can provide invaluable insight into how teaching practice can be improved, but research papers are often inaccessible and hard to digest. This innovative new text is designed to assist physical education students, pre-service teachers, practising teachers and teacher educators to learn how to read research and to apply it to practice in primary and secondary physical education. The text also provides insights and implications for those working with young people in physical activity and sport settings.
The book presents a clear, step-by-step guide to how to read and interpret research, followed by a series of short and engaging introductions to contemporary research studies on key topics in physical education, from classroom management and programme design to assessment and social issues. Each study is discussed from the point of view of researcher, teacher educator and primary and post primary teacher, providing the reader with invaluable insight into how to use research to generate new ideas and improve their teaching practice.
Research and Practice in Physical Education is the perfect companion to any course in research methods, current issues, learning and teaching, or pedagogy and curriculum in physical education.
Introduction to Reading Research Guidelines for Reading Research - A Commonsense View Section I – Student Engagement and Experience 1. Individual and instructional determinants of student engagement in physical education 2. Physical education resources, class management and student physical activity levels 3. How can we enhance enjoyment of secondary school? 4. Measuring secondary pupils' disruptive behaviours in physical education 5. Social preferences for learning among adolescents in secondary physical education Section II – Instruction, Learning and Assessment 6. Students and teacher responses to a unit of student-designed games 7. The gendering of abilities in physical education 8. Perceptions of middle school assessment 9. Student perception of caring teaching in physical education 10. Defining, acquiring, and transacting cultural capital through assessment in physical education 11. Students’ and teachers’ experiences of assessment for learning Section III – Curriculum Models 12. The influence of student status on student interactions and experiences during a sport education unit 13. Influence of a hybrid sport education—teaching games for understanding unit 14. Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education 15. The role of various curriculum models on physical activity levels 16. Influence of occupational socialization on preservice teachers’ interpretation and delivery of the sport education modeol 17. Adventure-based learning and reflection Section IV – Continuing Professional Development 18. Development and Maintenance of a Community of Practice 19. Professional development when introducing a novel curriculum model 20. Collaborative learning in physical education teachers’ early-career professional development 21. Collaborative professional learning: From theory to practice 22. Teacher professional development: Who is the learner? Finding Different Ways to Make Research Serve Teaching Annotated List of Selected Research Journals
Deborah Tannehill taught post-primary physical education for ten years in the USA. She is currently Senior Lecturer in the Department of Physical Education and Sport Sciences at the University of Limerick, Ireland. She is Course Director for the Professional Diploma in Education: Physical Education, and Co-Director of Physical Education, Physical Activity and Youth Sport (PE-PAYS) Research Centre. Her research interests include physical education teacher education, continuing professional development and communities of practice, and teaching physical education.
Ann MacPhail is Senior Lecturer and Head of Department in the Department of Physical Education and Sport Sciences at the University of Limerick, Ireland. Ann's main teaching and research interests revolve around physical education, teacher education, methodological issues in working with young people and school physical education.
Ger Halbert has taught post-primary physical education, civic, social and political education (CSPE) and social, personal and health education (SPHE) for the past 21 years in Ireland. She currently works as an education officer with the National Council for Curriculum and Assessment in Ireland. She is part of a team who are supporting the introduction of the new junior cycle in second-level education.
Frances Murphy taught as a generalist primary teacher for 15 years. She is currently a Lecturer in Physical Education in the Education Department at St Patrick’s College, Ireland. Her research interests include the development of appropriate after-school programmes for children to promote increased levels of physical activity, motor skill development and social development.


California today is expected to complete its return to phonics as the foundation of reading instruction when the State Board of Education adopts new guidelines calling for students to learn basic word skills before tackling literature and other material.
The blueprint for classroom lessons will cap four years of reading reform in California and drive fundamental changes in curricula, textbooks and teacher training.
The reading and language arts "framework" will replace 1987 guidelines that called for students to learn to read by being immersed in literature. That approach was based on a method of instruction known as "whole language," and is now widely blamed for the dismal performance of California's elementary school students on national tests.
"The idea of starting with literature certainly didn't work for large numbers of California children," said Marion Joseph, a member of the state board. "You can only attend to the great ideas if you can get through the mechanics automatically and fluently."
Besides shifting philosophies, the new framework urges schools to devote more time to reading.
Pupils in kindergarten through third grade should spend a minimum of 2 1/2 hours on the subject each day. Those in grades four through eight should spend two hours. And high school students should take at least one language arts course per semester.
Now, school districts decide how much time elementary and middle school students spend on language arts and other subjects. High school students are required to take three years of English.
Language arts isn't the only subject undergoing revision. The board also is scheduled today to approve a separate framework for mathematics.
Both of the instructional road maps will affect schools nationwide because of the influence California exerts as the country's largest textbook market, analysts say.
"The textbooks that publishers will develop and submit in California will be the front-list offerings they will try to sell in other states," said Rick Blake, vice president of the school division for the Assn. of American Publishers.
Few issues have polarized teachers the way reading has divided advocates of phonics and whole language. From colleges of education to elementary school classrooms, instructors have waged sometimes bitter campaigns over how best to teach reading.
The new framework embraces elements of both approaches, reflecting the prevailing view of researchers that effective reading programs need to combine foundational skills and real books. The critical factor, officials say, lies in the sequence of instruction.
The new guidelines make clear that early reading lessons need to explicitly teach fundamental skills.
Starting in kindergarten, pupils need to learn that words are composed of bits of sound, and that those sounds are represented by letters.
As children move through the primary grades, they learn to blend sounds into more complex words.
At the same time, students must be exposed to literature, expository texts and other materials so they can build their vocabularies and develop a love of reading, according to the framework. Vocabulary and reading comprehension should be taught explicitly as part of the process.
The guidelines emphasize that students must become fluent readers by the end of third grade or risk falling behind as their course work grows increasingly complex.
"The kind of pressure we put on kids after grade three increases dramatically," said Edward Kame'enui, an education professor at the University of Oregon and coauthor of the framework. "If you can't read, you can't get access to the information. You won't be able to participate, period."
Officials have held public hearings and revised the framework during the last year. The state board is scheduled to vote on the final draft today.
The vote will culminate a sequence of reforms that began in 1995 after California's fourth-graders posted the lowest reading test scores among 39 states.
Nearly 60% of the state's fourth-graders were found to have less than basic skills, preventing them from gaining even a superficial understanding of most texts, the National Assessment of Educational Progress found.
The scores alarmed educators and lawmakers.
The state's superintendent of public instruction, Delaine Eastin, convened a task force to fix a "crisis that demands our immediate attention."
The Legislature passed laws requiring phonics lessons in new textbooks, smaller class sizes in the primary grades and phonics training for new teachers.
Then last November, the State Board of Education adopted new standards for what students need to know at the end of each year.
The framework is based on those standards that, among other things, call for kindergartners to learn sound-letter relationships, develop reading comprehension and write simple words.
Many experts praise the state for taking a comprehensive approach to early reading and for aligning its curriculum, instruction and assessment.


Reid, Gavin; Soler, Janet and Wearmouth, Janice
Meeting difficulties in literacy development: research, policy and practice.
Addressing the sensitive issue of difficulties in literacy development this practical book outlines what is meant by 'literacy' and the barriers to literacy development such as social class, ethnicity, culture and gender. It emphasises practical strategies and programmes to help reduce these barriers at school, family and community levels. Throughout, the highly qualified team of authors relate cognitive, psychological, and socio-cultural perspectives to current curriculum policies, controversies and ethical considerations.
This book enables practitioners to reflect critically upon the choices available to them in assessing and supporting students who experience difficulties in literacy development. Topics covered include a thorough consideration of dyslexia, bilingualism, the conceptualising of literacy, equity issues, and suggestions for assessment and planning for pupils.
This is essential reading for students on initial teacher training courses and teachers on CPD courses in the area of special needs, literacy and dyslexia. It is also a companion course guide for the Open University’s new Difficulties in Literacy Development course.
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With a depth of background knowledge not usually seen in a text containing practical, highlighted strategies, unit and lesson plans, suggested activities, recipes, and more, A Practical Guide to Early Childhood Curriculum, 9th edition, emphasizes the importance of a child-centered curriculum that encompasses the whole child - physical, social, emotional, creative, and cognitive - with an underlying purpose of guiding students and newly qualified teachers to explore how young children learn, what they can learn, and the specific concepts, ideas, and strategies that are developmentally appropriate.
Core chapters provide coverage of social studies, language development, literacy development, science, problem-solving and math, music and movement, creativity, art, and dramatic activities.
Features of this popular text include:
- A developmental approach to teaching young children by teaching how to plan experiences in accordance with the developmental needs of the children in the classroom.
- A strong focus on the cognitive areas of the curriculum and effective methods of curriculum implementation.
- Addition of National Standards and a plethora of helpful ideas address key concepts throughout the text.
- Updated references throughout with many new references added to update and support the current text.
- Contains a condensed historical perspective and developmentally appropriate practice.
- A new Chapter Three addresses a variety of assessments, their purposes, and how to assess young children.
- An entire realignment of chapters in this new edition reflects the updated content.
This applied guide to planning and implementing curriculum across the content areas, for children ages 3 to 8, provides students with a depth of background knowledge not usually seen in a text containing practical, highlighted strategies, unit and lesson plans, suggested activities, recipes, and more.
Core chapters cover:
- Social studies (including diversity, social-emotional development, physical activity, and nutrition)
- Language development
- Literacy development
- Science (3 separate chapters)
- Problem solving and maths
- Music and movement
- Creativity, art, and dramatic activities
Key changes to this edition include a new chapter devoted to assessment, integration of developmentally appropriate practice in Chapter 1, expanded coverage of national standards and how to incorporate them into the daily curriculum. There are also new “Ideas” boxes with specific ideas to support particular topics, and new photographs of children and classrooms.
ISBN : 9780132746007, Author : Eliason, Publisher : Pearson - 2012, Dimensions : 27.5 x 21.6 x 2.3 cm, Paperback : 456 pages


A Guide to finding MUSIC MATERIALS in the
Mercer County Community College Library
Compiled by Greg Smith. December 2008
The MCCC Library uses the Library of Congress classification and call number system.
There are THREE major categories for MUSIC MATERIALS.
M - is used for music, itself, that is things in musical notation. You will find scores, piano music, song books, sheet music, and books of music for solo instruments here. You will also find some music survey books here if they have a lot of examples in score in the text; A History of Folk Songs, for example.
ML - is used for music literature, i.e., books written about music as a subject. Books on the periods of musical history and on musical styles are here; also, biographies of composers and other noted musicians.
MT - is used for music theory and music textbooks. Here you will find books on harmony, counterpoint, and the analysis of compositional techniques. Methods for learning musical instruments are here, too.
Music CD's are kept at the Circulation Desk. The Library has several good survey sets covering the whole gamut of music history in the West and an extensive collections of JAZZ RECORDINGS covering all periods and styles. Please, ask for a librarian to help you find particular items in the music CD's.
The Reference collection has an excellent selection of music encyclopedias, dictionaries, and guides. The best of these is the exhaustive NEW GROVE DICTIONARY OF MUSIC AND MUSICIANS found at Ref ML 100 .N48. The other music references are on shelves below and to the right of the "Grove."
The Library subscribes to several of the leading print music journals, however, the best way to find specific music topics in Journal Articles is to use one of the Library's online databases. Go to the College's homepage www.mccc.edu . Open the "Select One" pull down from the Quick Picks at the top right corner of the screen to get to the LIBRARY page. Once you are on the Library page choose Online Databases & Search Engines in the black tool-bar along the left side column of the page. This will put you into an ALPHABETICAL list of Hot-Links to our databases. The best ones for finding music topics are:
Academic Search Premier for any music topic, general or specific, historical or theoretical.
Oxford Reference Online (Go down the page to Subject Reference and pick Performing Arts for music)
JSTOR has many good articles on music topics, mostly in non-music scholarly journals.
Biographies Plus for material on composers, performers, & theorists, past and present.
New York Times Historical covering 1851-2003. Good for reviews, premiers, and major musical events.
ABI Trade & Industry for extensive coverage of all aspects of the music world as a commercial venture.
Issues & Controversies On-file, unfortunately, does not have any material on whether the trill should begin on the principal note or the note above, but it does have good stuff about the Politics of Music Education Funding and about the Music Lyrics Censorship Controversy.
NOTE: the Library Reference Staff is always ready to help you in searching any music sources.


Science Education serves undergraduates through Liberal Arts Core courses and science teacher preparation. The program provides three special courses in liberal arts science specifically for elementary education majors – Inquiry into Earth Science, Inquiry into Life Science and Inquiry into Physical Science. Each emphasizes an inquiry, a science process teaching approach and is based on content standards. The basic science minor (K-8) requires these three courses and builds on them to give elementary education majors special preparation to teach science. For secondary science teaching—there are six science teaching majors—four of them are in the specific science disciplines of earth science, biology, chemistry and physics, and two are interdisciplinary majors, including all sciences and middle/junior high science teaching.


Recent research by the University of Texas at Arlington indicates fine motor skill decline starts for most people as they reach their mid-60s, affecting their dexterity and ability to perform manual tasks. According to a Rush University Medical Center study, however, remaining socially active can help keep older adult’s motor skills sharp as they age.
When face-to-face interactions are not possible, for example, mobile technology can be a direct line to family and friends via video chat services like Skype, social media outlets like Facebook and Twitter, and even traditional email.
Additionally, there are a multitude of apps and games designed to help keep smartphone and tablet users’ minds and fingers agile. Dexteria is an app focused on fine motor skill development that produces reports detailing a user’s progression over time. Fruit Ninja, a mobile game where the player swipes his or her finger across the screen to slash fruit as a ninja warrior, helps develop hand/eye coordination, as do Amazing Fingers and Finger Maze.
For assistance when performing manual tasks on their wireless devices, users can also employ accessories and services such as Bluetooth headsets for hands-free calling, voice commands for dialing or launching programs, and task automation for creating preset actions that reduce the need to manipulate settings on devices.
Improving manual dexterity and fine motor skills takes practice, and with the help of mobile devices users can help diminish the loss of these skills to keep them at the top of their games.


Title IX, Education Amendments of 1972 - U.S. Department ...
Title IX, Education Admendments of 1972 - Sex Discrimination ... Title IX, Education Amendments of 1972 (Title 20 U.S.C. Sections 1681-1688)
Educational technology - Wikipedia, the free encyclopedia
Educational technology is an inclusive term for the tools that technologically or electronically support learning and teaching. Educational technology is not ...
Georgia Department of Education
Release Date Title; 1/16/2015: Video Message from Superintendent Richard Woods: January 15: 1/16/2015 Superintendent Woods releases statement of support for Senate Bill 2
Title IX - Wikipedia, the free encyclopedia
Title IX is a portion of the United States Education Amendments of 1972, Public Law No. 92‑318, 86 Stat. 235 (June 23, 1972), codified at 20 U.S.C. §§ 1681-1688 ...
Kentucky Department of Education : Homepage
Includes resources for parents, teachers, and administrators and provides information about the state's landmark education reform initiative.
ALTA - American Land Title Association
The American Land Title Association, founded in 1907, is the national trade association and voice of the abstract and title insurance industry. ALTA® members search ...
NASPA | Student Affairs Professionals in Higher Education
The official web site. A resource for higher education administrators including professional development opportunities and a list of student affairs graduate programs.
The Education Arcade - MIT STEP
STEP is actively engaged in many research and development projects, designing and testing new learning technologies for use in formal and informal education.
National Association for Music Education (NAfME)
Amplify Student Voices During Music In Our Schools Month! What is Music in our Schools Month®(MIOSM)? Each year in March, National Association for Music Education ...
UNESCO | Building peace in the minds of men and women
UNESCO encourages international peace and universal respect for human rights by promoting collaboration among nations. Its mission is to contribute to the building of ...


In addition to these specific curricular interests, the collection should provide a broad base of support for general cultural interests in music its role in the history of civilization on an international scale to include a special interest in the music of Texas composers and Texas ethnic minorities.
To provide for interdepartmental; academic needs in art, drama, dance, musical acoustics, aesthetics, and psychology, linguistics, folklore, American studies, the study of ethnic and popular culture and radio-television-film production.
See the Fine Arts Audiovisual Collection Statement for acquisition of audio recordings.
Pictorial works to include collections of musical instruments, historical studies of composers, performers, music theaters and musical performance are collected either comprehensively, as for musical instruments, or selectively, as for biographical presentation. Iconographic works are of importance.
Technical studies and methodology will be purchased selectively for music theory and instrumental and vocal music. Songbooks used as texts will be purchased for music education. Selection of textbooks will depend upon content and treatment of the subject. Few titles written on a popular or juvenile level will be selected.
Music scores: Editions of early music, historical monuments, sets, anthologies, scores published in series and representative works from all periods to include manuscripts in facsimile and on microfilm ( See Appendix 1).
Sound recordings: See Fine Arts Library collection statement. Sound recordings are purchased primarily on compact discs. Other audio formats accompanying texts and scores are purchased as needed. Selection of format will keep abreast of current technology as appropriate.
The Benson Latin American Collection provides access to literature on music as well as musical score relevant to ethnic and folklore studies and sound recordings on discs and tapes of popular, folk, and classical music.
The Center for American History collects exhaustively materials related to music in Texas. Sheet music written by Texans or of some significance to Texas history is collected comprehensively.
|SUBJECT||LC CLASS||LOCATION||CDP [NCIP] COLLECTING LEVEL||BIBLIOGRAPHER|
|Historical Musicology: History and Criticism of Music (See Footnote 1)||ML||Fine Arts Library||C||Music|
|Exception: Latin American Music||?||Benson Latin American Collection||?||?|
|Historical Musicology: Musical Instruments (See Footnote 2)||ML?||Fine Arts Library||?||Music|
|Historical Musicology: Philosophy of Music, Engraving and Publishing (See Footnote 3)||M?||Fine Arts Library||B?||Music|
Collection of field recordings when available. Artistic, anthropological, socio-cultural aspects of non-western music. Representative works of western folk music to provide historical coverage. Collect Americana such as hymnals, tunebooks and songbooks. (See Appendix 1)
Anthologies of essays and articles, dissertations on popular music as a social phenomena, songbooks, methods, fake books, arrangements, lead sheets and reference works.
Collect literature on performers and composers through biographies, discographies, bio-discographies and pictorial presentation.
Instrument maintenance and repair. Music scores for the voice and all instruments for a representative collection for all historical periods. (See Appendix 1)
General and historical treatment of performance practice and interpretation both instrumental and vocal.
On the graduate level, historical treatment of foundations and principles of music education significant publications by professional organizations, research methodology, texts and measurements. Comprehensive selection of dissertations from other institutions as a major source of research in music education. Physiology, psychology of music and music therapy, the historical development and current theories.


Physical Science is the study of the physical environment, material things, matter, and energy. Students learn the principles that form the foundations of non-living systems and gain an understanding and appreciation of the methodologies of science as investigative tools.
The Physical Science program is designed to prepare students to transfer to a four-year university in a physical science-related discipline.
The Associate in Science degree with an area of emphasis in Earth Science Studies is intended for students who plan to complete a bachelor's degree at a transfer institution in a physical or earth science-related major.
Common university majors in this field include:
Instr Support Supervisor
Instr Lab Tech/Phys Sci
|Course Number||Course Name|
|PHYN 044||Supervised Tutoring in Physical Science|
|PHYN 100||Survey of Physical Science|
|PHYN 101||Survey of Physical Science Laboratory|
|PHYN 105||Physical Science for Elementary Education|
|PHYN 120||Physical Oceanography|
|PHYN 290||Independent Study|
|PHYN 296||Individualized Instruction in Physical Science|


International Journal of Art & Design Education
Summarising a Student Debate
Volume 5.1 1986
The issues raised by a newspaper article entitled Man does not live by bread alone written by two Hungarian students are considered and discussed with reference to some current practice in Hungarian art education. The students’ concerns are typical of the expectations of some young people and focus upon the idea that artists must express ideas of value to society as a whole. One important aspect of this is understanding and appreciating visual culture. It is argued that one of the most important tasks in education is to provide the ground for young people to develop their skills in visual and aesthetic discrimination. This is facilitated by engaging with established works of art in an open and tolerant way, as well as by expression through picture making.
Click here to read the full article on the Wiley Interscience website.